MG Final EuroMed2012 Instr FULL and PROJECT Papers

7/31/2019 MG Final EuroMed2012 Instr FULL and PROJECT Papers

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A proposal for mobile game based learning to promote

knowledge of the A Famosa fortress

Mohamad Izani1, Michael Grant1, Aishah Razak2

1 Department of Architecture, Strathclyde University, United Kingdom2 School of Computing, University of the West of Scotland, United Kingdom

{mohamad.zainal-abidin, p.m.grant}@strath.ac.uk

{Aisya.Razak@}@uws.ac.uk

Abstract. The A Famosa fortress in Melaka is an important historical site whichoffers a significant insight into the history of Melaka and Malaysia. A research

project was carried out over the period between 2007 to 2010 in order to developa conjectural layout of the original fortress with the aim of developing a 3D

model for use in future conservation and heritage projects. Based on the results ofan evaluation of the final output, it was found that the 3D model had the potential

to improve users knowledge of the fortress. From this context, the currentresearch is aimed at an investigation of how a Game Based Learning

methodology could be utilised to support an enhanced learning environment inrespect of delivering accessible knowledge regarding the site and its heritage. The

objective of this project is to present the history of A Famosa in a more effectiveand exciting way. The 3D model of the fortress will be integrated into online

mapping and a game storyline will be developed. Multimedia elements such asaudio, video and text will be embedded in the game-play. We will propose how

this application is structured, its game play, features and future recommendations.In addition, illustrations and a proposal as to how this application could beimplemented on site are also presented.

Keywords: Game-based learning, historical heritage, game-play, A Famosa

1 Introduction

Preserving our historical heritage is increasingly important as it can play a large part

in defining a peoples national identity. By preserving historical sites such as the AFamosa fortress, it is possible to retain the potential of exploring the rich culture,

political, social and educational values for future generations. Previous researchfocused on preserving and developing existing and conjectural knowledge through the

development of the the A Famosa 3D model. The resulting 3D model of the fortresshas itself become a repository of new knowledge, along with accepted history, and

should be seen as a useful mechanism for dissemenation. In this case, the use of

mobile game based learning as an agent to promote knowledge is significant largelybecause of its engaging features for learning. This paper emphasises the advantage of


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using game based learning for integrating factual and historical theories in the design

of a meaningful platform through which it becomes possible to learn history in anentertaining, interactive and engaging environment. Kiili [1] explains, "Games are

designed to generate a positive effect in players and are most successful and engaging

when they facilitate the flow experience". Historically, the A Famosa fortress is oneof the oldest partially extant European buildings in Melaka, Malaysia. It was built in

1511 and survived through a number of occupations until the British took possessionof Melaka in 1795. Melaka was largely destroyed during the period of British

occupation in 1807. Table 1 shows the timeline of occupation in Malaysia and Figure1 shows the remain of the fortress which are still standing.

Table 1. Timeline of occupation in Malaysia

Conqueror Occupation

Portuguese 1511-1641

Dutch 1641-1795

British 1795-1957

Fig. 1. Remains of the fortress, Porta de Santiago gate

The preservation of this artifact of Malaysias historical heritage has recentlybecome more significant due to the city of Melaka being listed through UNESCO

World Heritage. However, the physical preservation or recreation of the fortresswould imply an impractical timescale and the prospect of rebuilding the entire fortress

on the site is now impossible because the location has been subsumed by the

contemporary development of the city. Recent research by the authors in the area ofdigital preservation has been targeted at investigating the potential for developing a

computer model derived from existing and conjectural information in order that the

model could then be used to explore and ultimately explain the layout of the originalfortress.


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1.1 The digital modelling of the fortress

The digital preservation of the fortress is summarized in 3 stages which are:

1) Development of conjectural layout

2) 2D Sketches of the fortress elements3) Transforming 2D to 3D model.

Figure 2 shows the framework for the data verification process used to develop the

conjectural layout. Detailed works can be found in [2,3,4,5].

Fig.2. Data verification process framework

The next stage was preparing sketches of the fortress in 2D. These sketches were

prepared based on the collected visual data of the fortress and through observationand comparison with similar remaining fortress such as Fort Galle in Sri Lanka and

Fort Aguada in Goa, India. Figure 3 presents some of the sample sketches of the

fortress elements.


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Fig. 3. Pre-visualised sketches of two fortress bastions

The final stages was to transform the 2D sketches to 3D. The process of 3D modelling

began with the mapping of the verified conjectural layout in 2D onto satellite imagedata. The layout has been projected based on the physical remains of the fortress as

shown in the satellite images. During this stage it was critical to be able to match the

location of the layout with the existing topology. The data in Figure 4 has been usedas the base for the modelling process which commenced with the modelling of the

fortress site topology. This involved modelling the river, the seaside aspects of thefortress and the landform. On completion of the prior process the fortress outline can

be extruded to define the perimeter wall and consequently the 3D models of thefortress elements, such as bastions, gates, walls, ramps and passageways can then be

included. Since the fortress elements are modelled individually, any further detaildevelopment and amendment can be performed separately. Polygonal modelling has

been fully used to model the entire 3D model. Some important aspects of the fortresshave been selected and rendered as final images as shown in Figure 5 below.

Fig. 4. Conjectural layout of the fortress wall for 3D model base

Fig. 5. Rendered images of the fortress

1.2 Evaluation

A trial evaluation was carried out to determine and identify the effectiveness andimportance of aspects of digital preservation as exemplified by this 3D model. The

results were encouraging and served to justify the importance of further developmentof the 3D model for use in underpinning applications to be used in fields such as

education, research and tourism in Malaysia. One of the findings was the need to

utilise an interactive approach like those available through the technologies employed


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in game engines and the use of multimedia to expand, deepen and enhance the

architectural educational experience. It has been recognised that through increasedfunctionality this and similar tools can be utilised as an instrument of learning

employing graphics and animation to aid in the reconstruction of past architectural

and urban planning legacies.

2 The Proposal

Following the recommendations from the evaluation process, it was proposed that a

further development of the project might be to utilise the 3D model in a mobile game-based learning application. The ability of modern smartphones offering the

capability to leverage multimedia functionality and enhanced computing power ispotentionaly revolutionary. [6]. This proposal seeks to take advantage of these

features to deliver enhanced content. The use of a game-play based approach has beenproven to offer an excellent educational tool, particularly in regard to learning and

discovering more about historical sites [7]. The objective of this application is toeducate visitors to the A Famosa site in regard to the history and architecture in both a

fun and ultimately interesting way. Using this approach it is hoped to demonstrate theability to stimulate visitors imagination and curiosity towards the subject matter. This

approach is inspired by the project Explore! [8] and has been developed on thetheme of a treasure hunt game. The game is designed to suit visitors aged from

teenagers to adult and where they can move freely around the site using theirintelligence and imagination to solve the clues while exploring the fortress. Figure 6

presents the game stages, location and activity at each stage.

Fig. 6. Stages involved in the game, location and activity at each stages

2.1 How to play the game

The first stage of the game is the briefing. Visitors who are interested inexploring the site through the game based learning approach will meet with the game

master at the visitor information center. The game master will explain the concept of


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the game, the areas involved and the rules. Each player will be supplied with a copy

of the site map, answer sheet and the first clue. The clues will take the players tolocations within the fortress and once the players have completed all the clues, he/she

will have explored the whole fortress. To play the game, visitors are required to have

a smartphone with GPS navigation and bluetooth enabled to receive multimediamessages and clues.

The second stage is the game play stage. With help from the map and GPS navigation,

the player will need to go the location specified in the first clue to find the firstanswer key. The locations involved in this game are selected based on the significant

areas of the fortress such as, for example, the bastions, gate and the remain of StPauls church. Once the player reaches the correct location according to the clue,

they will then receive a message on their mobile phone through bluetooth. Themessage will consist of information about the location and also its 3D visualisation.

The whole idea is illustrated in Figure 7 and all hot spots of this game are depicted bycircles.

Fig.7. Animation presentation clip at the information center

The clip, consisting of a voice over and background music, will show the actual

construction of that area, reconstructions from the 3D model, background informationand its purpose. For instance, at the Frederick Hendrick bastion, visitors can compare

the 3D model of the bastion with the excavated site. Figure 8 shows this comparison.From the clip, the player will find the answer key to be put in the answer sheet and

the next clue.

Stage 3 is the debriefing stage. Once all answer keys in the answer sheet are found,the player will return to the visitor's centre to get their reward and receive the

debriefing about what they have learnt regarding the fortress. A video presentation of


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the complete history and architecture of the fortress in 3D will be shown to the

visitors/players (Figure 9).

Fig. 8. The actual Frederick Hendrick bastion (left) and 3D model (right)

Fig. 9. Proposed video presentation hall for 3D animation video presentation

2.2. Game tool

The game tool for this application will be developed to send video clips ofinformation about this fortress via multimedia messages once the visitor approaches

the correct location. The 3D model of the fortress will be embedded in thisapplication as an interactive map. An example of the map is shown in Figure 10. The

player can choose to accept or ignore the message in order to procede at their ownpace.


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Fig. 10. Example of the fortress layout plan

3 Conclusion and future work

With a competitive market for todays mobile technology, advanced mobile systemshave become more accessible, ubiquitous and affordable. The increasing adoption of

smartphones offers an advantage for the extension of previous research in developing

an application to learn history through game-based learning methods. This approach

uses a treasure hunting metaphor as a game-play to encourage visitors to explore anddevelop their understanding about the A Famosa fortress. Based on the previous

evaluation [5], it is clear that preserving the fortress in a computer based 3D model

format can help provide a clearer view regarding its background and history andthrough enhanced accessability provide a wider dissemination of knowledge.

Following these findings, it is hoped that this application may provide an innovativeapproach to engage visitors' interest and through this extend their knowledge by

assisting them to learn more about historical buildings. It is believed that thisapplication offers a good approach to engage visitors' interest towards this goal. For

future improvement, it is suggested that development of this application would bedirected towards enabling independent game play and would offer an automated

approach which would then allow visitors to participate without any guidance fromstaff in the role of a game master although this would require more IT infrastructure

at the location. Future development would also seek to incorporate more game-playcontent such as increasing the number of game types and improving in game features.

Other possible areas of research would seek to incorporating augmented reality and agreater degree of interactive content, these features might be developed in order to

provide a more experiential degree of interaction. It is recognised that in the near

future there will be a growing need for innovative and accessible technologies todisseminate and educate future generations, a situation in which computer modeling,

interactive computing and mobile devices will find an important role.

References


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MG Final EuroMed2012 Instr FULL and PROJECT Papers