Exploratory Game Play to Support Language Learning: Dinner Talk

Klaus P. Jantke

, Oksana Arnold

and Torsten Bosecker

1,2

Fraunhofer Institute for Digital Media Technology, Ilmenau, Erfurt & Oldenburg, Germany

FH Erfurt – University of Applied Sciences, Erfurt, Germany

Keywords:

Exploratory Learning, Game-based Learning, Language Learning, Meme Media Technology, Didactic Design.

Abstract:

In response to the contemporary inﬂux of refugees to Europe, the authors’ team has developed and imple-

mented a digital game concept to support language learning of any written language. Fast progress in small

steps is required and small and ﬂexible software tools are necessary. The core implementation is available on

the web and runs on mobile devices such as tablets and smartphones, on conventional desktop PCs and on

special purpose devices such as interactive learning tables. This core implementation allows for a very ﬂexible

and fast exchange or modiﬁcation of contents to ﬁt to varying needs. This paper puts emphasis on the potential

of the approach beyond the needs of refugees. Educators may apply it to regular courses in school, in higher

education, in vocational training, and in further education.

1 MOTIVATION

In response to the contemporary inﬂux of refugees to

Europe, the authors’ team has developed a potentially

inﬁnite family of digital games (Arnold et al., 2016).

A certain core implementation is available on-line

at https://webblebase.net/placementgame.tobo.game-

compound-0.4.1-SNAPSHOT/index.html.

Figure 1: An early version of the core variant of the game

family DINNER TALK on an Interactive Learning Table.

There is an intelligible introduction available in an

on-line magazine (Jantke and Bosecker, 2015) that is

complemented by a short interview (Jantke, 2016).

It may be no surprise that the usage of these games

is not restricted to the language learning needs of

refugees. The intention of the present short paper is

to inform a wider audience about the potential of the

game family and to discuss the use of these games in

more detail emphasizing several issues of pedagogy.

2 DINNER TALK IN THE

EUROPEAN CONTEXT

Thanks to the advice of an anonymous reviewer, the

authors found the “Common European Framework of

Reference for Languages: Learning, teaching, assess-

ment“ (Council of Europe, 2001) a valuable source to

put the present work in context. This document works

as a guideline by “raising questions, not answering

them.” (ibid., p. 4) The DINNER TALK project may be

seen as an approach to provide some partial answers.

The present short section summarizes a condensed

characterization of the DINNER TALK approach with

respect to this framework.

To the above-cited framework’s initial questions

(see the NOTES FOR THE USER section of (Council

of Europe, 2001)), the DINNER TALK approach offers

the following answers. The target audience is hetero-

geneous. Not all of them have access to textbooks, but

all of them are actively using the Internet. The time

they can afford to spend is largely varying.

The original motivation of this project is liter-

ally “to avert the dangers that might result from the

marginalisation of those lacking the skills necessary

to communicate” (ibid., p. 4).

The methodology of choice is exploratory game-

based learning. The aim is to literally attract learners.

The technology and the interaction design should

allow both for single player self-controlled learning

and for collaborative learning including the discus-

sion of content. Furthermore, it should support novel

approaches such as ﬂipped classroom scenarios.

Jantke, K., Arnold, O. and Bosecker, T.

Exploratory Game Play to Support Language Learning: Dinner Talk.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 2, pages 161-166

ISBN: 978-989-758-179-3

161

3 ESSENTIALS OF GAME PLAY

DINNER TALK (DT) is the name of an inﬁnite family

of digital games. It has a large number of parameters.

Every instantiation of parameters leads to a particular

game of the DT family.

Figure 2: DINNER TALK start screens of the German (back-

ground) and the English (foreground) game’s core variant;

there are similar versions for learning French and Swedish.

Every game of the DT family is a combinatorial

game. Within the family of combinatorial games, the

board games form a quite prominent category. Board

games are characterized by a board which consists of

cells and by pieces which may be placed on cells,

moved on the board, and so on. A board game is a

path game, in particular, if most of its cells have ex-

actly two different neighboring cells. Apparently, this

is a fuzzy concept due to the imprecision of the term

”most”. A path game is a perfect one, if all cells have

exactly two neighbors. The most simple variant of

games in the DT family is a perfect path game.

Figure 3: Players shall read, understand and relate texts.

The narrative of DT is to consider the board (the

path) as chairs around a certain table. The pieces are

understood as virtual guests to be seated. The size

of the table, i.e. the number of guests to be seated,

may be chosen initially (see ﬁg. 2). Seating a guest

is performed by placing a piece on a cell. In contrast

to many other board games like CHECKER, CHESS,

and NINE MEN’S MORRIS, e.g., pieces must not be

moved on the board along the path. DINNER TALK

belongs to the particular category of placement games

like, e.g., REVERSI, HEX, and CONNECT FOUR in

which playing the game means just to place pieces.

There is no concept of “moves” in placement games.

The pieces carry texts or text fragments which are

interpreted as the virtual persons’ interests (see ﬁg. 3).

Intuitively, players should seat guests in such a way

that neighbors at the table share some interest. If this

happens, they score points. The goal of every game

of the DT family is to seat guests in such a way that

the human player scores many points. It is practically

impossible to ﬁnd good seating solutions just by trial

and error without checking the texts.

For illustration, if there are 8 seats around the

game’s table, there exist 10,080 different variants of

placements. In the case of 10 chairs, the number of

possible placements sums up to 907,200. Further-

more, for 12 chairs, the corresponding ﬁgure would

be 119,750,400 which is large enough to motivate the

authors’ decision to conﬁne themselves to 10 seats,

at most.

These ﬁgures above are the result of dividing the

factorial of the number of seats by 4. To ﬁnd out all

possible arrangements, one may begin by seating the

ﬁrst piece at the upper front end of the table followed

by others pieces clockwise around the table. If there

are n seats, the number of different placements is n!

called the factorial of n. Because it does not matter

whether one starts at the upper front end or the lower

front end of the table, the number of distinguished

placements is divided by 2. Similarly, because it does

not matter whether the seating is done clockwise or

counter-clockwise, the ﬁgure must be divided by 2

once more.

The issues of combinatorics mentioned above lead

to related conclusions as follows. First, because it is

unlikely to score many points just by trial and error,

players who want to perform well need to read texts

and to think about semantic relations between texts.

Second, because players tend to compare only a few

texts at a time, they may ﬁnd out particular relevant

semantic relations later than others. The correction of

earlier seatings may become desirable.

In response, the rules of play are slightly relaxed.

We consider dynamic placement games in which the

players have permission to take seatings back, i.e., to

undo an action. This helps to achieve better results, to

reduce frustration, and to increase the fun of playing.

Dynamic placement games are exploratory games.

To sum up, the design of the DT game family leads

to a form of exploratory game-based learning.

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4 SOFTWARE TECHNOLOGY TO

SUPPORT EXPLORATION

The game design described in the preceding section 3

has been implemented to allow for the educational

scenarios under discussion in section 5 below. This

section is bridging the gap by informing the reader

brieﬂy about the technology in use. Some emphasis

is put on technological features that are decisive to

exploratory human-computer interaction.

Digital games of the DINNER TALK family are

conceptually based on webble technology (Kuwahara

and Tanaka, 2010) which is a recent form of meme

media technology (Tanaka, 2003). To be available on

a large variety of terminal devices, the type of web-

bles in use for the DT games family are implemented

in HTML5, CSS and JavaScript (Fujima, 2013).

Figure 4: Webbles are essentially structured like trees.

Interestingly and, perhaps, even a bit surprisingly,

Yuzuru Tanaka’s technological approach (Tanaka,

2003) has some philosophical background. He found

himself challenged by Richard Dawkins’ speculations

about the non-biological evolution (Dawkins, 1976).

Interested readers may ﬁnd a quaintly folkloric expla-

nation of Dawkins’ ideas in Susan Blackmore’s book

(Blackmore, 1999).

A variety of applications illustrate the enormous

expressiveness and the ﬂexibility of the technology;

see (Arnold et al., 2013) and the contributions therein

as well as the following individual papers (Tanaka

and Imataki, 1989), (Tanaka, 1996), (Ito and Tanaka,

2003), (Sugibuchi and Tanaka, 2004), (D

otsch et al.,

2005), (Kaschek et al., 2006), (Ohigashi et al., 2006),

(Ohigashi and Tanaka, 2006), (Lamonova et al.,

2007), (Fujima, 2010), (Kuwahara and Tanaka, 2010),

(Fujima et al., 2010), (Fujima and Hofmann, 2011),

(Guo and Tanaka, 2011), (Fujima and Jantke, 2012),

(Jantke et al., 2012), (Arnold et al., 2012), (Fujima

et al., 2012), and (Jantke and Fujima, 2015) which

cover an interesting spectrum of approaches.

There is a current competition of meme media

variations, but its discussion is beyond the limits of

this paper.

Webbles are objects that have a Model-View-

Controller (MVC) structure and may be manipulated

on a webble desktop. The webbles’ key touch and feel

is decisive for usage. Every webble contains data in

places that are called slots. Readers may think of the

contents of pieces in the games of the DT family as il-

lustrated before. There are slots for names, for URLs

of pictures, and for text. Humans may click a webble

on the screen and move it to whatever place desired.

When one webble is dragged over another one, there

is established a slot connection. Readers may have a

look at ﬁg. 1 where four piece webbles are dragged

and dropped simultaneously over different seat web-

bles. The slots of the pieces are connected to the slots

of the seats which, in turn, are connected to the ta-

ble webble (see architecture on display in ﬁg. 4). The

content of slots is propagated downwards into the ta-

ble webble where the texts are compared. Similarity

values are calculated and propagated to provide feed-

back to the player (see ﬁg. 4).

The features of meme media technology decisive

for exploratory playful learning are

(i) auto-connection (webbles latch when dragged and

dropped one over the other),

(ii) peeling off (compound webble objects may be de-

composed for trying out alternative constructs),

(iii) direct execution (Fujima and Jantke, 2012),

where the latter means that completed webbles run

immediately, an effect crucial to learner feedback.

There is a very interesting deeper relationship be-

tween direct execution and partial evaluation (Jones

et al., 1993). In logics, this is called currying. And

in recursion theory, it relates to Stephen Kleene’s

so-called s-m-n theorem (see (Rogers jr., 1967) and

(Sipser, 1997)). “Partial evaluation is a technique

to partially execute a program, when only some of

its input data are available.” ((Mogensen and Sestoft,

1997), p. 247). There is no space to go into detail.

All the game variants of the DT game family are

implemented in the way sketched.

When a player picks up a piece representing one

of the virtual guests, this piece is a webble object

peeled off the repository. By drag and drop, the player

is seating the virtual guest on one of the virtual chairs.

Every chair is a webble plugged into the table webble.

When a piece representing a guest is plugged into a

chair webble, certain slot connections are established.

Data ﬂow from the piece webble to the table webble

which is (partially) processing all the data available.

If possible, a score is calculated and visualized.

Exploratory Game Play to Support Language Learning: Dinner Talk

163

5 EDUCATIONAL SCENARIOS

OF EXPLORATORY GBL

As Richard Mayer put it, “games are artiﬁcial envi-

ronments that are rule-based, responsive, challenging,

and cumulative” ((Mayer, 2011), p. 282).

Learners are encouraged to play DINNER TALK

by seating virtual guests at the virtual table. To score

as many points as possible, players need to place

guests with related texts next to each other.

This requires (a) reading texts, (b) understanding

essentials, and (c) relating meanings of different texts.

To prepare game play, educators assign similarity

values to pairs of texts. A ﬁrst version of an editor has

been implemented (see ﬁg. 5).

Figure 5: An early version of an editor for DT games; here

is the English version in use where the piece has be renamed

to “CSEDU 2016 Participant” with the picture “mary.jpg”.

The core variant of the digital games of the DT

family is ready for use (Jantke and Bosecker, 2015).

5.1 Single-Player DINNER TALK

At a ﬁrst glance, every game of the DT game family

may be played in a single-player mode. This mode

may be adopted in and adapted to any educational set-

ting such as elementary school or further education.

Playing a game of the DT family can be assigned

as homework to students. Similarly, one may offer the

service of playing the game for free and let just those

play who are interested in.

In these unsupervised learning scenarios, there is

no immediate and apparent way of how to get learners

engaged in communication about their results.

The most simple way to draw more beneﬁts from

playing the game is encouraging students to tell each

other about their learning experiences, to compare

their respective results, and to discuss the reasons for

differences.

5.2 Elementary Extensions

In class rooms, one can easily implement a variety of

interesting scenarios relying on the communication of

human learners. Due to the power of human-human

communication, those scenarios are light-weight from

a technological point of view.

This brings us close to the border between the

single-player mode and different multi-player modes.

As illustrated by means of ﬁg. 1, simultaneous game

play is enabled. However, playing together is not only

an issue of interface technology and of appropriate

client-server architectures. It is primarily an issue of

game design.

Unfortunately, some investigations and related

publications on multi-player games in education

such as (Richter and Livingstone, 2011) reduce play

to competition and overlook the potential of co-

operation (Koster, 2005).

As a ﬁrst scenario, let us consider the following

one. The teacher is asking the class to form small

groups which play together aiming at high scores.

This encourages learners to read texts individually

and together, to discuss the meaning of language ex-

pressions, and to compare and evaluate alternatives.

With little effort you get engaged minds.

5.3 Technologically Enabled Scenarios

Because of the limitations of unsupervised learning,

educators ask for in-game features to substitute for

the missing communication.

A comparably easy approach is to provide contin-

uous feedback to the learners which ingeniously in-

tegrates gratiﬁcation feedback and control feedback

There are varying forms of feedback such as

◦ current scores compared to scores reached so far

(local maxima) during the learning session,

◦ current scores compared to the optimal solution

(which requires a priori calculation),

◦ some visualization of where the current points

scored come from.

The latter item is interesting because of the over-

whelmingly large amount of possible implementa-

tions. The current implementations illustrated above

reﬂect the user’s success of scoring points simply by

showing the current high score. As already discussed,

the current score may be compared to local maxima

achieved before or to the global maximum w.r.t. the

present texts and their overall similarity.

An in-depth investigation of feedback in game play

may be found in (Jantke and Gaudl, 2010)

CSEDU 2016 - 8th International Conference on Computer Supported Education

164

But how to point directly to the origin of the

point(s) recently scored? One may show speech bub-

bles between virtual guests who share some virtual

interest due to real text similarities. But what about

those speech bubbles over the table? And in case

we have more expressive similarity measures which

may return different values, not just 0 or 1, do we

show speech bubbles of different size? Or do we show

speech bubbles with score points inside?

Other scenarios assume that virtual characters are

determined by more than interest. Educators like to

see virtual in-game characters to have age, gender,

and possibly familial relationships. This requires spe-

ciﬁc slots. Whereas slots for age and gender are easily

implemented, familial relationships may require some

ontology. Do we expect ad hoc ontologies on the

server providing the learning service? Or do we aim

at the federation of relevant services over the web?

5.4 Innovative Scenarios

There are novelties like ﬂipped classroom scenarios.

Ask one student or a small group of students to set up

an instance of the DT family for their fellow students.

After set up, all students of the class play the game.

After completion of game play, results are presented

and compared. Those who have set up the game need

to explain to their fellow students where the scores

come from. This requires the explanation of texts and

of semantic relations between texts. Teachers may

supervise the discussion and intervene, if necessary.

Seen from the technological point of view, this

scenario requires (i) the ability to save edited pieces of

the game locally, at least, and (ii) to make them avail-

able to a certain group of registered learners. There is

a need either (iii) to specify the semantic similarities

of texts put in or (iv) to compute similarity values of

texts put in by hand automatically, perhaps, within a

certain context or corpus of words.

The basic functionalities are already available (see

ﬁg. 5).

Furthermore, one may imagine a way to publish

successful game contents. Even further, one may en-

rich these games by reports about successful deploy-

ment in education. This may establish communities

of players of the DT family world-wide.

In the very end, one should mention that techno-

logical extensions will allow for different experiences

of game play. Spoken text output, i.e. reading the texts

to the players, will deﬁnitely change the game playing

experience. All those ideas are appealing, attractive,

but computationally expensive. This is future work.

ACKNOWLEDGEMENTS

Part of the authors’ work has been supported by the

German Federal Ministry for Education and Research

(BMBF) within the joint project Webble TAG under

grant no. 03WKP41D (Webble TaT).

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