Goal
Research through Design. To Understand gamification and the Octalysis framework and to gage the possibilities of AR / VR in language learning.
My Role
Design and Research Lead ,
Stakeholder management
UX / UI,
Wire framing, User Flows
Persona Building
Interaction Design
Visual design
Prototyping
User testing ,
Video Editing
Workshop facilitation
Tools
Figma
Miro
Figjam
After Effects
Premiere Pro
note: The 3d characters(Blobbey, Users) used in this project were bought from the internet
Project Team
Background
For centuries, migration and integration have been part of the human race, while people move between countries and continents for diverse reasons such as the search for new opportunities, work and family, educational purposes, etc (Statista Research Department, 2023).
People migrate to Germany every year, while most of them go through processes of integration, language is necessary but can be a barrier when it comes to economic and social integration for example communication, connecting and interacting with new people and the environment. According to the Federal Statistical Office of Germany, 2020 ”a person has a migrant background if he or she or at least one parent did not acquire German citizenship by birth” (Statista Research Department, 2023).
For international students who come to Germany to study, some pursue courses where German is used as the language for teaching and learning, while others pursue programs where English is used for teaching and learning. However, both the latter and former need to learn German in order to make their studies and daily lives much easier in Germany. This is a challenge for most international students who use different methods in learning German.
How might we help people learn german?
Methodology
Design Thinking
There is no single definition to design thinking. The several schools of thoughts that define the term all believe that it is an effective problem solving methodology. This
term in the past decade has found relevance not only in the field of design but in several other contexts as well (Kimbell, 2011). In general the term design thinking references using a designer's sensibility and methods for problem solving (Lockwood, 2009). It is a user-centered, human-centered, action-oriented approach to innovation blurring lines between analytical and creative approaches to form a new socio cultural and
“hybrid ways of understanding and representing knowledge” (Graham, 2020).
There are several models of this methodology namely,
-
The Ideo Model
-
The Google Sprint Model
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The HPI D-School Model
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The Stanford.d School Model
All the models contain a research phase, and ideation phase followed by a prototyping and testing phase. The research phase could vary based on each model.
During the research phase, one tries to understand the users, or potential users of a product or service within the purview of what the design challenge is. This is an information gathering stage. This could be done either via Observation studies, or Survey and Interviews etc. An additional secondary research would provide a better understanding of the context based on the design challenge. This phase is followed by a sense making phase where researchers try to synthesize the data and turn them into a few key insights.
The insights help create a point of view which becomes the guiding principle or problem statement that is used to ideate solutions upon.
In the ideation phase one usually brainstorms ideas based on the problem statement using various brainstorming methods. Ultimately depending on the scope of work a single idea or two are selected to prototype. Once the prototype is created they are tested with realusers and obtained feedback from. This feedback becomes essential in the next cycle of the design thinking process. Since this is an iterative process, it is based on the idea that the solution created cannot be a full proof one and needs constant evolution.
Theoretical Background and Context
Previous research has shown that language learning is influenced by factors including behavioral theory. In earlier research, there was a focus on the language itself and its method of instruction. But, with the advent of cognitive theory, researchers found out that learning language is a process (Qiu et al., 2021).
In the early part of the twenty-first century, some researchers proposed that the role of information technology in language learning will change exponentially from being a learning tool to a virtual environment where learners can connect, cooperate and with native speakers (Schwienhorst, 2002).
With the help of technology, a lot can be achieved in language learning. Technology needs not only be considered as an enabling tool but a driver that can create a technological environment to learn languages. A review of the strength of virtual reality/augmented reality in supporting language learning indicated that VR/AR can establish multimodal and real-life language learning scenarios (Qiu et al., 2021).
According to Wu et al., 2013, a comprehensive review of AR’s affordances showed that affordances of AR lie in its 3D visualization which provides authentic, situated, collaborative, and immersive learning opportunities. A study on the AR Pokemon Go game, for English learning showed that the AR group had better performance and results than the control classroom group in learning achievements, attitudes and satisfaction (M.H. Wu, 2021).
Applications with location based features “ usually require learners to explore a specific real-world context and construct the relation between the knowledge of words and sentences and the real world” (Fan et al., 2020), The study further shows that learners are able to have a higher retention because the real world environments provide them with clues to remember words learnt.
There have also been the advent of other language applications name; Duolingo, Memrise, Bussu, Babble, Let’s date, City Compass VR, etc. Duolingo is a gamified language learning application which helps people learn varieties of languages. While a point noted from our research showed that Duolingo can be a great application but can be a bit tiring to use because of its notifications that can sometimes become distractive. We also observed that Duolingo is more self study focused and does not have features such as augmented reality and location based to make learning more fun. These applications have some gamification features that enable language learning however, they do not have augmented reality and the location-based features that support language learning from one’s surrounding
This research presented addresses the gap for understanding the potential of how augmented reality and location based features in a gamified application can support language learning from one’s surroundings.
01
Empathize
Data Collection of the preliminary study
A semi-structured interview is ideal for understanding “participants thoughts, beliefs, and feelings about a particular topic “ (DeJonckheere & Vaughn, 2019) or for “ obtaining qualitative open ended data “ (DeJonckheere & Vaughn, 2019).
An interview questionnaire was prepared based on four key aspects:
1. Understanding the participant ‘s general outlook to language learning and their key motivations.
2. Understanding the participant ‘s current practice(s) for language learning.
3. Understanding the participant‘s own personal learning strategies.
4. Understanding the participant‘s usage of technology in learning languages.
Six one-on-one semi-structured interviews were conducted via zoom each lasting for roughly about 60 to 90 minutes. Audio or video was recorded of the interview taking permission from the participants. These recordings were used to document the interview data collected and later during the synthesis phase of the design process.
I conducted the interviews in teams of two that is including one extra hand for the interview inorder to take notes and also add any additional questions that might have emerged during the interview that I had missed.
Using the digital Miro tool, this audio video data was later turned into physical post it notes and pasted on the digital board based on question pockets represented in blue circles, as seen in the figure below:
Data Analysis / Synthesis
The affinity mapping method was used to quickly analyze the data. This is used to prioritize important test passages from the interview transcripts and to achieve a meaningful categorization of the content (Jonny Grass, 2021).
The four key insights that emerged are elaborated below :
02
Define
Outcome
The final outcome is a gamified app that allows ambient learning by enabling active learning from one's surroundings. This is either done via self learning ( learning by oneself ) and/ or social learning (learning together with others). The app is targeted for students and leverages location based augmented reality technology . It uses gamification methodologies via the Octalysis framework to create a more engaging experience for the app.
KEY FEATURES:
1. Users can use the camera via the app to point at objects they see around their environment to make flashcards
2. Users can later go back to these flashcards and self assess their german language skills
3. Users can explore other users nearby who are also german learners and play location based AR challenges with them to enhance their
German learning in fun interactive ways.
4. Users compete with each other to get special souvenirs, badges and scores on displayed on the leaderboard.
5. Users also compete to improve their friendship with Blobby, the main character in the app while learning the language.
6 semi structured
interviews
23-30 years old
within Germany
60-90 minutes
Target Group
It was decided that the current target audience would be students, who are currently studying in Germany . However , the project could have possibilities to expand the platform for a much larger audience who could be migrants or travellers to what to practice a new language across the world
Present: Students
Future: Migrants
How might we enable users to be able to learn german in fun (non monotonous) ways outside their classrooms via social/ cultural immersion as part of their day to day whilst also being able to self access their skills?
Personas
From the interviews two distinct personas could be found. These have been elaborated below.
Multimedia usage in learning to break monotony
“I listen to german music or even podcasts, gives me new words and phrases that i can quickly catch/ learn... i also try and read small children books ”
( Participant 28, male)
"..and I watched a Netflix Series, I don’t know if you know it, this girl who plays chess. I don’t know the name of the series anymore. But Iit is also available in Russian, so I watched it in Russian with English subtitles. This was also enjoyable”
(Partcipant, 26, female, learning Russian).
Desire to self assess their language abilities
“... Sometimes I ask the people who I am with like did I say it OK? But people don't correct you every single time you speak because I make so many mistakes...”
( Participant 25, female)
“...I regularly compose texts in the language i am learning and then translate them to english oe vice versa using translators and use it to enhance my learning, helps me self access ....”
( Participant 28, male)
Desire to learn via immersion in social groups and culture
“...as i am in Germany, i sometimes walk around and read signboards and labels and try to make sense of them especially while visiting places of interest here this helps me ....”
( Participant 23 , female)
“... I intentionally volunteered in a care home here so that i can immerse myself in the language ...i get to learn more by playing games , listening to others talk and also trying to socialise with people .”
( Participant 24 , female)
Desires for practices that are part of their daily routines
Many interviewees emphasize that it is important to continue learning intensively outside the language classes. This need is reflected in mentioning the link of language learning with everyday tasks.
“I always turn the language of some apps into German. (...) I didn't even turn the language back to english because it was getting easier. Now I know how to buy tickets. So it's ok. So you could already apply a little bit of what you learned"
(Participant 30, male).
03
Ideate
Alignment Consideration
Based on the ideas voted upon i fleshed out the final concept that took into consideration user needs, business requirements( in this case the main stakeholder requirements ) and the technical needs/ feasibility.
Furthering the flashcard idea , i had a subsequent ideation work to deep dive into possible games that one could have with flashcards.
The central learning technique used for the flashcards was that of moderated recognition and recall that my team and i identified as a great learning technique via literature review , competitor analysis and the semi structured interviews . The games covered writing , speaking and listening skills.
Final Concept (A high level overview)
The key concept is about learning from one's surroundings via cards / flashcards.
The overview of the final concept is as follows:
note: LBAR = Location Based Augmented Reality , Persona1= Darshan , Persona 2 = Kim Jen
04
Prototype
Self Learning :
Self learning happens via creating flashcards by using elements a user comes across during his or her day to day .
Users use the camera function from the app to take a picture of something that they come across. With the help of AI , the system immediately recognises elements in the picture and provides related german words and phrases that they can then save. This becomes a flash card . This flash card is saved in the albums section in the app. The user can then later return back to this app and either learn again from the flashcards or access their learnings . Additionally they can even share the flashcards they have created with friends to increase each others pool of flashcards and improve.
a) Creating flashcards from elements / objects in one's surrounding
Case 1: When the user takes the camera to take a picture of a simple object,
the system provides a prompt that the user can add as part of the flashcard
Case 2: When the user takes the camera to take a picture of a complex object, the system provides various prompts that the user pick one of them and add that to the picture / flashcard.
Once the user has clicked on save , for a first time user a card appears prompting them to create an album where this current pic/ card will be saved. Users can create multiple albums that help them group and categorise their flashcards.
b) Learning from Albums
The user can access the created flashcards via tapping on the corresponding album. User can then self assess their german . The user can add hints by a simple toggle and use the three emoji buttons to self evaluate whether he/ she could figure the correct word or phrase . The progress bar on top provides the user an indication of how many cards the album contains that the user has to finish.
Ideation workshop
I organised an ideation session with the other participants of the project that consisted of 2 HCI students, one developer and the main stake holder for the project. As the key topic was on gamification, games or game like ideas were encouraged.
Miro was used for the session, where i presented a short over view of the project , and the final findings along with the final created personas. Sticky notes were given to each participants where they were asked to quickly think of as many ideas as possible within the time frame.
Every one was allowed to make quick presentations of their ideas.
As this was done remotely inorder to prevent biases ( dot voting was not possible) , each participant was asked to make a quick note which idea they thought was the best , each was allowed to pick 3 ideas and then take a picture of their note and paste it on the miro.
The most popular votes were flashcards and picture taking games for Persona 1 (Darshan) , for Persona 2 (Kim Jen) social games that included locations around their Stadt ( City) and multiplayer outdoor games were the ones most voted.
c) AR games
Over and above this , users can play AR games that I will elaborate in the Social Learning section as a single player.
Social Learning :
Social Learning on the app happens via location based AR challenges . For this I looked into possible scenarios. Below is an overview. :
a) When user finds a friend or stranger within a location or wants to play an AR game by themselves.
I have elaborated the flow and the UX with one example game play
Details of the challenge is provided to the user . The user can also select the difficulty level , challenge type etc. Once the user confirms the challenge, a wait time appears for the other user to accept or reject the challenge.
Using the discover mode users can see who is close by They can then tap on a user and challenge them. Users can also play a game by themselves by simply tapping on their Avatar at the centre.
Using the discover mode users can see who is close by They can then tap on a user and challenge them
Details of the challenge is provided to the user . The user can also select the difficulty level , challenge type etc. Once the user confirms the challenge, a wait time appears for the other user to accept or reject the challenge.
Tapping on the elipses would trigger a contextual menu that allows the user to perform various actions on each card which also includes sharing it with friends.
Once accepted the game starts
In this example challenge within the time limit users have to find cards around the area and decide whether the sentence is correct or not.
Based on whether the answers are right or wrong
users would get points
Sometimes on the way special treats would be gave players extra points or gifts.
At the end of the game the results are shown
b) When user finds an expert within a location
When a user finds an expert i.e. someone with.a german level much higher than the user , users get different kind of challenges. An example of that is the
Guided Challenge. Here the user and the expert are at a distance within a location and not together in the same area.
The user finds the expert and sends a challenge request . This challenge is a guided challenge
A speaking challenge , the user can ask help from the expert via an audio comm. The expert must help the user when asked for help in order to win the challenge together.
From the expert's point of view, they first recieve a notification for the challenge and can accept or decline it
As the expert is not in the same location, he can see updates of the user's whereabouts vias threads and can coordinate accordingly via the audio comm.
Additionally I organised work sessions to strategise gamification methodologies using the Octalysis Gamification Framework . This also happened simultaneously a number of times while the wireframes were being built for the app as well.
Early on, in the onboarding users are given an overview about Blobbey. During the entire onboarding , Blobbey acts as a helpful guide.
Even early on, Users are given rewards for completing all the onboarding tasks . Blobbey continuing to guide them.
05
Test
Design thinking as mentioned earlier is an iterative process and since this was the first iteration of the design, in a typical scenario the focus would have been to improve the design and hence a formative evaluation would have been suitable.
A formative evaluation according to the Nielsen Norman Group:
“focuses on determining which aspects of the design work well or not, and why”
(Alita Joyce, 2019).
However, due to lack of time and hence no possibility of creating any further iterations of the design concept as we had a fixed timliene for the project and the key output was to contribute to any a new/ novel understanding to the use of LOCATION BASED AUGMENTED REALITY I decided to go ahead with a summative evaluation.
A summative evaluation is usually done in order to reevaluate the big picture and assess:
“the overall experience of a finished product” (Alita Joyce, 2019).
A summative evaluation would help us understand whether our concept is something that users would find some value in and give us an idea about whether our insights and the pain points we wanted to address and solve were accomplished or not.
Eight participants were asked to play with the prototype . Additionally to show the participants use cases of the LBAR games for language learning a video prototype was also created. The video prototype would stimulate the general user experience of the app. This would be able to give the participants of our study a good overview over of the game challenges and general nature of the app concept. For the stakeholder and the team it was important to clarify what the general interest in a solution like Blobey would be. Since the approach of combining gamified elements and mechanisms with AR based features is novel, the general acceptance and interest needs to be explored.
Onboarding Flow :
The onboarding flow relates the story of Blobey the app and the primary objective of the entire game in the app .
Blobey is an alien who has accidentally landed in Deutschland. He is now lost and afraid and needs help to navigate through this foreign land.
Players have to help Blobey figure life out in Deutschland and live and grow there and also take memories with him that he can later show when he is finally able to get back on his spaceship and leave the place.
In the gameplay Player takes pictures (for flashcards) which is in turn a collection of memories for Blobey to take. More the flashcards, more the food points and more happy and healthy Blobey will be. Every new friend the player adds after a LBAR game is also a new friend for Blobey and in a foreign land, having friends really helps Blobey feel at home. Also Players can gift things to Blobey to maintain their friendship with Blobey.
For each of the participants a usability testing was conducted and then later semi structured interviews were conducted. Where the video (above) was shown to them before the interview.
On Usability
6 out of 8 participants found the platform easy to use. All participants found the platform interactive. 2 out of the 8 participants did wonder if the app would have a dark mode.
All users were able to complete tasks that included onboarding/ registering, Creating a flashcard and using the search option to find users around an area.
One user had difficulty in creating a flashcard and took longer than the others however after the first attempt, he was able to do it with ease.
On Blobey the app
Participants used the keywords " social, interactive, fun, game, competitive, easy to learn, helpful and innovative " to describe the app.
Participants appreciated the opportunity that Blobey allows for social learning ( with other people ) and learning from one's surroundings ( by being able to pick locations of their choice)
However, one participant wondered how Blobey could be influenced by the choice of a player's location. She further stated that if one would select spaces and locations that are crowded, mobility would be challenging during LBAR challenges.
On "Challenges" or multiplayer games in the app
Most participants indicated that challenges are motivating for language learning. However, 3 participants stated that they are generally not motivated by challenges in games.
Some participants expressed concern about whether declining a challenge might be demotivating. Users who look forward to challenging other users close to them might experience a sense of frustration because them wanting to play a certain challenge depended on whether on not the other user would accept it.
Simultaneously some participants found that Blobey is helpful since it uses a peer-to-peer learning style, whereas other applications they used primarily used a more self study approach.
Recommendations and Drawbacks
A few (2) participants indicated that we need to inform users about the use and storage of data and ensure data privacy and security. Other participants also indicated that besides the interesting features of Blobey it could be influenced by certain conditions such as weather ( for outdoor interactive games) and the misappropriation by users. A participant proposed that in order to ensure the safe usage and reduce risks of impersonation among students ( as the app enabled meeting other users/ strangers ) users should be asked to enter
their student numbers while signing up to use Blobey.
Reflections
- The project started as a research via design to understand the benefits and possibilities of using location based augmented reality and the octalysis framework in
enabling better language learning and achieved its purpose.
- Social components of the application and high emphasis on core drive 5 (Octalysis Framework) was perceived as positive and outstanding - The social component
within the app concept was well received by the participants of the summative evaluation and this understanding definitely add value for any further possible
research on the topic.
- Through the responses in the evaluation, I have also been able to validate the assumption that immersion in culture is another important factor in
language learning. The goal was that the user can learn not only from their environment, but also from their peers, while using the platform. From the evaluation it
is more clear that getting to know the culture through an AR application and thereby learning something about the culture was seen as an innovative idea.
- The Octalysis framework provides a simple and classic idea of Group Quests. My team and I put them at the center of the entire app, giving Core Drive 5 a very
strong emphasis. Results of the evaluation show that Group Quests are indeed motivating and motivates learners to study because of the competitive nature of the
the tasks. Participants have said that they would study in order to win. The results of our study demonstrate that winning and competition in general can be a big
motivator.
- The study also found that the gamified elements were not the primary reason that learners found the concept intriguing. Instead, the primary driving force behind
learners' interest was the effectiveness of the language learning method itself, which was based on real-time learning from one's surroundings utilizing location-
based features and the social components Blobey provides.
- Some limitations for this project is that fact that the sampling method used was homogenous sampling and all participants were students from a singular university.
Additionally the sample size of just six studies is possibly quite small to ensure qualitative accuracy and representativeness
- Another limitation perhaps is the evaluation of the LBAR challenges. Due to our inability to develop a working AR prototype, we had to use a video prototype methodology and hence the evaluation obtained from this may not be as comprehensive.
- POSSIBLE NEXT STEPS : the next steps for the app would be to implement feedback from users around privacy and security and conduct a beta testing with a
working prototype with a large test group. Based on the results iterate and push for an MVP.
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Bibliograph
Octalysis Framework and its usage in the App
The Octalysis framework is a gamification frame work that is developed by Yu-Kai Chou. it classifies human motivation into eight Core Drives ( CD) , These drives are important aspects that influence human behaviour . Understanding these drives help to create more engaging and motivating experiences.
The eight core drives (CD) are :
1. Epic Meaning and Calling (The drive to become part of something bigger than ourselves)
2. Development and Accomplishment (The drive to level up and achieve mastery)
3.Empowerment of Creativity and Feedback (The drive to use one's creativity adjusting through feedback )
4. Ownership and Possession (The drive to collect, accumulate and organise)
5. Social Influence and Relatedness (The drive to collaborate , compete and express social appreciation)
6. Scarcity and Impatience (The drive to obsess over what we can see but cannot have)
7.Unpredictability and Curiosity (The drive to crave what is unpredictable and new)
8. Loss and Avoidance (The drive to avoid what is undesirable or changing one's behaviours)
The entire Octalysis Analysis is divided into a total of three important analysis steps: Level one,Level two, and Level three. For this project , we focused on levels one and two,
Below i have elaborated how the octalysis framework has been used in the app BLOBBEY: ( Flip through them by using the arrow button on the right )