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IMMIGRANT AND REFUGEE ACULTURATION THROUGH DIGITAL GAMES 1
Immigrant and Refugee Acculturation through Digital Games
Theresa Munanga
University of Denver
DMST 4850
November 15, 2011
Professor Timothy Weaver
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 2
Abstract
Immigrants to the United States, including refugees, need to learn American culture in
order to successfully adapt to and succeed in this country. However, immigrants arrive in the
United States with varying educational backgrounds, literacy levels, knowledge and
understanding of English, and digital literacy rates, making it difficult to create a one-size-fits-all
acculturation lesson plan. Children may have access to needed cultural information through
formal school systems, but adult immigrants are less likely to have such easy access to cultural
resources. On the other hand, in the United States digital technology is available both inside the
classroom and out, and games have frequently been used to add layers of knowledge and practice
to various subjects taught throughout the course of American history.
This project proposes an analysis of the research available regarding the special learning
needs of new immigrants (including refugees), a review of data about American culture that
immigrants should know for successful acculturation, an analysis of standard instructional design
methodologies, and an analysis of digital game design theories. With the information found, an
attempt will be made to combine the various knowledge areas to create educational digital games
that can be used to help teach American culture to immigrants.
KEYWORDS: acculturation, assimilation, immigrants, refugees, gaming, video games,
computer, digital, United States, American culture, instructional design, educational technology
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 3
Immigrant and Refugee Acculturation through Digital Games
Introduction
More than one million immigrants became legal permanent residents of the United States
in 2010, a populace that includes more than 73,000 refugees. Additionally, 159.7 million
temporary workers, students, exchange visitors, diplomats and tourists arrived in the United
States in 2010 (United States Department of Homeland Security, 2011b). While many of these
permanent and temporary immigrants are already conversant in American culture, the vast
majority may not be. However, studies have shown that the success of an immigrant population
depends on their ability to acculturate (McBrien, 2005).
Some of the immigrants arriving in the United States each year do so illegally. There are
currently an estimated 11.1 million illegal immigrants living in the United States, although the
estimated number of illegal entries into the country in 2009 was approximately 8% less than the
2007 estimates (Bahrampour, 2010). Americans frustrated with the declining economy and with
illegal immigration in general have worked together to create anti-immigration legislature in
several states. This proposed master's project may help illegal immigrants present in the United
States along with immigrants legally allowed to be here, but no attempt will be made to
distinguish between the two – especially since the games will essentially be easily accessible to
anyone in the world with Internet access.
Immigrants who enter the United States arrive with varying educational backgrounds,
literacy levels, knowledge and understanding of English, digital literacy skills, and knowledge
and understanding of American culture. Refugee and immigrant children might be taught what
they need to know in American schools (Tienda & Haskins, 2011), while their parents may take
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 4
classes at community centers and, for a low percentage of the new arrivals, colleges and
universities.
Technology has been used in the classroom for many years now, with the New York
City's Board of Education first using radios to distribute lessons in the classroom in 1925, the
overhead projector being used in schools since 1930, and mimeograph machines debuting in
classrooms in 1940. Computers and software applications joined school classrooms in 1980
(Wilson, Orellana, & Meek, 2010). Online learning is also growing as a medium, with new
online schools and blended learning programs (traditional classrooms mixed with online classes)
emerging every year. Games have also been used in the classroom almost since the beginning of
traditional schools, while computer games are slowly becoming more useful as additional aids in
teaching students important lessons.
But can computer (digital) games also be used to teach American culture to refugees and
other immigrants, either inside a classroom or online? English is known to be a difficult
language to learn, and many immigrants (especially those from developing countries) may have
never before used a computer.
Additionally, if digital games can be used to help acculturate immigrants, how should
they be built? Do adaptations need to be made to the traditional instructional design methods to
facilitate learning of American culture by immigrants? Two of the most used instructional
design models are the ADDIE model (Analyze, Design, Develop, Implement and Evaluate –
(Molenda, 2003) and John Keller's ARCS Model of Motivational Design (Attention, Relevance,
Confidence and Satisfaction). Can either or both of these models – or completely different
models – be used to create effective digital games? The intent of this thesis paper and project is
to answer these questions and use the answers, if possible, to design and create educational
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 5
digital games that can be used to assist new immigrants in acculturating to life in the United
States.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 6
Thesis Statement
Can instructional design methodologies and digital game design theories be combined
with acculturation educational materials to create digital games that can be used to teach
American culture to immigrants and refugees?
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 7
Literature Review
Refugees and Immigrants
Onchwari et al. (Onchwari, Onchwari, & Keengwe, 2008) conducted a study that used
Abraham Maslow's Needs Hierarchy Theory (Safety, Love and Belonging, Esteem, and Self-
Actualization) to explain the needs of immigrants:
• Safety – Some immigrant families may be in need of housing, the lack of which
can cause stress.
• Love and belonging – Hindrances to this category are language and other
diversity issues, as well as the probability that family members remain in the
home country.
• Esteem – Loneliness associated with a lack of knowledge and understanding of
the language and culture can lower an immigrant's self-esteem and prevent him or
her from reaching this level of the Needs Hierarchy.
• Self-actualization – Due to problems reaching the other levels mentioned above,
immigrants might be delayed in reaching this final level.
Several authors expressed the importance of parents in educating immigrant and refugee
children (Aldous, 2006; Onchwari et al., 2008; Exposito & Favela, 2003). However, the level of
education of the parents themselves, as well as the parents' personal levels of acculturation, can
affect how well and how much they support their children's education. Onchwari et al. also
generally agreed with Aldous's belief that "[i]mmigrant children whose parents belong to an
ethnic group generally seen as having little education, often in poverty and able to hold only
unskilled, low-paying jobs, can also experience discrimination in school and do less well there"
(p. 1639).
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 8
Teachers also expressed the importance of cultural knowledge of the United States when
learning subjects such as social studies, stating that "different cultural perspectives may lead
non-native students to come up with interpretations and results different from those expected by
the teacher" (Egbert & Simich-Dudgeon, 2001).
Games in Education
Whether or not games are even effective as educational tools is debated by several
studies. Older research studies were inclined to have findings less positive about the role of
computer games in the educational process, whereas newer studies tended to show more positive
results. For example, a study of literature from 1963-1991 reviewing 68 independent studies
(Randel, Morris, Wetzel, & Whitehill, 1992) showed that "[f]or areas such as math, physics, and
language arts, where the specific objectives can be stated, simulation/games can be used." Of
note, this paper showed there were a small number of available studies for data use at the time.
To wit, "In areas such as social sciences, whether games should be used or not is less
certain…Given the interest that games invoke and allowing for different learning styles or
preferences, [however], using simulations/games should be considered" (Randel et al., 1992).
Gee, on the other hand, expressed that children always use games to prepare themselves
for real life. The real world offers "raw materials" with which to create simulations, and the
simulations in turn help children react to real-life situations (Gee, 2008).
Digital Games as Learning Tools
"Edutainment" was used by at least one author to describe educational computer games
(Egenfeldt-Nielsen, 2007). The author also admitted that educational games are inclined to have
the following inherent problems:
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 9
• Motivation tends to be more extrinsic (e.g., using a reward system) than intrinsic
(such as giving a feeling of satisfaction simply from overcoming the challenge of
learning).
• Learning is usually through a drill-and-practice method instead of through an
understanding the how and why of the lesson.
• There is a lack of integrated learning experiences (e.g., the player will want to
play the game, not take time to learn the lesson).
• Educational computer games are simple, generally easy-to-play games without
many challenges.
• There is usually no teacher present, or no need for a teacher to be present.
• Budgets are generally limited and technology used is usually of a lower quality.
• Final marketing and distribution of the games tend to be limited, unlike computer
games created for commercial markets.
The author felt that these "shortcomings" have added to the public's preconceived belief
that educational games are of lower quality than commercial games and, in addition, are not
important for learning.
Squire argued that students, as game players, are likely to seek out textual resources and
increase their literacy skills if doing so will improve their chances of meeting game-playing
goals. "Video games provide their players with situated experiences that they can draw on as
they decipher complex texts…Game contexts provide a purpose for reading and give readers an
entry point into these texts" (Squire, 2010). Additionally, Shaffer (2007) found that students
playing a game about journalism, while not planning to become journalists themselves before
playing the game, "began to develop the skills, knowledge, identity, values, and epistemology of
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 10
journalism" through playing the game. Gee and Levine agreed with Squire and Shaffer, stating
that digital media technology creates vocabulary that is used in the real world, thereby "[making]
meanings clearer and easier to remember" (Gee & Levine, 2009).
A study by Ang and others found that "[l]earning that happens in computer games is
described through three components – play, rules, and narrative – with behaviourist and
constructivist learning theories" (Ang, Avni, & Zaphiris, 2008). In another study, Ang and Rao
concluded that "educational games should be designed as a narrative space with two story
possibilities: represented narratives should tell the story events as the learners progress, while
enacted narratives should let learners perform actions, which are tellable as narratives" (Ang &
Rao, 2008).
Using Instructional Design Methodologies to Create Digital Games
Hirumi et al. stated in 2010 that, "Instructional [d]esigners now face a myriad of options
for presenting, accessing and making instruction available to individual learners. The experience
each environment provides will be different with subsequent differences in learning potential for
each student" (Hirumi, Appelman, Rieber, & Van Eck, 2010). Hirumi et al. also added that there
are additional responsibilities for instructional designers in creating games for students:
Combined with the skills of creating a balance of fun and content engagement is the re-definition of responsibilities of the learner to engage for the right reasons. Just as teachers expect appropriate focus and motivation for learning in a traditional classroom environment, we now have the task of informing our learners that even though the environment might look like a game designed just for fun, there are serious outcomes expected through game play, and serious content embedded within the environment they need to interact with. The use of serious games and simulations should not be conceived to be played at recess, but should instead be attended to for the specific attainment of understanding or skill acquisition, as well as heuristic and strategic problem-solving. Thus serious games and simulations impose a requirement on the context for there to be serious learners involved as well. (p. 22)
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 11
Additionally, Hirumi et al. stated that while both instructional design and game design
use processes that combine analytic, empirical and artistic approaches, instructional design relies
more on the analytic approach (Hirumi et al., 2010). The ADDIE learning theory model used in
instructional design was found to be acceptable for use in designing and creating games (Hirumi,
Appelman, Rieber, & Van Eck, 2010), but "[d]esigning an educational game requires even more
skill and creativity than other forms of game design because the outcome of the game is more
than diversion or enjoyment – the outcome includes learning (Hirumi et al., 2010).
Gunter et al. offered several suggestions on how to use instructional design
methodologies in creating digital games for education. For example, Bloom's Taxonomy should
be applied when creating digital games. "If a game is to be successful in reinforcing the content
that it intends for a student player to be learning, it is crucial that the newly learned content is
imbedded in the fantasy or story line in such a way that forces the player/earner to readily
possess that knowledge to be successful at the next higher level" (Gunter, Kenny, & Vick, 2008).
Gunter et al. recommend using the RETAIN model (Relevance, Embedding, Transfer,
Adaptation, Immersion, Naturalization) in creating digital games as educational technology and
concluded that,
Good game and instructional design and educational theory share a number of essential features; like a properly designed instructional strategy, good games are fun and intrinsically motivating. They incorporate an optimal challenge, have appropriate and unambiguous outcome goals, provide clear, constructive, and encouraging feedback, and offer elements of curiosity. Games take the process one step further through the integration of fantasy…Creating an effective serious game intended for educational purposes entails much more than simply creating an engaging atmosphere and incorporating academic content. Considerable thought and planning is required at every stage of design and production to match media to the appropriate content, integrate and intertwine content closely with game play, and support learning through carefully crafted feedback and hints. In addition, support materials need [to] be created to extend student learning beyond the time that they spend in front of the screen. (p. 534)
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 12
Subject Background
Overview of Refugees and Immigrants
The United States accepted 73,293 refugees in 2010, mainly from Iraq, Burma, Bhutan,
Somalia, Cuba, Iran, the Democratic Republic of Congo, Eritrea, Vietnam, and Ethiopia. The
median age of these refugees was 24 years; 65% were age 18 or older. The U.S. Department of
Homeland Security defines a refugee as someone "who is unable or unwilling to return to his or
her country of nationality because of persecution or a well-founded fear of persecution on
account of race, religion, nationality, membership in a particular social group, or political
opinion" (United States Department of Homeland Security, 2011a).
According to the United States government, an immigrant is a person who was legally
granted permission to live permanently in the United States (including refugees), or live
temporarily in the country to study, visit, or work. In 2010, over one million people received
legal permanent resident status to live and work in the United States, while 159.7 million people
obtained permission to temporarily work, visit, or study in the U.S. These numbers include over
8,000 orphans who arrived in the United States to be adopted (United States Department of
Homeland Security, 2011b). Undocumented aliens who entered the United States illegally are
called "illegal immigrants" for the purposes of this paper.
Special Educational Needs of Refugees and Immigrants
A large majority of refugees and immigrants in the United States are English Language
Learners (ELL) and are not only learning English as a Second Language (ESL), but as a third,
fourth, or even fifth – or more – language. In addition, immigrants arrive in the United States
from different cultures and with different belief systems. Many immigrants arrive poor, with
little to no previous formal education, as well as little to no computer experience. Depending on
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 13
education levels and knowledge and understanding of English, parents may be of little to no help
in aiding their children with schoolwork.
Onchwari et al. (2008) listed guidelines for teachers who work with immigrant children,
which can also be adapted to aid an instructional designer in creating cultural awareness
computer games:
• Communicate clearly and support the student's ability to learn about other types
of people and other concepts present in the world. Also provide for alternate
methods of learning besides plain text, such as adding audio, video, and
interactive media.
• Be sensitive to the struggles immigrants and their families go through. Offer
reassurance and, where possible, direct users to resources in their communities.
• Teach acceptance of multiple cultures and beliefs. Show the students that
although they may need to acculturate, their home cultures and beliefs are still
valid and valuable.
• Allow students to grow as individuals and try to incorporate this into the
application(s). Help them to "open up" and connect with others.
• Use a means of feedback so that immigrants can explain what would improve the
game or application and help the instructional designer to develop new ones.
• Teach users what they can do to find more information on the topic, and how
research answers to other questions they may have. Remember the adage that it is
better to "teach a man to fish" to help him learn to take care of himself in the
future.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 14
When teaching immigrants, as well as when designing computer games that will be
teaching immigrants, it may be helpful to remember that "[i]mmigrant parents may be viewed by
their children as lacking knowledge about schooling in the United States, and so their children
may pay little attention to what their parents say. The parents, themselves, may also recognize
their lack of knowledge about schooling in the United States and listen more than give advice"
(Aldous, 2006). Therefore, games that teach students about American culture may be more
helpful if they do not require help from the parents, and also if they disseminate knowledge in a
way that children can take the information home to teach their parents themselves.
Baack et al. developed a manual for teaching refugee women. They found that
employing consistency, setting small goals with varied activities, incorporating real-life
situations, being flexible, and remaining aware of "native language interference" were important
elements when designing educational programs for this population group. They also found that
successful curriculum included vocabulary, structure, a focus on grammar (for the teacher to be
grammatically correct), learning activities, and content related to the students' culture(s) (Baack,
1981).
Teaching American Culture
"Acculturation is the change in an individual or a culturally similar group that results
from contact with a different culture" (McBrien, 2005). One difficulty facing immigrant students
in the United States is that "[c]ultural misunderstandings can result in prejudice and
discrimination, with the result that students, already struggling with an unfamiliar language and
confusing cultural changes, must also work to overcome the impact of negative attitudes"
(McBrien, 2005).
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 15
There is little formal information available on exactly what information immigrants need
to learn about American culture, besides the commonly cited need for immigrants to learn
English. But what else should be taught? Information about the system of government; past and
current presidents and other officials; states and territories; and other similar national facts are
important, but not necessarily "cultural." These types of information are also more likely to be
taught in formal classroom settings, to immigrant and long-term Americans alike. And what
about digital literacy? Is the ability to use computers and the Internet part of American culture?
From personal experience while living abroad and in working with immigrants and
refugees, I have compiled a list of what I feel are important cultural traits for new immigrants to
learn about America. This list includes:
• American holidays, and some of the reasons behind them (e.g., that Americans
wear costumes for Halloween, and why "everyone is Irish on St. Patrick's Day").
• Time is very important to Americans ("time is money").
• Americans value privacy.
• Americans tend to be individualistic. Extended families are important to some
Americans, but many Americans feel their "family" consists of parents, siblings,
spouse and children.
• Shaking hands is the common form of greeting in the U.S. (as opposed to bowing,
for example).
• Americans tend to be informal in the workplace, usually addressing bosses and
co-workers by their first names.
• Common slang used by Americans.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 16
If digital literacy is also taught or enhanced by playing these digital acculturation games, then
that is an added benefit.
Exposito and Favela (2003) found that it is important for educators to remember that
their personal ideologies can affect how and what students learn from them. Educators can take
this reminder and add to instructional guidelines an emphasis to avoid inserting personal cultural
beliefs and biases into any digital games teaching acculturation. Paraphrasing Exposito and
Favela, "Teachers [and instructional designers] who truly value their immigrant students can
create [digital games] that help children feel welcomed by honoring their language and culture,
and by using these assets effectively" (p. 90).
Using Games to Teach
Games can be used effectively in educational settings especially if the instructional
designer gathers and uses techniques from education, cognitive science (such as play theory and
narrative theory), psychology, and art (Hirumi et al., 2010). Hirumi et al. also proposed that
games should utilize problem-based learning, engagement, and cycles of learning, "promote
engagement through cognitive disequilibrium, question-asking, and scaffolding," and
demonstrate situated cognition. They also reiterated that, "Game design and instructional design
are both much more than literal recipes, and [instructional design] can play a valuable role in
instructional game design without destroying what makes games engaging" (p.23)
Randel et al. (1992) added that games allow positive results to be retained over time,
because students need to actively participate in games. Active participation allows for
integration into cognitive structures of the brain. They also stated that, "[f]or classes that have
motivation problems, it would be beneficial to introduce a gaming situation, because the
increased opportunities for learning may vary with the content and game technique used. For
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 17
subject areas in which only marginal learning effects have been found, instructional games could
provide an alternative motivational technique to vary the presentation" (p. 270).
Using Digital Games in Teaching
Egenfeldt-Nielsen (2007) found that creating challenging game environments and
involving teachers in the design process are important factors in developing "edutainment," or
educational computer games. He felt that teachers should be involved in the planning of
computer games, the games should be built with a large enough budget to facilitate the creation
of high-quality games, and that the games should be challenging enough to promote effective
learning on the part of students.
Malone's study (1981) concluded that computer games need to include the following
components, and he incorporated them into his Framework for a Theory of Intrinsically
Motivating Instruction:
• Sensory and cognitive curiosity: Color, sound, lighting and other sensory
stimuli are needed to capture and keep the users attention, as is a motivation to
learn more. "[T]he way to engage learners' curiosity is to present just enough
information to make their existing knowledge seem incomplete, inconsistent, or
unparsimonious. The learners are then motivated to learn more, in order to make
their cognitive structures better-formed."
• Informative feedback: Constructive feedback "should help [the learners] see
how to change their knowledge to become more complete, consistent, or
parsimonious." However, the feedback should also be given in an unexpected
manner to maintain the learner's curiosity.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 18
• Fantasy to allow emotional involvement: Learners enjoy playing games where
they feel emotionally connected to the application. "Instructional designers
[should] create environments into which students can project their own fantasies
in a relatively unconstrained way. For instance, one could let students name
imaginary participants in a computer game."
• Fantasy for cognition assistance: Allowing the player to use fantasy to
incorporate the new knowledge into a fantasy setting aids in remembering the
information.
• Challenges: Challenges allow for varying difficulty levels, uncertain outcomes,
multiple level goals, randomness, and a chance to increase self-esteem upon
accomplishment.
Hirumi et al. (2010) gave the heuristics of Gagné's nine events as a perfect example of
how instructional designers can incorporate learning with game design:
Nine Events of Instruction The Nine Events Incorporated into Games 1. Gain Attention Music, sounds, cut scenes, movement, speech
2. Inform of Objective
Documentation, text or audio instructions, video instructions, character speech (text or audio), obstacles to limit advancement
3. Recall Prior Knowledge
Obstacles based on what was learned earlier in the game, cues in the environment
4. Present Instruction
Using the game's goals to present all of the above-mentioned activities, embed the learning into the context of the narrative
5. Provide Guidance
Character speech, text, audio, cut scenes, hints, cheats, obstacles
6. Provide Practice
Multiple repetitions of skill use, obstacles requiring learned actions/skills
7. Provide Feedback
Text, character speech, audio, advancement to next level, new information, success on obstacle, cut scenes
8. Assess Performance
Using skills to successfully overcome obstacles and advance to new levels is a form of assessment
9. Enhance Retention and Transfer
Using skills and knowledge learned earlier in game to perform increasingly harder tasks and overcome obstacles,
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 19
somehow showing player that skills learned here can be applied in the real world
Table 1: Based on Hirumi's nine events of instruction in games
Methods and Materials
Methods
A more comprehensive literature review will be conducted on the special needs of
immigrants and refugees as students, the use of games in education in general, the most common
instructional design methodologies, and the frequently used theories and methodologies for
designing educational digital games.
At least one of the most common instructional design methodologies and one of the
digital game design methodologies will be combined, along with cultural education materials, to
create (or attempt to create) six digital games. For example, instructional designers generally use
the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to design and
create lessons. This model could also potentially be used to create digital games for teaching
acculturation skills to immigrants, as is shown in the following example:
• Analysis: Find the needs of the students and create the lesson plan, then
determine if and how the lesson can be incorporated into a game. Assess the
goals and objectives, the student background(s), the learning environment, and
other considerations. How realistic should the graphics be? Should the
characters speak aloud (audio) or is plain text enough? Also analyze which
game types would best suit the lesson and the knowledge and skills of the
students.
• Design: Design the game, including the user interface. What obstacles and
challenges should be included? Incorporate any accessibility features for
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 20
students with disabilities. Whenever possible, create a paper prototype of the
game and test it.
• Development: Create the game and play-test it. Follow the reiteration process
as often as needed to remove design flaws. Also create any needed
documentation, including any pre- and post-testing surveys to be used to gauge
learning success or failure (to assess learning).
• Implementation: Distribute the game to the end users and train the trainers, if
necessary. Collect data to update the game application if problems arise.
• Evaluation: Evaluate the data collected and the changes made to the game
application. Did the game have any application design flaws? Were disabled
users able to play the game? Did the users learn from the game? How can the
game be improved in the future?
To test the theory that instructional design methodologies and game design theories can
be combined and used to create educational digital games to help teach acculturation, the ADDIE
model shown above (and/or other methods) will be used with acculturation topics – such as
information about official and unofficial American holidays, how Americans value time, and the
most common forms of greeting in the United States – to attempt to create digital games as
educational technology.
Computers and computer software will be used in the creation of the games and
documentation materials. Images and audio will be selected and used in the digital games. An
Internet website will be used for organization, presentation, and dissemination purposes.
Two elements used in game creation – paper-prototyping and play-testing – will be used
in the game design and evaluation processes to test overall design theories both before and after
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 21
creating digital versions. In some cases, storyboarding will be used in the design process to
layout navigation and other game elements.
Flowcharting will be used to record the navigation through and interaction within each of
the digital games. A design document will be created and maintained for each game throughout
the design and development processes, and screenshot images of the game after different phases
of development will be included in the design document. The flowcharts will be included in the
design documents as well.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 23
Figure 2: Digital Game Flowchart Example
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 24
Data Sources
Immigration statistics will be acquired from the United States Department of Homeland
Security. Educational history, statistics, and future plans will be obtained from the United States
Department of Education. Information regarding teaching immigrants and refugees, using games
in teaching, and creating digital games will be honed from available literature.
Acculturation educational materials will be acquired from personal experience, literature,
and requests for digital games on specific topics from the African Community Center, a refugee
intake center located in Denver, Colorado.
Materials
The computer used for all of the following software will be a Macintosh desktop using
the Mac OS X operating system (version 10.6.8). Literature reviewed and cited will be stored in
an academic research management software application for the Macintosh desktop and iPad
called Sente (Third Street Software, 2011a) (Third Street Software, 2011b). Documentation will
be written, updated and maintained using Microsoft Word 2008 for Mac (version 12.3.1) and
Adobe Acrobat 9 Pro (version 9.4.6). Flowcharts will also be created using Microsoft Word.
Graphics and images used in the documentation, in any paper-prototypes, within the digital
games, and/or online will be captured with and/or edited in Apple Grab (version 1.5) and Adobe
Photoshop CS5 Extended (version 12.0.4 x64).
The actual games will be built using Adobe Flash Professional CS5 (version 11.0.2, 489),
the Actionscript 3 programming language, and/or Adobe Captivate 5 (version 5.0.2).
Audio editing will be performed using an open source application called Audacity
(version 1.2.5) (Mazzoni, n.d.). Video editing will be completed with ScreenFlow (version
2.1.10) (Telestream, 2010).
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 25
Google Maps (Google, 2011a) and Google Translate (Google, 2011b) will be used in
separate digital games. The sources for any photographs used will be Flickr (Yahoo, 2011),
Stock.xchng (HAAP Media Ltd., 2011), and iStockphoto (iStockphoto LP, 2011). Animation
and a computer-generated voice used in at least one game will be from Xtranormal.com
(Xtranormal Technology Inc., 2011). Other audio sources will come from Creative Commons
sites ccMixter ("ccMixter," 2011) and Freesound ("Freesound," 2011). Other image sources will
be OpenGameArt ("OpenGameArt.org," 2011), IconSeeker (IconSeeker.com, 2009), and
SoftIcons ("SoftIcons," 2011).
Survey Monkey will be used for pre- and post-assessments for at least one game
(SurveyMonkey, 2011). A Flash game programming book will be used as a technical resource
(Rosenzweig, 2007).
The digital games, presentation materials, and project documentation will be organized,
stored, and disseminated from the website AwarenessGames.net
(http://www.awarenessgames.net), hosted by Weebly (Weebly, Inc., 2011):
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 26
Figure 3: Example of the AwarenessGames.net Website
Monthly visit/hit statistics for AwarenessGames.net will be provided by Weebly and included in
the end documentation, along with an analysis of the countries from which foreign users visited.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 27
For example, the image below shows visitors to the website from October 1, 2011, through
midday on October 28, 2011. The statistics in this snapshot show that during this time period, at
least three unique visitors arrived to the website from Canada (google.ca), two from the United
Kingdom (google.co.uk), two from the Philippines (google.com.ph), two from Malaysia
(google.com.my), one from Australia (google.com.au), and one from India (google.co.in). The
snapshot also shows the keywords that visitors used as search terms immediately before they
clicked the link to the AwarenessGames.net website:
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 28
Figure 4: Website Statistics from 10/1/11 through Midday on 10/28/11
During the paper-prototype testing and play-testing processes, the users will be randomly
selected to test in-person, and/or will be visitors to the AwarenessGames.net website who will
later provide feedback via an online contact form or regular email.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 29
At the end of the project, all of the games and documentation will be available for
downloading from the AwarenessGames.net website. The project advisor and the Digital Media
Studies graduate director will perform a final evaluation of the project.
Thesis and Project Time Table
The following timeframe is proposed:
• September 2011 – Submission of preliminary project proposal for review.
• November 2011 – Submission of final project proposal.
• November 2011 - January 2012 – Begin documentation of game designs;
develop, play-test and revise games.
• January 2012 - March 2012 – Finish game development, complete thesis paper
with game documentation, finalize website with completed games.
• March 2012 – Submit final thesis paper and present final project.
Potential Dissemination
The digital games produced from this project will be available for free distribution from
the Awareness Games website, http://www.awarenessgames.net/ (Munanga, 2011a). The games
will also be included on CDs distributed during or after any seminar, workshop, or conference
appearances where presentations are given. In addition, papers written on this or related topics
will also be available for download from the website.
Publications
Even prior to the submission of the master's project proposal, the Awareness Games
website was advertised in two articles – one written for a Society for Technical Communication
quarterly newsletter (Munanga, 2011b), and one written for DU Magazine (available in
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 30
December 2011). Both articles mention the master's project and provide links to the Awareness
Games website.
Figure 5: Article in Society for Technical Communication's Instructional Design
and Learning Special Interest Group's Newsletter
Future submitted articles could be tailored and written for at least six types of peer-
reviewed journals. These journal categories include topics related to educational technology
and/or instructional design; digital media and/or digital technology; game design and
development and/or game design for educational purposes; human use of information
technology; society and culture; and journals related to refugees and/or immigrants including
immigrant education, community development, and refugee assistance. Articles could also
potentially be written for journals related to creating e-learning content for global teaching of
international students via the Internet.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 31
Other Dissemination Sources
Other sources for dissemination of the master's project and research materials include
conferences, workshops, seminars and institutes. Refugee community organizations would also
be excellent recipients of the games and data, as well as international student training centers and
businesses that train international employees who visit the United States. Additionally, the
author while pursuing a PhD degree at another university can disseminate the materials along
with the extension of the research.
Conclusion
New immigrants, including refugees, need to learn American culture in order to
assimilate into American society and lead successful lives. However, these immigrants arrive in
the United States with varying educational backgrounds, literacy levels, knowledge and
understanding of English, digital literacy rates, and knowledge and understanding of American
culture, making it difficult to create a one-size-fits-all acculturation lesson plan. Children may
have access to needed information through formal school systems, but adult immigrants are less
likely to have the same resources. In the United States, digital technology is available both
inside the classroom and out, and games have frequently been used to assist with teaching and
learning.
This project proposes the analysis of research available about the special learning needs
of new immigrants, a review of data about American culture that immigrants should know to
help them become acculturated, an analysis of standard instructional design methodologies, and
an analysis of digital game design theories. With the information found, an attempt will be made
to create educational digital games that can be used to help teach American culture to
immigrants.
IMMIGRANT AND REFUGEE ACCULTURATION THROUGH DIGITAL GAMES 32
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