Mobile Educational Rallye & The BremenAdventure

Mobile Educational Rallye & The BremenAdventure

Advanced Topics in Media Informatics Mobile Learning

Dennis Krannich & Saeed Zare

Uni Bremen - WiSe 08/09

Jan Smeddinck (Uni Bremen - 1976868)

Thamya Moreira Rocha (Hochschule für Künst - 30249)

Lew Palm (Uni Bremen - 1466562)

Jasmin Eckardt

Date: 28th February 2009

Keywordsmobile, learning, game, education, cellphone, usability, future, java, j2me, rallye, bremen, children, school

AbstractThe "Schnitzelunt" game was developed during the "Mobile Learning" class at the University of Bremen in 2008. It supplies a framework for adventure-files (xml) that are to be created in an online-toolkit (web-app), so that scavenger hunts can be set up without being on-site (using knowledge about the target location and any available media). The application currently includes a small example ralley about the history of the city of Bremen, Germany.

Contents:

1 Introduction

2 Project Description2.1 idea & concept2.2 rallye structure2.3 sample adventure

3 Paedagogic Discussion

4 Technical Implementation4.1 plattaforms4.2 adventure files4.3 source code

5 Usability Test5.1 test setup5.2 test & results5.3 feedback & findings

6 Conclusion

7 Attachments

1 IntroductionNowadays, many high school classes are still stuck in “book and projector teaching” for all kinds of topics, ragning from how our cells work to architecture in the city. Excursions with students and teachers, visits to museums or computer labs are methods commonly used to break the rhythm of classes and make the students more interested.

Mobile learning techniques should be more commonly integrated into daily school programs, because they can raise motivation and interest in the students and provide alternative learning methods. Therefore: Why not employ a context that the students are already used to; like game adventures?

The idea was to build an outdoor game (scavenger hunt / rallye [German: “Schnitzeljagd”]) for pupils, which enables them to learn about history in personal experience at the original places, supported by mobile devices. This could be advantageous compared to learning from books or in the class room, because of the direct contact with the subject matter and the playful approach. In this game, the players are motivated through adapted recurring types of challenges.

The game starts with the player (or group of players) walking to a defined starting point. There, he or she gets (educational) information about the place from the gaming device, as well as a initial question they are asked to answer. The riddle can only be solved by investigating the area. A correct answer must be entered in the device and leads to the next place. This procedure replays there and leads to the next place and so on. One place can offer the possibility to choose one of several potentially following 'story nodes', so that the story must not be linear and similar for every player. The students by themselves, or together with others in groups, are responsible for the learning outcome. After the adventure is completed the teacher is able to check what the students learned from the experience.

On the next pages, more details about the concept, idea and the application itself will be discussed. The first idea for an adventure and how it works with modularized nodes, will be desccribed, asll well as the structure for the navigation. The technical specifications and how the node system works will also be explained in details.

The last paragraph of this paper will detail a usability test with a short sample adventure that was carried out with the prototype of the mobile learning game described above. The questions that the usability test was setup to answer where: (1) Does the node structure function properly to guide the participants thorugh the rallye, without them getting lost?(2) Does the game support learning of explicit game content and maybe even implicit, contextual information?

These questions mind, we expect the reliability and rate of success of the rallye to rely heavily on the quality of the individual adventures, since we merely provide a very flexible and open structure framework. Nevertheless, it can be expected that users will be able to learn a lot while playing adventures, because learning subjects come into tangible, real-world reach and users must engage personally and apply multi-strategy problem-solving in order to complete the adventures.

1

2 Project Description2.1 idea & concept

The idea for the game started with the observation that schools could offer more attractive and immersive classes for the students. Teaching history as a subject could easily be less dull, if it was possible to use real world experiences, instead of staring at pictures in a book. Students would be more motivated walking around historical places while learning about their importance. A guided outdoor learning possibility can be expected to motivate especially the young students to take initiative and improve the exchange of information between them. A scavenger hunt, running on the cell phones of the students of a classroom could mean fun and also easy learning. Another great advantage of the concept lies in the fact that adventures can be composed by any author with enough knowledge of the location at home, without visiting all the places and leaving marks that might accidentaly be removed.

The following scenario will give an impression of how the game could be used in a school setting:

It is Monday morning and Dennis wakes up late at 6:40 and quickly goes running to school. The lesson starts on 7:00 and the history teacher will probably already be in the classroom. Being late on a Monday is not a good start for the week ... especially when you are a sleepy 7th grade teenager and will probably receive a tardy.

Entering the classroom, Dennis notices that it is mobile learning day! Evidently, he won't escape the tardy, but

having a mobile learning day ahead quickly puts him back in a good mood, eager to getting started with the adventure that lies ahead. Together with the other students, he gets out his cell phone and starts downloading the task of the day. Today the class will learn about the history of the city they live in: Bremen.

2

Abbildung 1: Marktplatz, Bremen (http://www.big-bremen.de/sixcms/media.php/52/marktplatz_kontorhaus.jpg)

After finishing their rallye, the students gather back at the school and immediately start to compare their scores. The teacher then asks every small group to present what they learned during the adventure to roundup the day.

Being more than just a guided tour, the learning material in the mobile application can be all kinds of media (audio, images, video & text).

The adventures can be planned by teachers in advance and be shared through an online platform. The structure of the rallye is conceptualized as sequential steps, where students learn from one point to the other following historical facts, or architectural and spatial characteristics. They are guided by the tasks and have their position / progress checked by giving right/wrong answers about their current location. Because of this simple approach, the game does not depend on geo positioning systems and can therefore be played with current standard phones. Designed as a support for traditional lessons in schools, the rallye is targeted at students between 10-16 years, but could be played by anyone that is used to handling a mobile phone.

2.2 rallye structure

The rallye must have a clear and functional structure to guide the learning process with the mobile application. The learning material is split into nodes and the users have to complete one to go to the next one. Each node covers one specific topic and can contain a variety of media to provide the information. The node-framework is very open and allows for normal question and answer nodes with different kinds of answer types (text entry, multiple choice selection, image selection, taking a picture of a certain target, etc.), aswell as for purely informational nodes.

The starting point for the scavenger hunt is common for all adventures examples. Every new task starts with a short introduction and a hint to the location that the children have to find in order to begin. This step is called „info point“ (IP). After each node, a riddle checks whether the children are at the right place. This is called „check point“ (CP). It is followed by a step called „learning point“ (LP) in which important aspects about monuments and their history are explained. In the end, the knowledge is checked by a riddle called „knowledge point“ (KP). This riddle is always followed by a short explanation to strengthen the knowledge. Sometimes children also have to ask passengers to find a certain answer. This is called question point (QP). At the end of a sequence, children have to

3

Abbildung 2: The "Roland"z

decide which direction they want to chose next in order to discover a certain topic. This is called „decision point“ (DP) and it allows adventures to branch and create non-linear game experiences.

2.3 sample adventure

The Bremen History Adventure

With its potential for enriching traditional classes, the game could be part of local historical lessons in school. For the sample adventure, the old History of Bremen will be uncovered trough the scavenger tasks. The pupils can better integrate the facts during the game in their already existing conceptions, when they have some previous knowledge about the topic.

The history of Bremen covers two important aspects that are crucial for understanding the impact and influence of the city in former times. First of all Bremen was part of the „Hanse“ and furthermore it was a „free“ hanseatic city. Those aspects are still visible in the name of the city as it is called „Freie Hansestadt Bremen“. The goal of the game is to find out from which historical facts this name is derived.

On the market place of Bremen there are several monuments depicting the history of the city. For this reason, we will start our scenario on the market place which has always been the center of trade and politics in the history of Bremen. The middle of the market place is decorated by a „Hanseatic Cross“. Since the lines of this cross point directly at several important monuments, this will be our starting point for every new scenario.

Here is an example of a sequence of nodes covering the topic “Foundation of Bremen”. The sequence is composed by main nodes (1,2 and 3) that leads to check points (CP) and to history knowledge points (KP).

4

This is another example about the topic “Liberty of Bremen”. The starting point is the same as the other

sequence, but the sequence ends out differently.

Example adventure script:

Info Point:Information: Since 1815 Bremen is called Free Hanseatic City of Bremen. The construction of the Vegesack Harbor and the Weser River allowed a strong trade tradition in the city. In this rally you and your friends will learn about Bremen walking around the city and observing its historical monuments.

(The game starts with a short introduction explaining that Bremen is called „Freie Hansestadt Bremen“ and that it is the goal of the game to find out what this means.)

Check Point:Question: Do you know what a hanseatic cross looks like? Choose the right answer.Answers: 4 images, 1 is right (Feedback: Right answer, good job! + score)

(The first riddle of the game is to find the „Hanseatic Cross“ in the middle of the market place. To confirm that the children are at the right place, they have to select the right image out of four images depicting several types of crosses.)

5

Abbildung 3: Image selection answer modez

Learning Point:Information: In 1915 the three Hanseatic cities – Bremen, Lübeck and Hamburg, created a decoration for bravery and war merit. Medals of the Hanseatic Cross were given as reward to the ones that fighted in World War One.

(A short explanation is given about the meaning of the Hanseatic Cross and the Hanse in general.)

Knowledge Point:Question: Take a look in the facades of the buildings in this square. Can you identify two elements that are correlated with the harbor tradition of Bremen?Answers: (Neptune, Poseidon, Boat, Ship, Fish)

Now the children have to look around the place and find some elements in the top of the buildings that confirm the hanseatic tradition. They have to type in the names of at least two of the three elements.

Information Point:Information: You acted bravely, completing this task! Go back to the Hanseatic Cross.

Decision Point:Decision: Now is the moment to go further! For witch challenge you choose? Answers: (Old myths, Bremen liberty, Fight for power)

(After this introduction the children can now decide which part of the history they want to explore. For discovering the political history they can turn to the city hall, and to learn more about the hanseatic history, etc.)

First example scenario: Old Myths As example scenario, we decided to let the children explore the symbols and the foundation of the city and therefore start with „Roland“, Bremen's symbol of liberty. In the following the „points“ express the instructions the children have to follow.

Information Point:Information: In the medieval times, some German cities were fighting for independence. Bearing the "sword of justice" and a shield with an imperial eagle, the Roland became the symbol of braveness and liberty for those cities.

Check Point:Question: Go to the symbol of Liberty of Bremen. Write its name.Answer: Roland

Learning Point:Information: Roland, built in 1404, is located in front of the town hall. It looks directly at the dome, reminding the church of the new beholders of political power (the emperor).

The meaning of the statue is explained, e.g. why it is a symbol of freedom. A short introduction on the struggle between emperor and archbishop is given.

6

Knowledge Point:Information: On the emblem at the front of Roland you find the declaration of independence of the city of Bremen.

Question Point:Question: What was the name of the king responsible for the Bremen Independence?Answer: Karl, der grosse

If the student gives a wrong answer, or just cant answer the question, there is the hint available:

Hint Point:Information: His first name is written in the emblem on the Roland's shield.Answer: Karl, der grosse

Decision Point:Decision: Now is the moment to go further! Which challenge you choose? Answers: (Old myths, Bremen liberty, Fight for power)

This example was made do demonstrate both the possible structure of an adventure and the type of learning content. While the specific topic could as well have been architecture, or politics, the learning environment and methods supported by the game remain the same.

7

3 Paedagogic DiscussionThe game we propose in this paper is a progressive learning tool with its strong focus on exploration and demands in communication and creative problem solving. While the answers are scripted, as they refer to facts in the environment, students always have to find their own way to the solve the questions. They do so outdoors, in touch with the learning material and with all senses involved, taking responsibility to what they learn from such an ?adventure?.

In these terms, the game supports constructivist learning, as “[c]onstructivism, like objectivism, holds that there is a real world that we experience. However, the argument is that meaning is imposed on the world by us, rather than existing in the world independently of us. There are many ways to structure the world, and there are many meanings or perspectives for any event or concept.“ (Duffy & Jonassen, 1992, p. 3) 1

Students in general can be separated into four types of learners: auditory, visual, motoric and communicative persons (Pohl 1996)2. Of course, people are always partly all of the four and just have one way that works best, while the other channels may support the learning process. Computer games and also our mobile game are great to exploit this, because they can address all four channels at once with their multi-media capabilities and multi-player implementations.

Furthermore, it has been shown that learning with combined senses is more efficient than with singled out senses, as Wolfgang Pohl reports:

Learning through senses (% quote of memorization):

• hearing only 20%

• seeing only 30%

• hearing and seeing 50%

• hearing, seeing & discussing 70%

• hearing, seeing, discussion & do-it-yourself 90%

(Pohl 1996)

The game fully supports the last multi-sensual group. Furthermore, it is designed to arouse motivation in different concurrent ways: The adventures are challenging and there is a competitive notion between single players and/or player groups. The scores can be read and compared and the game has a no-loose-policy in that wrong answers only reduce positive points and always result in a hint being offered to avoid the player getting stuck. This refers precisely to the four methods of creating motivation in video games as stated by Chris Crawford (Crawford 1982)3.

1 Duffy, T. M.; Jonassen, D. H. (1992): Construktivism and the Technology of Instruction. A Conversation. Lawrence Erlbaum Associates, Mahwah, NJ.

2 Pohl, W. (1996): Das Lernenlernen. URL: http://www.pohlw.de/lernen/kurs/lernen-kurs.doc. (Abruf: Juni2006)

3 Crawford, C. (1982): The Art of Computer Game Design. URL: http://www.mindsim.com/MindSim/Corpo-rate/artCGD.pdf. Electronic Revision by Sue Peabody, Department of History, Washington State University Vancouver 1997 (Abruf: 20. Juni2006)

8

4 Technical Implementation4.1 platforms

Our game engine should run on many different mobile devices, but we had mobile phones in mind as the target platform. Nearly everyone from our target group (and everyone else) has such an apparatus in his or her pocket; that is why the hardware base is no problem for our software.

One software interpreter works on all of these devices: Java ME (Micro Edition)4. Hence, we used JME for the whole engine programming. But there is a minor flaw - the view differs a little on every machine. For the actual prototype we focused on our private phones and the phone emulator from the Sun Java Wireless Toolkit (WTK)5 and ignored display bugs on other devices. A solution for this would be an applications changeover to the usage of the J2ME Polish library6. A subversion repository from Google is in use as version control system. The projects homepage is http://schnitzelhunt.googlecode.com/. You can check out the actual revision viasvn checkout http://schnitzelhunt.googlecode.com/svn/trunk/ schnitzelhunt-read-only We chose GPL v3 as license for the source code. We did this because we hope that our project is useful for somebody and may be developed further on after the end of the semester.

4.2 adventure files

Technically speaking, we wrote a game engine (and some little example games). For playing one needs the engine package (consisting of compiled Java code) and one or more game packages. Game packages contain the game itself as an XML-file and media files (pictures, sounds and little movies). XML as a format has many advantages for game files. It is easily readable and writeable by humans with a simple editor. It can also be processed by other programs, composed in a web frontend, etc. We used an existing XML parser – the lightweight Xparse-J7 by Michael Claßen to read the adventure information and transform it into code-objects. Such a file must have two parts: one info-section with general informations about the adventure (name, author and so on) and the rallye-section, which consists of several game nodes.

Example info-section from the adventure bremen_history.xml: <info> <name>The Bremen Adventure</name> <place>Bremen, Germany</place> <author>Jasmin, Jan, Lew, Thamya</author> <date>04. February 2009</date> <tags> <tag>free</tag> <tag>hanseatic</tag>

4 http://java.sun.com/javame/index.jsp5 http://java.sun.com/products/sjwtoolkit/6 http://www.j2mepolish.org/7 http://www.webreference.com/xml/tools/

9

<tag>city</tag> <tag>bremen</tag> <tag>roland</tag> <tag>game</tag> <tag>history</tag> </tags> <description> In this rally you and your friends will learn about Bremen by walking around the city and observing its historical monuments. </description> <results> <range min="0" max="10">Try better next time!</range> </results> </info>

One of the many game nodes in this file looks like this: <node id="harbor_tradition" type="middle"

style="text/bullets/select_image/take_picture"> <task type="text_selection" value="12"

medium="marktplatz_bremen.png"hint="Think_of_something_that_has_to_do_with_the_sea.">

Standing on the hanseatic cross take a look at the facades of the buildings. Can you identify an element related to Bremen's harbor tradition? </task> <answers> <solution id="0" malus="4">container</solution> <solution id="1" t_id="story_descision">neptune</solution> <solution id="2" malus="4">crane</solution> <solution id="3" t_id="story_descision">fish</solution> </answers> <media> <medium id="roland_image" type="video"

alt="description of missing media" src="media/img/roland.jpg"/>

</media> <hints> </hints> <background> </background> </node>

One node can have different kinds of informations or questions. This is a text-selection-node, which means that there is one question and some possible textual answers. An answer can be wrong (gives a malus for the reachable score in this node) or right, which leads to another node. In this case the answers “neptune” or “fish” are moving the player to the node “story_descision”. If “fish” is the first choice, the player gets 12 points. If he/she choses “container” first and then “fish”, this results in only 8 points.

The whole Bremen-history adventure is available in the Googlecode-repository in the directory “res”.

10

4.3 source code

Today our project has 1667 lines of code and consists of 6 files (and classes): Adventure.java,

AdventureLoader.java, GameNode.java, Logger.java, SchnitzelMIDlet.java and Solution.java. The main program - SchnitzelMIDlet – is a “Midlet”, a Java application for small devices. It handles the display-related routines, graphics and user input. Also it takes care of the welcome and game selection screen and loads the user-chosen adventure.

AdventureLoader is used for loading and parsing of the XML files. Therefore, it uses the Xparse-J library. It puts the game structures in the right objects in memory.

Adventure holds all data of one game. It has a container of game nodes. The adventure class has a bit more functionality – it knows about the users position in the game and his or her score, and it handles the users selection of an answer and its consequences.

GameNode contains data and methods of a node. It has a container of Solution objects, which are representing the different choices a user can make.

Logger has methods for logging messages to a file and the console (while running in the emulator).

Furthermore, we created a full source code documentation and reference, which is attatched to this paper.

11

5 Usability Test

5.1 test setup

Another, very short sample adventure was designed for testing the viability and the efficiency of the rallye. A fiew tasks were planned to be completed in the University of Bremen, GW2 building, in accordance with the nodes structure from the “History of Bremen Adventure”, but with modified content.

In the usability was an organized session with two live runs. Six participants divided in two groups received one cell phone each, with the rallye installed. Before starting the game, the participants had to answer a pre-survey with questions about their habits in cell phone usage and gaming experience (see attachment 01).

Following the groups, there was a observer with each participant. This observer took notes of every movement of the users gameplay: the doubts, comments and unexpected reactions. The people tested were not supposed to talk with the observers, but with the technical advisor that was also following them. Any question was supposed to be answered by this advisor only.

The testing time was around 15 minutes for both groups. They were encouraged to work together and help each other out.

12

Abbildung 4: Two users trying to discover an answer in the board plan of the GW2 building. They were working in group, discussing the answers while the observers watched their actions.

After finishing the run, the

participants were asked to answer a

post survey. They had to answer

questions about their perception of

the game and some further

questions tested the explicit and

implicit learning content (see

attachment 02).

5.2 test & results

The pre and post surveys of the usability test, together with the remarks made by the observers and the advisors, made it possible to collect valuable information.

Considering that mostly all the people tested had close contact with new media issues, just 2 answered that they were heavy cell phone users. Half of the group (three users) answered that they used to play games with the cell phone.

In the Post-Survey, there were two indirect questions about the environment of the rallye. For the first question, two participants answered right and for the other there were 3 right answers.Everyone had fun with the game but when asked about the efficiency of it in a bigger proportion, some points, like the group dynamics, were questioned.

The observers of the group tested could point some critics:- Some participants complained about the amount of text in the first task.- Some started to read the next tasks before completing the previous.- Two users completed tasks before the others and had to wait for the group. - Two users requested hints in the last task of the rally. - Three users gave some wrong and a right answers by try-and-error.- Some users found the way to the right answers with help of the group.

5.3 feedback & findings

After the usability test, with the notes and appointments made by the observers and the advisors, some important aspects were noticed. The test was carried out with the real application running on mobile phones and allowed for a realisitc user experience trial.

The group was encouraged to work always together. Except for one person, it was a successful experience, since all the participants were discussing the tasks and proceeding together.

The interface was used without problems by everybody but one user. Considering that some people complained about the amount of text and some, just before finishing to read the text started to go to the next task, it is clear that the volume of text has to be carefully planned. It is not just about the

13

Abbildung 5: By the end of the text the users had to discover the answer for a puzzle in the environment. After that they saw their final scores.

amount of text but all the adventure should be carefully designed to make the learning flow of the game continuous. The instructions should be clear and hints always available.

The participants were asked about some unrelated information surrounding the rallye way. Some participants could remember and answered the questions correctly. The potential of learning also about the context could be really useful in the real world application of the game.

The individual scoring was very motivating to the players. Each user worked together with others but had individual grades, related to the individual learning experience. To prevent a try-and-error attitude in choosing the answers, the points for each question would decrease with wrong answers. It was possible to see that after each answer or by comparing the final scores with the other participants.

It could be noticed that all the participants had fun, which they also reported in the surveys. Everybody could complete the adventure and exchanged the final scores in an enthusiastic way. After the experience, everyone answered in the survey that rallyes like this would be a good supplement for traditional learning methods.

14Abbildung 6: The sample adventure used in GW2 bulding had examples of answers with pictures to choose.

6 ConclusionWe wanted to do a complete working prototype, and we did it. In fact it is more, it is a working system and can be used for learning and playing today. We believe that constructivist education is the most effective (and fun) way of learning and we wanted to make a tool to supports this.

The usability testing showed how much fun most of the people (at least students) have playing rallies with a mobile device. We saw some minor problems with the menu structure, of which we had known before and that were difficult to fix, because of strange behaviours of Java on some special types of mobile phones.It was much more challenging for us to learn about right adventure design than about the technical parts of the project. One has to be mindful about many details in order to create a well working and useful adventure, always avoiding to confuse or disorient the players, but keeping the adventure challening.Also, it is necessary to give an aggressive feedback (a warning about lost score) for wrong choices to prevent try-and-error strategies, which we implemented after noticing this problem.It was a surprise to see how important the scoring was for most of the players. Many asked how they came off in comparison to others (or the respective maximum score). This is why we integrated more messages about scores in the game, so that players have a quicker feedback to choices they make and are hopefully more motivated to find the right answer.It was also noteable that team-work was much more efficient than solo play. Groups solved problems much faster and were higher motivated. This is an evidence for the accuracy of constructivist methods and ideas in the rallye project. It would be great to encourage the team-work on a technical base (on the mobile device, e.g. with multiplayer score results), too. The game is truly constructivist, because the player acts in reality and there is no rule or strict pathway how to get the answers and to unravel the questions.

There were other mobile phone scavenger hunts, but mostly simple sales and marketing campaigns like the "Starbucks Summer Pursuit"8 in 2006.In a learning context, our idea was discussed on cellphonesinlearning.com9, but without a special application, only in using flickr for picture exchange. Maybe they will like our program and try it.In our research in the beginning of the project, we found no mobile application which is in general useful for scavenger hunts with learning purposes, freely available and – last but not least – open source. That is why we developed it.

The open design makes the application suitable for different kinds of learning games, alone or in groups, in competition or cooperation, very mobile, or even at home. There are many ideas to develop it further. It is almost bug-free, but some features are obviously missing, like little movies and communication between the devices (e.g. for transmitting scores). Maybe some of us will find time to go on working on the project in the future. Also we hope for interest in the open source community. An online platform for creating and distributing adventure files would be a great project. We thought about an easy-to-use web-interface for adventure makers. The goal would be the the launch of a 'social' network of adventure creators and players.

8 http://chef2chef.net/news/foodservice/Press_Releases-Business/Starbucks_Launches_Mobile_Scavenger_Hunt.htm9 http://www.cellphonesinlearning.com/2007/11/scavenger-hunt-with-cell-phones.html

15

7 Attachments

01: Pre-Survey02: Post-Survey03: Source Code Reference & Documentation

16

Attachment 01

Usability Test - 07th of January of 2009

PRE SURVEY.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

How old are you?___________

For which purposes you use your cell phone?

( ) Working – 1 answer( ) Communicating/Talking – 6 answers( ) Agenda – 1 answer( ) Internet( ) Music – 3 answers( ) Games – 3 answers( ) Other: – 1 answer for notes, 1 answer for photo

Are you used to playing games on your cell phone?

( ) Yes – 3 answers( ) No – 3 answers

Are you a heavy cell phone user?

( ) Yes – 2 answers( ) No – 4 answers

17

Attachment 02

POS SURVEY.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

In the beginning of the adventure you saw a painting. Which color was the flag in it?___________ 2 answers right

Which animals could you identify in the poster in front of the door?___________ 3 answers right

Could you complete the adventure until the end?

( ) Yes – 6 answers( ) No

Did you have some fun doing it?

( ) Yes – 6 answers( ) No

Do you think that an adventure like this would work in a bigger proportion?

( ) Yes – 5 answers( ) No

There was an observation made by a student: „I think that when there are more people all having an own mobile it is a bit difficult to work together. What is when one is faster than the others?“

Do you think it would be possible to learn something by playing specially designed adventures?

( ) Yes – 6 answers( ) No

18

Attachment 03

Please see document: “mobile_ralley_src_ref.pdf”

19