Leo VS Robots a Spelling Aid:
A narrative game used for aiding students in improving spelling scores.
A Thesis Submitted to the Faculty of the Interactive Design and Game Development
in Partial Fulfillment of the Requirements for the
Degree of Master of Fine Arts in Interactive Design and Game Development
at
Savannah College of Art and Design
Alex Damarjian eLearning
© November 2016
David Meyers, Committee Chair
Sari Gilbert, Committee Member
Dr. Greg Corness, Committee Member
Acknowledgements
Thesis Committee Chair David Meyers
Thesis Committee
Sari Gilbert
and
Dr. Greg Corness
Participating Artists Brendan Hannahan
Tony Damarjian
Survey Participants
Aurora and Chicago Public Schools
and
Chicago Toy and Game Fair Attendees
Table of Contents
List of Figures
1
Abstract
4
Introduction
5
Why games are effective tools for learning
9
Narrative’s Connection to Games and Learning
13
Hero's Journey connects games with cherished history through narrative
13
Two narratives exist in every effective learning game
14
Narrative and Gameplay related to learning
16
Scaffolding and Learning
17
Rewards System
18
Video Game Aesthetics and Learning
19
Animation Performance and Game learning.
20
Overview of the Project
21
Leo VS Robots narrative and how it relates to learning
21
Leo VS Robots Scaffolding AI engine
24
Universally Accessible Game Development
26
Leo VS Robots characters, animations, environment, and colors encourages learning
26
Current teaching aids for spelling
27
Paper and Pencil
27
Spelling City
28
Methods
28
Materials
29
Procedure
29
Results
29
Charted Data
30
Analysis
31
Conclusion
33
APPENDIX A: Thesis Project Download Links
34
APPENDIX B: Supplemental Videos
35
Bibliography
36
List of Figures
1.
Caveman on a hunt for food, image taken from http://hcslms.hardin.kyschools.us/
5
2.
AARP Senior Spelling Bee Champions, image taken from http://states.aarp.org/are-
6
you-a-champion-speller-enter-the-national-senior-spelling-bee/
3.
Gardner’s learning modalities, image taken from
7
http://www.connectionsacademy.com/Libraries/blog/multiple-intelligences-learningstyle s.jpg
4.
Matthew Syed table tennis champion, image taken from
9
http://www.experttabletennis.com/bounce-by-matthew-syed/
5.
Exergame WiiFit, image taken from http://wiifitu.nintendo.com/
9
6.
Spelling City website, image taken from https://www.spellingcity.com/
11
7.
Interface for users to enter words in word bank, image taken from
11
https://www.spellingcity.com/
8.
Fill in the letters spelling game, image taken from
12
https://www.spellingcity.com/initial-speller-game.html?listId=27009992
9.
Letter fall spelling game, image taken from https://www.spellingcity.com/letterFall-
12
spelling-game.html?listId=27009992
10. The Hero’s Journey chart, image taken from http://www.yeahwrite.org/wp-
14
content/uploads/Heros-journey_2.jpg
11. Arcanum game cover, image taken from http://arcanum.wikia.com/
15
1
12. Zone Of Proximal Development sketch, image taken from
17
http://www.sketchplanations.com/post/62942306085/zone-of-proximal-developmentbas ed-on
13. Tetris game screenshot, image taken from http://tetris.com/play-tetris/
19
14. GTA environment screenshot, image taken from www.rockstargames.com
19
15. Isbister’s babyface character example, image taken from Better Game Characters
20
by
Design: A Psychological Approach, pg 11
16. Isbister’s Facial Feedback Hypothesis example, image taken from Better Game
21
Characters by Design: A Psychological Approach, pg 150
17. Sixth grade students playing Leo VS Robots, image taken with permission from
21
parents at a school in Aurora
18. Cinematic still of Leo’s parents being kidnapped, image taken from Leo VS
22
Robots
19. Filbert Fienstien Leo’s mentor, image taken from Leo VS Robot
22
20. Leo facing his fears a giant robot scorpion, image taken from Leo VS Robots
22
21. Filbert Fienstien mentioning classroom teacher, image taken from Leo VS Robots
23
22. In game menu for tracking progress, image taken from Leo VS Robots
23
23. A word spelled by the player, image taken from Leo VS Robots
24
24. A word spelled by the enemy, image taken from Leo VS Robots
25
25. Batteries emerging from deactivated robot, image taken from Leo VS Robots
25
26. Leo main character card, image taken from Leo VS Robots
26
27. Non-Playable characters offering tools, image taken from Leo VS Robots
27
2
28. Table illustrating number of words spelled correctly, Data Collected From A
30
School
In Aurora, Il.
29. Pie chart illustrating percentage of words spelled correctly, Data Collected From
31
A
School In Aurora, Il.
3
Leo VS Robots a Spelling Aid:
A narrative game used for aiding students in improving spelling scores.
Alex Damarjian
© November 2016
Abstract
This thesis examines the role animated narrative within a video game can play to
effectively aid in spelling instruction. Traditionally used spelling methodologies and top-rated
web games provide rote rehearsal approach, which is only part of what is needed to aid in
spelling instruction for students. In order to be effective, instruction should combine rote
rehearsal with scaffolded learning, multi sensory engagement and engaging narrative.
Furthermore, the narrative should be integrated with real world experiences to enable the student
to draw a stronger connection to the material being learned. The video game, Leo VS Robots, is
a spelling aid that will improve spelling scores in sixth grade students. It does this through the
combination of multisensory gameplay, scaffolded learning, narrative, and a connection to the
students’ classroom environment.
Keywords: rote rehearsal, multisensory gameplay, scaffolded learning, narrative, spelling aid
4
Introduction
In order to understand why Leo VS Robots can be a useful spelling aid, it is important to
describe the effectiveness of narrative-based educational games and the necessity for students to
learn to spell. Narrative has been used as a device for teaching, from the first cave drawings to
the creation of educational games for tablets (Tevzadze 92).
Figure 1 Caveman on a hunt for food, http://hcslms.hardin.kyschools.us/
Scholars such as Joseph Campbell have written about the use of narrative as a tool to educate and
help draw connection between subject matter and our lives. Literature about video game design
also cites narrative as the foundation for effective game instruction. Applying narrative to a
spelling game can aid in improving spelling instruction.
In an age of spell checkers and autocorrect features, some may question why learning to
spell is necessary. “Good spelling frees up attention that no longer needs to be focused on
technical aspects of writing, it allows people to write confidently and quickly, and with greater
accuracy and descriptive power, as they have strategies to spell unusual and more difficult
words” (Konza 116). A poor understanding of spelling may cause poor reading and writing
skills in children, which may result in a lack of confidence when it comes to writing personal
narratives or other creative works. The result of this can have long term effects on an individual's
ability to learn. With a limited vocabulary, students may not attempt to read more difficult works
of literature and therefore limit expansion of their knowledge. Reading is a necessary part of
almost every academic discipline. Later, as students move on to the workforce, poor spelling
5
skills may have a negative effect on their success. Poor spelling skills can lead to not attaining a
position or promotion, or to possible termination from a position. Employers view poor spelling
as a direct reflection of one's overall education level (Konza 6).
Research has also shown that as a person ages and leaves the workforce, cognitive skills
decline. One warning sign of dementia is a loss of spelling and language ability. In order to slow
the progress of dementia, experts in the field of gerontology have created spelling practices and
bees for the elderly. Spelling bees involve practicing and recalling spelling words, activities
which have been found to strengthen cognitive abilities in older individuals (Westwood 180). In
an age when children are born with technology that is readily available, tools that improve
spelling ability are necessary for cognitive performance throughout life.
Figure 2: 2015 AARP Senior Spelling Bee Champions, states.aarp.org
Current teaching methodologies and games do not meet all of the needs required to aid in
spelling instruction. According to Barry E. McNamara, a leading researcher and educator in the
field of language arts and special education, current teaching methodologies such as writing
words multiple times, having students create their own spelling tests and having students write
words in the air are highly ineffective. Students learn best when approaching a problem using a
variety of learning modalities. Many students who have difficulty with spelling and reading also
have difficulty with systematic ways of learning (McNamara 72).
“The most effective way to convince struggling students that they can learn is to show
them by teaching to their learning modality strength” (Winebrenner, Kiss 50). Students who
6
receive higher marks on spelling tests use a variety of learning methodologies in their process of
learning to spell (Winebrenner, Kiss 50). Howard Gardner of Harvard University, a leading
American developmental psychologist and educational theorist, argues that individuals learn best
through multi-sensory engagement. Gardner identified eight learning modalities : Visual-Spatial,
Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, Logical -Mathematical and
Visual. In order for effective learning to take place, two or more of these modalities must be
present in instruction (Gardener 48).
Figure 3: Gardner’s Learning Modalities, www.connectionsacademy.com
David A. Sousa explains that when these learning modalities are used effectively together,
students view the learning of spelling as a tangible process, rather than a random act of chance
based on rote memorization. Rote memorization alone does not aid in the long term retention of
words. Information retention occurs when there are physical changes in the brain. These physical
changes involve increasing the size of brain cells, forming new branches between brain cells, and
forming new neural pathways between both halves of the brain (Sousa 83).
Sousa further asserts that each half of the brain has its own distinct functions. The left
hemisphere of the brain dominates the functions of logical reasoning, communication and
language processing. The right hemisphere of the brain is more dominant in spatial tasks, such as
7
construction and recognition of objects by sight or touch. Students who truly master a skill utilize
tasks that take into account both parts of the brain. Students who have developed the ability to
switch between the two hemispheres of the brain very quickly can accomplish a task more
quickly (Sousa 27). Since each hemisphere of the brain handles a given set of tasks differently,
both hemispheres of the brain require the use of multiple learning modalities as illustrated by
Howard Gardener (Gardener 83).
In his book, Bounce: Mozart, Federer, Picasso, Beckham, and the Science of Success,
Matthew Syed gives accounts of how genius can be constructed. In an example from his own
life, he attributes his success to the combination of different learning modalities. Syed was once
considered the number one table tennis player in the world. When he was growing up, table
tennis was voted the number one sport in the U.K. He attributes his success to a combination of
thousands of hours of practice, his family's deep emotional connection to table tennis and the
inclusion of the sport by his teacher in his studies in school. Every student at school was required
to try out for the team regardless of skill level (Syed 4,5).
Whenever a table tennis player practices a new skill, nerve impulses travel to the
synapses of the brain, triggering neurotransmitter chemicals. Neurotransmitter chemicals are
responsible for the increase in brain cell size as well as the forming of new neural pathways. The
triggering of the neurotransmitter chemical once is not enough to form a new learned skill. The
combination of continuously practicing a skill as well as a connection to both a real world event
and the inclusion of another learning modality must be present for learning to occur (Sousa 84).
For Syed, it was the connection to fame, his continuous practice of table tennis with his family
and the inclusion of table tennis as a learning tool by his school teacher, Mr. Charters, the
nation’s top table tennis coach (Syed 5,6).
8
Figure 4: Matthew Syed table tennis champion, /www.experttabletennis.com
Why games are effective tools for learning
Educational game development has grown over the past few years. This is due to strong evidence
that learning takes place as an individual plays games. Playing video games has been shown to
enhance problem solving and reasoning skills, both of which may be required in a classroom.
“Recent findings also show that executive functioning may be enhanced through the playing of
exergames” (e.g., WiiFit).
Figure 5: Exergame WiiFit, Wiifitu.nintendo.com
Recent findings also indicate that frequent action game play may facilitate neural plasticity and
the enhancement of cognitive skills that help prepare us for “learning to learn” ( Blumberg 44).
In order for effective game learning to occur, a student must have a judgment-free environment
and the opportunity to role play. Also, the lesson must coincide with, or challenge in a
9
productive way, the learners’ preconceived notions of themselves. Video games allow all of
these elements to occur (Gee 59).
James Paul Gee makes the case that video games can be an excellent tool for learning and
literacy because they embody all of the elements required to learn (Gee 7). Video games have
the potential to offer a learning environment in which learners can feel safe to make mistakes.
Effective video games allow students to practice skills at their own pace and repeat skills they
may not have succeeded at previously (Gee 68). Also, video games scaffold learning in a way
that allows players to practice new skills in ascending order of difficulty, while also allowing
them to periodically practice previously learned skills (Gee 71). Once a player is comfortable
practicing these skills, they have the opportunity to share these skills with others within their
semiotic domain. Gee defines semiotic domain as a collection of “images and symbols, sounds,
gestures and objects” that take on meaning to a group of people which he refers to as an affinity
group (Gee 17) .
Video games form their own semiotic domains with their own affinity groups. Members
of these affinity groups share information and create content that helps in the growth of that
video game’s semiotic domain. With respect to educational video games, this can reinforce the
content being taught in the classroom and video game, as well as aid in engagement with the
subject (Gee 32).
This is important considering that so much of learning is done through a social aspect.
This social aspect is tied not only to the environment in which the learning takes place but also
the learner's past experiences. Joining a semiotic domain helps the learner overcome previous
assumptions about one's own limitations, such as education level and socioeconomic status.
Video games can be an excellent transition into a new semiotic domain (Gee 44). This is because
they require new learning and sharing of information between affinity groups. Video games
provide a form of learning that involves different learning modalities and sensory stimulation
(Gee 108). Currently, there are spelling games on the market that do not meet the requirements
10
set forth by Gee as effective tools for teaching. One such example is the collection of games
located on the Spelling City website.
Figure 6: Spelling City website,Spellingcity.com
According to SimilarWeb.com, a leading user tracking website, SpellingCity.com
currently has 1.3 million active users and is ranked first in site traffic out of all current spelling
games sites. The SpellingCity website allows the user to form a word bank.
Figure 7: Interface for users to enter words in word bank Spellingcity.com
This word bank can later be imported into a variety of games on the website. The site is a tool for
allowing users to practice spelling a given set of words. All of the games on the site follow one
of two patterns. First, players are presented with a word that has missing letters. In order to win,
the game players must effectively guess the missing letter within a given number of turns.
11
Figure 8: Fill in the letters spelling game, Spellingcity.com
The second type of game involves a word being displayed on the screen. Then a series of letter
tiles drop vertically towards the player's avatar. The avatar must catch the letters in the same
order as the word displayed (Murray 173).
Figure 9: Letter Fall SpellingCity game, Spellingcity.com
When players are drilled with a series of quiz questions or asked to catch a series of
letters in order to receive a reward, such as the games on Spelling City’s site, students are not
engaging in new forms of learning. They are simply rehashing old forms of ineffective learning,
such as rote rehearsal, within a digital game environment. Chocolate Covered Broccoli is a term
that has been coined by Amy Bruckman, a leading educational games theorist, for this type of
gameplay (Toppo 82). In respect to the gameplay mechanic used by Spelling City’s games, the
chocolate component would be the movement of a character or the reward for accomplishing a
task. The broccoli is the spelling tasks. Educational games that are found to be effective teaching
tools integrate the learning component with gameplay. This is not the case with Spelling City.
12
Narrative’s Connection to Games and Learning
Hero's Journey connects games with cherished history through narrative
Another area where Spelling City falls short is in its lack of personal connection to the
player’s life through narrative. Joseph Campbell, best known for his work in comparative
mythology and comparative religion, discovered the story structure he coined as The Hero’s
Journey. The Hero’s Journey story structure is one of the most utilized tools for designing game
narratives. “Narrative in adventure games provides a type of support for problem-solving by
serving as a cognitive framework and by outlining the affordances and constraints with the
environment and storyline”(Dickey 63).
The Hero’s Journey story structure begins with the main character in an ordinary world. They are
then called to an adventure which they refuse. A mentor then appears who encourages them to
take the adventure. This in turn forces them to cross a new threshold, transforming them into a
different person. They are rewarded by this with new knowledge that strengthens them, allowing
them to accomplish their task as well as receive greater recognition.
According to Campbell, people experience this path almost daily, which is why stories that
follow this narrative resonate with people and aid in their personal growth (Campbell 49).
Campbell found that many of the life stories about major figures in religious texts follow the Hero's
Journey. An example of this is found in many of our most popular media, including video games.
“As in Hero’s Journey we strive to create learning environments where the student is truly
committed to the quest of ‘making the material their own’. Just as the hero fears to accept the call
to adventure, students have fears that prevent them from fully engaging in an activity. If we have
done well in gaining their attention with a compelling adventure we hope to see engagement”
(Ferdig 1227).
13
Figure 10: The Hero’s Journey chart, www.yeahwrite.org
Two narratives exist in every effective learning game
Another example from the real world relates back to the previous example of Matthew
Syed. Despite all of his training, he was still hesitant to join his school’s table tennis team.
Through the coaching of his teacher, he felt a bit more assured and joined. This was his
transformative period, which he credits for leading him to become a world class table tennis
champion. Furthermore, a dual narrative existed for Syed. The media reported his rise to the
highest ranks in table tennis in terms of both the records he set and his victories over the greatest
opponents from around the world, labeling him as a form of mythic hero. This dual narrative
propelled him to reach a hero-like status (Syed 4).
Dual narratives, or embodied stories as coined by Gee, must exist in every effective
learning game. The first narrative is generated by the game designers and the other by the
player/players. When the game designer crafts an interesting story or game mechanic, this hooks
the player into the game universe. A second narrative must be present to create a stronger
connection between the player and the game (Gee 82).
Gee states that the second narrative is formed by the combination of three identities:
14
virtual, world and projective (Gee 54). The combination of these three identities can help the
player either succeed or fail in a game. An example Gee gives to demonstrate these identities is
the character, Bead Bead, from the game Arcanum (Gee 52).
Figure 11: Arcanum game cover, http://arcanum.wikia.com/
Virtual Identities are the strengths or limitations given to the virtual character as
developed by the game designers. Bead Bead’s virtual identity is a female, Half-Elf thief. The
character is limited by her combat and lock-picking skills, both of which are necessary to
progress through the game. Like Bead Bead, players also have shortcomings of their own (Gee
45).
World identities are the players’ strengths or shortcomings as they relate to the game
being played. Gee is fairly new to playing video games, and is without great knowledge of how
to use the game’s controls. Gee’s character Bead Bead will eventually fail in areas such as
combat. This is due to Gee’s lack of experience playing video games. Furthermore, story
elements of the game also violate certain moral aspects of Gee’s upbringing (Gee 57).
Projective identity is how the players’ ethics affect game choices. Gee is a former devout
Catholic and this hinders his ability to progress through the game. Certain aspects, such as
visiting a brothel, violate his moral standing (Gee 55).
Switching between the two narratives creates a stronger emotional bond between the player ,
character and game. The shifting between these two narratives forms a “narrative play,” as
15
described by Katie Salen and Eric Zimmerman (Salen, Zimmerman 378).For example, the player
may feel upset by how they died in the story; more importantly, the player can get angry because
they have failed at a task. This feeling of failure can then motivate the player to go back and
reattempt gameplay (Gee 82).
Narrative and Gameplay related to learning
There are many types of game genres, and each can incorporate narrative in different
ways. The Adventure Game genre is thought to incorporate narrative and game design better than
any other (Dickey 59). In order to do this, Adventure Games utilize elements of narrative, such
as plot hooks, which are typically used at the beginning of a game to help build intrigue.
Effective plot hooks leave the player with questions about the story. These questions can build
suspense and intrigue. By having characters with interesting back stories displaying both
strengths and weaknesses, players can develop an emotional connection to the characters and
game. The narrative elements, backstory and cut scenes solidify the game’s mechanics to the
game’s story. A backstory provides a reference to the various storyline elements. A cutscene
interrupts gameplay to deliver instruction to the player. The way this instruction is delivered can
vary but usually takes the form of a movie or puzzle within the game (Dickey 60).
According to Patrick Parrish, the culmination of all of these narrative elements must be
present in classrooms as well as in effective learning games. Parrish adds that in order for
narrative to be an effective teaching tool, five principles must exist: “Principle 1: Learning
experiences have beginnings, middles and endings. Principle 2: Learners are the protagonists of
their own learning experiences.Principle 3: Learning activity, not subject matter, establishes the
theme of instruction. Principle 4: Context contributes to immersion in the instructional situation.
Principle 5: Instructors and instructional designers are authors, supporting characters and model
protagonists.” Effective video game instruction mirrors these five principles (Dickey 4). In
addition, the game’s aesthetics also affect its effectiveness as a teaching tool (Connolly 5).
16
Scaffolding and Learning
Serious games can be effective tools for mirroring effective classroom instruction. In
effective classroom instruction, students are presented with a problem they do not have the
background experience to solve. As the child begins to solve this problem, a great deal of help is
required by a teacher or peer. As the students progress in experience, they need less help from
the teacher. Eventually, the students are able to solve similar problems on their own with little or
no help from the teachers.
Figure 12: Zone Of Proximal Development sketch, www.sketchplanations.com
The name scaffolded learning was created by Jerome Bruner for this type of instruction.
Bruner developed the instructional method of scaffolded learning from Lev Vygotsky’s Zone Of
Proximal Development concept. Zone of Proximal Development, as stated by Vygotsky, is "the
distance between the actual developmental level as determined by independent problem solving
and the level of potential development as determined through problem solving under adult
guidance, or in collaboration with more capable peers" (Kapp 66).
According to Karl M. Kapp, the implementation of scaffolded learning has the added
benefit of increasing engagement in the game being played as well as a greater feeling of success
as it relates to the learning done in the game. As players begin a game, they are given a task
which may seem insurmountable. As they progress through a game, the game becomes more
difficult. They are not be able to complete a game if they do not accomplish all of the tasks at the
17
preceding level. When game learning is presented in this way, students feel a greater sense of
accomplishment.(Kapp 67). According to Susan L. Coleman, another important aspect required
to improve ingame instruction is that gameplay must be spaced out (Coleman 77).
According to Simon Egenfeldt-Nielsen, a problem can arise where scaffolded learning
can leave the player with the feeling that they are not in control. A way to resolve this problem
is by utilizing a reward system (Egenfeldt-Nielsen 93).
Rewards System
Games can provide a platform where learning can be rewarded. “Games are systems of
meaning. It is within their artificial boundaries that rewards and punishments are interpreted as
positive or negative and gain force to shape player behavior. Operant conditioning reminds
game designers to pay attention to the way a game encourages or discourages certain
behaviors. In creating rewards and punishments, game designers shape the actions players are
likely to take in the future. This is an important game design concept, especially in digital
games, where the program automates so much of the play activity”(Salen 345).
Simply rewarding a player is not enough to keep them motivated to to play a game; data
must be collected and feedback based on that data must be implemented (Ritterfeld, Cody,
Vorderer 334) . Video game feedback can take on many forms, such as auditory, graphical or
text. In order to integrate feedback seamlessly into a video game, data is collected, used to
monitor player progress and to provide them with a reward. For example, biofeedback games
are used to train children to deal with asthma. Players’ heart rates and breathing patterns are
monitored by the game. If players act in a way that can benefit their health, they are rewarded.
This approach aids players/learners in gaining new life skills as well as learning about the
learning process (Ritterfeld, Cody, Vorderer 338).
18
Video Game Aesthetics and Learning
Video games are primarily a visual medium. The visual elements can range from just a
few objects with a variety of colors, such as in Tetris, to environments that can seem to span
forever with dozens of characters, such as in Grand Theft Auto IV.
Figure 13: Tetris game screenshot, tetris.com
Figure 14: Grand Theft Auto Environment Screenshot www.rockstargames.com
Both of these games require a color palette, music and visual elements that are unique to them.
Some games intensify the color palette as the game becomes more difficult whereas others
desaturate as the player loses health (Call, Whitlock, Voorhees 82). Game environments also
utilize specific color palettes to evoke emotions similar to those used by real world interior
designers. Color has been utilized by interior designers in the creation of spaces to aid in
learning. For example, according to Karyn Wellhousen and Ingrid Crowther, greens are often
used in libraries because they encourage “concentration and relaxation,” which can aid in
learning.
Shape of Characters Help With Learning
19
The placement of objects or characters within environments can also affect learning
(Dickey 108). Katherine Isbister states that this could be due to the way humans have evolved.
For example, when players experience game characters that are designed as more baby faced,
with a smaller nose, large, round eyes and cheeks, they find the characters to be warmer and
more trustworthy. Trustworthy looking characters can be utilized in games as virtual teachers.
Isbister goes on to say that beyond game play, in reality, when baby-faced people are convicted
of a crime they are not judged as harshly (Isbister 8).
Figure 15: Isbister’s babyface character Example, Better Game Characters by Design: A Psychological Approach,
page 1
1
Animation Performance and Game learning.
“Body cues have a pervasive influence on social relationships and are therefore an
important part of crafting truly engaging game characters that feel lifelike and that evoke social
reactions from players” (Isbister 161). The shape of a virtual character is not enough to gauge
whether or not it is trustworthy; character animation must be taken into account. A virtual
character's face and body movements make an impression on a game player.(Isbister 135)
“Players can engage in social learning from well-designed characters just as they do with people”
(Isbister 149).
20
Figure 16: Isbister’s Facial Feedback Hypothesis Example, Better Game Characters by Design: A Psychological
Approach, page 150
Overview of the Project
This thesis examines the role animated narrative plays in aiding sixth grade students in
the retention of spelling words using an interactive spelling game, Leo VS Robots. I hypothesize
that by combining spelling instruction and a narrative based video game that integrates real world
elements from the students’ classroom within the narrative, learning can be improved upon.
Testing will be conducted on sixth grade students utilizing three spelling aids.
Figure 17: Sixth Grade Students Playing Leo VS Robots
Leo VS Robots narrative and how it relates to learning
Leo VS Robots incorporates Gee’s assertions of dual narrative, the one created by the
designer, and the second embodied narrative as it relates to the player. The first narrative in
which all other narratives exist revolves around the story of Leo’s quest to save his parents after
their capture by the robots of Genius City.
21
Figure 18: Cinematic still of Leo’s parents being kidnapped, Leo VS Robots
This narrative is structured to follow the twelve steps of Joseph Campbell’s Hero’s
Journey. Leo begins the game in his bedroom, which is the ordinary world of Campbell’s
adventure narrative. Leo then witnesses the capture of his parents and he is called to adventure.
He is afraid to combat the robots; he believes that he is just a child and refuses his call to be a
hero and save his parents. Leo then meets Filbert Fienstien who becomes his main mentor and
reassures him that he can prevail.
Figure 19: Filbert Fienstien Leo’s mentor, Leo VS Robots
Leo accepts the challenge and crosses the threshold, leaving his ordinary world to enter a
new world of extraordinary adventure. Leo is tested by enemy robots and his approach deals with
the aid he receives from the scientists he meets on his journey. His greatest ordeal is confronting
his fear of insects in order to defeat a giant robot scorpion.
Figure 20: Leo Facing His Fears a giant robot scorpion, Leo VS Robots
22
With each new encounter, Leo is rewarded with new abilities such as the power to
regenerate his own health. Leo becomes a stronger person after all of these encounters and is no
longer afraid of insects or fighting robots. Eventually, Leo will save his parents and return home.
The second narrative is structured to allow the player to experience Gee’s theory of multiple
identities. With respect to virtual identity, the player takes the form of Leo, a young boy who
begins the game with limited abilities which improve as the player progresses. World identity is
also present for the player because Leo VS Robots incorporates elements from the player's
classroom. For example, the classroom spelling words are used by both Leo and the player to
defeat the enemies in the game. Ingame non playable characters mention the classroom teacher
and material in dialogue boxes.
Figure 21: Filbert Fienstien mentioning classroom teacher, Leo VS Robots
The third identity, projective, is also present. Leo VS Robots affords students the
opportunity to project their identity within the game. For example, if a student’s projective
identity is one who must always complete a task to perfection, an ingame menu allows them to
track their progress.
Figure 22: In game menu for tracking progress, Leo VS Robots
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A student who does not like conflict can still progress through the game while battling the least
number of robots. Problem solving is taught through stories that involve a personal connection
more than hard facts. This is also done by entering a new semiotic domain which Leo VS Robots
creates.
Leo VS Robots has its own characters, environments, images and vocabulary. All of these
elements combine to form a semiotic domain. For example, while testing Leo VS Robots in the
classroom, students discussed their progress with each other using elements and vocabulary
specific to the game.
Leo VS Robots Scaffolding AI engine
Unlike any other game on the market, Leo VS Robots AI engine is programmed based on
Jerome Bruner’s educational theories of scaffolding. Data is collected so that difficulty can be
adjusted based on user responses. The player helps Leo to combat robots and complete his quest
though the spelling of words.
Figure 23: A word spelled by the player, Leo VS Robots
These words have an assigned numerical value based on their complexity. This number is
recorded and used to determine future gameplay. For instance, the robot counter attacks with
words that have a slightly higher numerical value. This exposes the player to more difficult
words from the word list supplied by the teacher.
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Figure 24: A word spelled by the enemy, Leo VS Robots
On the player's next turn they are introduced to letter tiles with higher point values than in
their previous turn to introduce a higher level of difficulty. The player is rewarded for spelling
words with higher complexity and by defeating enemies. Rewards take the form of new
animations, player power-up objects (animated batteries) and sounds.
Leo VS Robots Rewards System
At any point in the game, students can see their current progress.This includes the number
of robots defeated, the most difficult word spelled, the number of unique words spelled and the
number of batteries collected. Batteries are the main currency within the Leo VS Robots game
world. They are used to reward the player for spelling words of greater complexity and to inform
them that they are improving in their spelling.For example, if the player spells a word of greater
complexity, more batteries are given. Within the game narrative, batteries are also used to power
up the main character, Leo.
Figure 25: Batteries emerging from deactivated robot, Leo VS Robots
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Universally Accessible Game Development
Leo VS Robots can be adapted to a variety of instructional needs and learning
modalities. Words are generated by the game master such as a teacher, fellow student or
guardian. This aids with instructional adaptations for children experiencing difficulty with
spelling. Students can select between two versions of the game. One version allows the player to
control the main character with a control pad. The other version was developed for students who
have impaired motor function (Stephanidis, Antona pg 494).
A specific font is used to aid student who may struggle with dyslexia. This font is widely
used by educational institutions and major companies that specialize in print educational materials.
Leo VS Robots characters, animations, environment, and colors encourages learning
Research has shown that animation aids in learning by taking on the form of a virtual
teacher, and by directing the player to game elements that provide new information (Currie 46).
The scientist characters in Leo VS Robots take on this role.
The main character Leo was designed in such a way to relate to the target audience. He has soft
baby-like features which invoke a feeling of trust in the player. His color palette uses calming
hues such as greens and blues.
Figure 26: Leo Main Character Card, Leo VS Robots
It is important that a main character has a relatable personality. Leo expresses many common
emotions, such as fear and happiness. If a main character's attributes are outlandish in any way,
players disassociate with narrative and gameplay (sloan 81).
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The environment in Leo VS Robots also utilizes strategically placed objects to aid in
learning, lower player burnout and increase spelling retention. Character movement is controlled
through object placement. For example, after the player successfully defeats several enemy
robots at the first level of difficulty, they are introduced to a non-enemy character. This character
provides the player with a new tool and an opportunity to contemplate their next move (Dickey
113).
Figure 27: Non-Playable Characters Offering Tools, Leo VS Robots
Current teaching aids for spelling
Paper and Pencil
A traditional method of teaching spelling, often called rote rehearsal, is conducted by
having students write a given set of spelling word several times. This method of drill and practice
does have its benefits if instruction is combined with multi sensory engagement (Sousa pg 58).
Leo VS Robots incorporates rote rehearsal by consistently reintroducing spelling words. These
words are introduced in order from easiest to most difficult. In order to aid in word retention, the
players’ other senses are taken into account. For example, words are spelled with touch, sight and
sound. There are current digital spelling aids on the market that are similar, such as the games
located on the Spelling City Website.
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Spelling City
The Spelling City website hosts several games that teachers can use as spelling aids.
Within each game a teacher's word list can be used. The student then play the games which allow
them to practice spelling words before their tests (Antonacci, O’Callaghan, Berkowitz 39).
Leo VS Robots also allows the teacher to incorporate their classroom wordlist. Unlike Spelling
City, a narrative is present that supports spelling instruction, a scaffolding engine adjusts
difficulty based on student performance, and progress can be monitored at any point in the game.
Methods
Within a sixth grade classroom I observed the usage of three spelling aids. The first was
the traditional rote rehearsal, paper and pencil spelling method. The second was Spelling City.
The last method was the game created for this thesis project, Leo VS Robots. Three different
spelling tests were given on separate weeks. Each spelling test consisted of 20 words total. The
words in the spelling test were divided into fifteen new, two review and three high frequency
words. This test followed both the spelling lesson and the use of one of the three spelling aids for
that week (paper and pencil, Spelling City, Leo VS Robots). The wordlists were different each
week. However, there were constant testing methodologies.
The word list did not vary in difficulty based on the rating provided by the source
material and instructor. The number of words tested each week did not change. The same thirteen
students were tested in the same classroom. Tests were given at the same time and day every
week. Students were allowed thirty minutes each day to practice that week’s spelling aid. The
teacher’s testing method did not vary. She stated the words aloud and the students wrote them on
paper. She graded and recorded the scores in the same manner.
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Materials
The materials that were used in the process of testing were paper, pencils, laptop cart,
Spelling City access and thirteen copies of Leo VS Robots.
Procedure
The procedure conducted for the spelling aid utilizing paper and pencil involved the
following steps. I observed the instructor say the words aloud each day for one week. Students
were then required to write each word five times. On the Friday of that week, a spelling test was
given. Based on the teacher’s recorded scores, I entered the number of words correct in a
spreadsheet.
The procedure conducted for the spelling aid utilizing Spelling City involved the
following steps. The teacher provided the students with a short introduction on how to navigate
the Spelling City website and the words to be used. Students were given thirty minutes to work
on the Spelling City website. On the Friday of that week, a spelling test was given. Based on the
teacher’s recorded scores, I entered the number of words correct in a spreadsheet.
The procedure conducted for the spelling aid utilizing Leo VS Robots involved the
following steps. I aided the instructor in a short explanation of how the game was played.
Students then played the web version of Leo VS Robots for approximately thirty minutes. On the
Friday of that week, a spelling test was given. Based on the teacher’s recorded scores, I entered
the number of words correct in a spreadsheet.
Results
Out of the thirteen students, seven students showed higher test scores utilizing the Leo
VS Robots than they did using the other two spelling aids. Four students improved with Spelling
City. Two students improved utilizing the traditional paper and pencil method.
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Charted Data
Student
Paper And Pencil
SpellingCity.com
1
16
18
19
2
17
17
20
3
16
12
14
4
11
8
9
5
9
7
13
6
11
14
16
7
7
5
9
8
6
9
7
9
17
15
19
10
10
20
14
11
2
4
6
12
14
17
16
13
11
15
11
Leo VS Robots
Total
Figure 28: Table illustrating number of words spelled correctly, green indicates Spelling City, blue Leo VS Robots
and yellow Traditional Pencil And Paper. Data collected from a school in Aurora, Il.
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Figure 29: Pie Chart Illustrating Total Percentage Of Words Spelled Correctly, A School In Aurora, Il.
Analysis
An analysis of the results demonstrates that narrative-based spelling aids led to
improvement in test scores. By utilizing Joseph Campbell’s Hero’s Journey story structure, Leo
VS Robots provided students with the opportunity to connect with the material in a way that
fostered performance. This was apparent in the improved scores and in the way certain students
connected by creating their own semiotic domain. For example, after playing Leo VS Robots,
several students created their own written narratives about certain characters in the game with
hopes of them later being included within the game's narrative. Furthermore, students formed
affinity groups within the semiotic domain in which they shared stories of their strategies and
progress. With respect to progress, the scaffolding engine’s data could be accessed through a user
interface which allowed students to monitor their progress and share it with others.
Based on research conducted on learning environments and on the improved scores, it can
be inferred that the color palette, character and environment design of Leo VS Robots also aided
in learning. Furthermore, Leo VS Robots incorporates multiple sensory gameplay by requiring
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the player to touch, see and hear. This incorporates the research that shows that rote rehearsal,
combined with the players’ other learning modalities, can improve test scores.
During gameplay, students verbally remarked that they enjoyed the story, art and game play.
Further, during one of the ingame sequences, the main character Leo is asked if he is one of the
teacher’s students. Leo responds “yes”. This resulted in several students asking the teacher if she
created the game, which led to a connection to the real world classroom environment for
students. As research indicates, this connection is needed to aid in engagement with the material
given.
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Conclusion
Leo VS Robots has been shown to be an effective aid in improving test scores in sixth
grade students. Overall, the majority of students showed improved scores by utilizing the Leo VS
Robots game as opposed to the other spelling aids tested. The narrative-based game was shown
to improve student engagement with the material. This was demonstrated by the fact that
students formed new affinity groups within a Leo VS Robots semiotic domain. The implication
of this study is that narrative-based games can be shown to improve test scores when they are
designed based on specific aesthetic elements, story arcs, scaffolded learning and multi sensory
gameplay.
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APPENDIX A: Thesis Project Download Links
Apple IOS Version of Leo VS Robots: https://itunes.apple.com/us/app/id1167063778
Figure1:Screenshot Of iTunes Store Version
Google Android Version of Leo VS Robots:
https://play.google.com/store/apps/details?id=com.DamarjianInteractive.Leo
Figure2: Screenshot Of Google Play Store Version
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APPENDIX B: Supplemental Videos
Figure 1: Girl Rating Game
Link:https://www.youtube.com/watch?v=kueG-kEBZ88
Figure 2: Alex Damarjian Explaining Game At Chicago Toy And Game Fair
Link:https://www.youtube.com/watch?v=altTeoKV5Hc
Figure 3: Group Of Kids Talking About Leo VS Robots
Link:https://www.youtube.com/watch?v=WVUsJwgXTKU
Figure 4: Group Of Kids Talking About Leo VS Robots
Link:https://www.youtube.com/watch?v=dy5hNZhV_4w
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