AquaGuardians

A Tutorial-based Education Game for Population Engagement

in Water Management

Marcelo Alves de Barros

, Valéria Andrade

, José Antão Beltrão Moura

, José Irivaldo Alves

Oliveira Silva

, Hugo Morais de Alcântara

, Fátima Vieira

, Sandra Carla Pereira Barbosa

Arimarques Gonçalves

, Gabriel Cintra Alves da Costa

, Francisco Edeverton de Almeida Júnior

Rafaela Lacerda Araújo

, Igor Matheus Castor Diniz Pinheiro

, Diego Silva Patrício

Yggo Ramos de Farias Aires

and Sophie Naviner

Federal University of Campina Grande, Paraíba, Brazil

Faculdade de Letras, Universidade do Porto, Porto , Portugal

Public Health Graduate Program, State University of Paraíba, Paraíba, Brazil

City Government of Campina Grande, Paraíba, Brazil

Keywords: Water Management, Tutorial Education, Serious Game, Alternate Reality, Cultural Representation,

Community of Practices, Knowledge Management.

Abstract: Water management has mainly been dealt with by research institutions and governments with little

engagement from schools, teachers and the population at large. This paper describes AQUAGUARDIANS

(AG), an alternate reality, serious game for tutored education. The game offers a cultural environment to

engage communities and, hopefully, crowds in water management by means of multimedia reading and

writing experiences in virtual-real world scenarios. AG combines: a) gamified entertainment experiences; b)

artistic production ‘coopetitions’ of individual or collective cultural representations of water by multimedia

communications; and, c) effective actions to save, preserve and monitor community water resources.

Applications of AG in two cities suffering from severe water crises in Northeastern Brazil provide

preliminary evidence the game improves (learning and water management) success indicators defined by

schools and water management agencies.

1 INTRODUCTION

Water is likely the only natural resource that is

present in every aspect of human civilization,

including in cultural or religious aspects

(Organización Mundial de la Salud, 2006). In

addition to an economic value, water has symbolic,

spiritual, cultural, nourishing and public health

values (Bordalo, 2008). Since 1970, water

management challenges are becoming global

(Castro, 2016), reflecting increasing awareness

about uncertainties and problems. That is due to

worsening conditions of the hydrosphere and to the

unsustainability of water management practices in

many regions, as well as conflicts and social

inequalities that affect access to the resource. The

origins of such uncertainties and problems are not

technical nor “natural”, but instead, social and

political. The water crisis we face is caused by a

mixture of (lack of) education and governance

(Castro, 2016). According to the World Health

Organization, one sixth of the world population live

in “fragile states” with “weak governance and

institutions” where a series of risks to humanity are

due to poor governance in what concerns water in

general, the management of rivers and other water

sources, and to water and sewage utilities (Castro,

2016). The European Parliament and Council of The

European Union in its matrices, directives and

reports concluded that without a substantiale

improvement in water resource management and

education, it will be very difficult to meet challenges

such as providing sufficient food or sustainably

generating energy for the world’s population

(Mckinsey, 2016). The challenge of water

management has traditionally been addressed by

146

Barros, M., Andrade, V., Moura, J., Silva, J., Alcântara, H., Vieira, F., Barbosa, S., Gonçalves, A., Costa, G., Júnior, F., Araújo, R., Pinheiro, I., Patrício, D., Aires, Y. and Naviner, S.

AquaGuardians - A Tutorial-based Education Game for Population Engagement in Water Management.

DOI: 10.5220/0006330801460153

In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) - Volume 2, pages 146-153

ISBN: 978-989-758-240-0

researchers and governments with insufficient

engagement of schools, educators and the population

at large. In order to reduce this governance crisis and

to empower educational institutions to contribute,

one needs a teaching-learning approach that

connects the pedagogical practices at school with the

day-to-day experiences and habits people have when

using and caring (or not) for water. We believe

reading-writing activities have a major role to play

in adressing such water preservation and

amanagement challenges and problems.

According the report from the Programme for

International Students Assessment (PISA), 20% of

15-year-old students do not attain the baseline level

of proficiency in reading in OECD (Organisation for

Economic Co-operation and Development)

countries. The same frail situation is also the case in

Brazil, although the country has risen in the overall

ranking for the last fifteen years (OECD, 2016).

Such frailties denote the need for a social interactive

perspective (Koch, 1992), where the concept of text

extends beyond the frontiers of the oral and written

(be it printed, graphical or conventional)

components of the linguistic code.

One needs reading to take place within the

context of communication practices which, when

socially produced, involve a noticeable diversity of

agents (or actors – i.e., those who execute an action)

who interact in an unceasing and transforming

exchange of information and of cultural

representations of their world(s). The act of reading

therefore, must be understood as a process or

exercise on otherness where each other becomes a

bridge to reach another, mediated by a meaningful,

symbolically woven whole that is to be understood

and interpreted to yield a new symbolic, undividable

and meaningful reality - i.e., a new text which will in

turn be decoded, understood and assigned a (new)

meaning to generate another new text – in an

unending repetition. This movement away from

oneself, to enter a world that is not the reader’s,

paradoxically makes the reader closer to her/himself,

taking hold of the other’s (society’s) world, making

the reader sensitive to relations between what s/he

reads and the possibility to transform local reality as

well as a more encompassing world reality and also

her or his inner reality - with respect to water in

particular.

In this context, educators face at least 3 major

barriers: a) a humbling feeling due to the quantity of

new communication media brought about by the

internet and the speed (groups of) students develop

abilities in these new media; b) incapacity to tutor all

students in classes of increasing sizes; and, c)

restrictions to monitor learning contextualization and

applications of themes in general and water in

special outside the classroom for students usually

spend more time in places other than at school.

To engage the population in caring for water

resources and to empower educators to lead and to

play a major role in local innovative educational

processes the big challenge is to create learning

experiences that go beyond the gamification of

online content about water as prescribed by so many

authors (Global Water Forum, 2016). Castro (2016)

argues that it is necessary to explore human behavior

changing possibilities in the life game that water

represents, making it possible for the player to live a

hero’s journey beyond the magical circle of

educational games about water.

After a brief review of related work, this paper

presents an alternate reality, tutorial-based

educational game to engage communities in the

caring for water resources. The paper also presents

results of preliminary research on the usefulness of

such a game as a methodological and technological

platform to support public policies of water

management agencies with effective participation of

schools, educators and population.

2 RELATED WORK

Environmental management and water resources

management in particular started to see paradigm

changes in 2007 when it became clear that changes

in water usage would be more effective with the

engagement of the user population and not only by

endorsement of technical recommendations by

professional experts (Mckinsey, 2016). Engagement

of other stakeholders began to gain importance. In

this direction, the system of Colaborative

Governance appears to be appropriate for integrated

management of natural resources since it adapts well

to the complexity of ecological and social systems

and emphasizes collaboration processes for

educating several social stakeholders on informal

agreement building based on legal and regulatory

frameworks through formal and informal

networking. (Pahl-Wostl, 2007).

In Brazil, the several conventional, online and

mixed courses of the National Water Agency

(Agência Nacional de Águas - ANA) fulfills the

demand to train the population for such engagement

but they are yet to reach stakeholders more

comprehensively (ANA, 2016). There are also some

initiatives around theatrical reading of multimedia

texts to transform readers into actors. “Dramatic

AquaGuardians - A Tutorial-based Education Game for Population Engagement in Water Management

147

Wednesdays” is an extension project of Literature

and Scenic Arts at the University of Brasília where

participants go from individual and silent reading to

collective and shared reading using oral and body

languages. The project promotes the collective and

collaborative production and presentation of scenic

readings of theatrical texts and the editing and

publication of audiovisual and photographic material

in the Web

(http://quartasdramaticas.blogspot.com.br/p/apoio.ht

ml). During the scene magic cycle, when readers-

spectators take part in the play, the expected result,

as commented upon in Gomes (2012), is that “these

readers act and reflect on the scenic reading towards

transforming society.”

Reading in Scene (Leitura em Cena) is a project

of the Federal University of Alagoas where reading

the literary text is taken up as a performance activity

by a sensorial understanding of the reading act

through which the reader, in contact with the

intended sensorial interactions embedded in the

written word, experiences possibilities of education,

transformation and reconfiguration of perceptions

about him/herself and about the world (Oliveira,

2010). These projects however, do not address social

actions coordinated with the support of games for

education and preservation of water.

From Plato’s “Allegory of the Cave” and Jean-

Jacques Rousseau’s “Emile, or on Education” to the

Tutorial Education Program (PET) of the Brazilian

Ministry of Education, through Oxford’s Education

model centered on the leadership of small groups

[GAVIN, 2007], “tutorial education” applies to

attempts at a comprehensive education practice by

which the trainee, who is considered to be a (future

academic or life) educator in training, is coached to

transcend her/his trainee status to that of a

surrounding-world transformiation citizen

(FNDE,2013). In this practice, an educator (tutor)

leads a teaching-learning experiment with a small

group in a given knowledge area through

interdependent practices of knowledge-creation

(research); sharing (teaching); and, application to

problem solution in a collaboration setting where the

school is included (extension). Groups with 10 or

more students start to present difficulties for the

educators-tutors since leading even a small crowd of

students is practically impossible.

The knowledge management approach proposed

by Nonaka and Takeuchi (1997) and adopted by

many public and private organizations to this day,

offers useful principles and concepts for water

management involving small crowds lead by

schools. The approach establishes that for a group

to become a knowledge-creating organization it

must complete a “knowledge conversion spiral”.

(The spiral converts tacit to tacit knowledge; explicit

to explicit knowledge; from tacit to explicit; and,

from explicit to tacit knowledge.) Knowledge

management however, has not been widely used by

educators as an innovation tool at school for

educatiion on water.

Based on Joseph Campbell’s hero’s journey

(1949), games known as “serious games” have been

used to promote engagement, training and to

motivate the execution of tasks by means of fun and

play (Castellani et al., 2013). These games use

intrinsic incentives – like conquests, social

responsibility and ability building – and extrinsic

incentives – like points, proactive feedback and

(game proficiency) levels – to maintain player’s

interest in learning a given content and to motivate

s/he to attain a desired flow level in the activities

that may be proposed in the game story

(Kankaanranta; Neittaanmki, 2008).

Massively multiplayer online games (MMOs)

motivate crowds with missions that promote contact

with concepts and contents, expanding the reach of

books, but are usually confined to virtual world

experiences (Delwiche, 2006). Work on alternate

reality games aim to make the player cross borders

of the magic circle of a game experience and bring

the player to act in some useful way in the real world

(Huizinga, 2014). Such games, as proposed by Jane

McGonigal (2011) and Katie Salie and Eric

Zimmerman (2003), explore day-do-day experiences

and cultural settings. These works however, despite

(or perhaps due to) breaking new ground in game

research do not incorporate new teaching-learning

management paradigms and tools for social

entrepreneurship to engage society in water

management and preservation. Other games address

complex, important social problems – such as

mosquito-borne diseases and child obesity (Barros et

al, 2015), (UFCG, 2016) – but, as far as we know,

have yet to address issues related to water, as the

game to be presented next, AquaGuardians, does.

3 AquaGuardians

The tutorial-based educational game AquaGardians

(AG) is played on two complementary technological

platforms that were adapted for the water theme. On

the mobile platform, the students-players may

georeference their actions using the GPS facility,

artistic production (reading and writing) missions in

CSEDU 2017 - 9th International Conference on Computer Supported Education

148

the real world, play theme minigames and quizzes

and commercialize their production in the integrated

marketplace. On the Web platform educators-players

and water agents-players may: assign missions to

students in the virtual and real worlds; access a

control panel to monitor the gaming experience;

access a georeferenced information system to

manage students activities and teaching-learning

indicators; use pedagogical facilities to train players;

and, be a part of a closed AG social network and

connections to major open networks such as

Facebook and Instagran.

Missions cover specific activities of tutorial-

based education which are interdependent activities

of leadership, research, teaching and extension for

the creation of multimedia textual workpieces on the

theme of water with social impact whose value is

aknowledged by the game community. These

workpieces come out of a knowledge management

experience of a small group and are based on the

reading of a multimedia document (text, audio,

video ...) that deals with some theme related to

water. The reader may add to the document,

becoming its co-author. The missions require

theatrical readings that are carried out in real life

“theaters” the player lives in – home, school, etc.

The reader-player must contextualize the contents

and recreate the document (writing assignments). A

set of missions defined by teachers and agents

corresponds to an AG season. An AG season may be

divided into several sub seasons in order to

contemplate the priorities in the school curricula

and operating agendas and thus synchronize with

cultural agendas of urban or rural settings players

live in and to the water agencies agendas as well.

New workpieces or products may be put up for

sale at AG’s marketplace. Players may use the

virtual money they receive while playing or for

accomplishing missions to buy goods or services at

the marketplace or to exchange for real world goods

or services at participating AG partners.

AG game dynamics happen in three theaters as

illustrated in Figure 1. The first saying about water

takes place in theater 1, Here, teachers and water

agents act as tutorial-based education counselors

modelling and creating on the mobile and web

platforms the reading missions supported by

multimedia seed-documents (books, HQs, video

clips, poems and other virtual and real games,

leaderboards, etc.). Readers-players “say” the

multimedia document by executing reading and

writing missions associated with the production of

new multimedia workpieces by exploring theater

resources specified in the missions and accessible in

minigames, quizzes and AG internal social networks

which are in turn, linked to external networks. A

virtual world is thus created but which has real ties

to home, school and the city or rural space where the

player lives.

Theater 2 is represented by communities and that

is where the second saying takes place – at home,

school, out in the street, at institutions, at family

Figure 1: Spiral of AG tutorial-based education game to water knowledge conversion trough three reading-playing

AquaGuardians - A Tutorial-based Education Game for Population Engagement in Water Management

149

reunions, … Squads of readers-players say the text

to the public through missions in the real world,

flash mobs, campaigns, individual and collective

actions. The public also acts in the game when it

shares its demands and it builds new knowledge on

water by interacting with players. From such

interactions, the player creates a new document

(georeferenced text, audio, video) that brings new

stories in itself about the public demands being met

and the collaboratively built knowledge.

The third saying takes place in theater 3 – the

school. The readers-players present the new

document s/he did with help from the public. The

new document is made available on the mobile

platform so that at the end of the season (completed

spiral), new readers-players may access it and start

the (re)creation and innovation cycle anew by their

own sayings. There should be a celebration: “my

third saying changed me and my world”. A new

spiral cycle starts where the readers and their groups

reach a higher level of education and awareness and

actions concerning water.

By visiting the three theaters - which are

representative of the actors’ real world (internet of

things, community and school) - under the

leadership of a tutor who is a teacher or a student

who inspires others, knowledge about water

management and preservation is built by the readers-

players in AG’s missions. This knowledge will be

successively converted and intentionally articulated

to become part of the knowledge base of each person

in the tutorial-based education group (students and

teachers who play the game) and of the organization

which is the group itself (class or parts of class at

school that form the community of water caring

practices). The spiral starts again after being

completed once (in different missions in the game),

but at higher levels of group capacity, amplifying the

application of knowledge on water to other areas of

society, including the creation of for- or not-for-

profit enterprises which will promote social,

environmental and cultural responsibility towards

water. In these progressive cycles of tacit and

explicit knowledge conversion and multiplication,

the groups form other groups and multiply. To give

meaning and create cultural value about water

conservation, in addition to those already lauded in

history, AG incorporates utopianism into its

reference story and gameplay. Utopianism consists

of a transforming attitude of the future from

optimized, fictional or projected scenarios of

research hypotheses or actions towards water and its

relation to human beings and society (VIEIRA,

2011). In fact, as the utopian characters of More’s

game of proactive numbers of Utopia (MORE,

1516), in AG’s three theaters the players read in the

morning, afternoon and in the evening in different

ways allowed for by AG’s transmedia facilities to

build through utopianism, new possibilities

concerning water by discovery, experimentation,

creation and innovation.

Figures 2 and 3 shows some modules of AG’s

two technological platforms (mobile app and web

system). Prototypes for the georeferenced Web

Information System and mobile app for Android

were implemented around PostgreSQL, Laravel PHP

framework and Unity technologies respectively.

Every action-situation experienced in theaters 1

and 2 may be automatically georeferenced on the

local map (if a mission so requires) and can be seen

in a Control Center (Web AG), where educator-

players can follow missions of student-players and

groups. In case a mission is being executed in a

place with poor or no internet access, the result of

the action may be temporarily stored in the cell

phone memory for later upload to the Control

Center. Teachers follow actions on their own

devices and may validate workpieces and award the

Figure 2: Some screens of AG game mobile platform.

CSEDU 2017 - 9th International Conference on Computer Supported Education

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student or her/his group for their production in the

virtual (points and virtual money) and in the real

world (grades, gifts, public recognition, etc.).

The mission dispatch facility (fig 3) is simple

and intuitive to facilitate the work of teachers and

empower them to innovate their pedagogical

activities around themes and contents of different

subjects by simply manipulating texts and buttons.

Teachers may easily create a mission in which a

student-player executes one or more tasks in the

virtual or real worlds. Such tasks involve creativity

in multimedia reading-writing, using an existing

multimedia work (theme minigames, a quizz

challenge, a leaderboard game or another digital

game), or a challenge to go out to register an action

of water wastage or saving or a combination of all

that (a notification). In the mission, the teacher may

also embed teaching-learning indicators and assign

weights to work to be produced by the students

according to objectives of the pedagogical process,

and manage these indicators by means of graphs,

statistics and reports that support continuing

evaluation and planning of this process.

4 CASE STUDY

Preliminary studies based on the principles of

experiment observer reliability (LITWIN, 1995),

were carried out to verify whether (or not) AG

would positively impact the success indicators

defined by teachers and water agents and whether

the integrated marketplace would indeed be an

attractive facility to increase engagement of players

and investors in the tutorial-based education service.

A validation experiment was performed with 232

users in September 2016. Of the total of users, 202

were students of the junior high and high school

levels of city and state public schools in the

municipalities of Sumé and Campina Grande in the

state of Paraíba in Northeastern Brazil; 54,9% of the

students were male and 45,1%, female; age ranged

from 11 to 16 years old. Of the users, 17 were

teachers at these schools with 23,5% and 76,5%

being male and female, respectively; ages ranged

from 29 to 50 years old. The remaining 13 users

were professional agents belonging to a water utility

- CAGEPA (Water and Sewage Company of

Paraiba), and to a water management agency -

AESA (State Water Management Agency), 52,1%

being male and 47,9% female with ages ranging

from 30 to 46 years old. All participants were

trained to use AG’s facilities and resources and

played the game for a “season” of 3 weeks. Students

were free to access minigames and quizzes and had

to execute 4 real-world missions that were assigned

by teachers and required the creation of texts,

audios, video clips, toons and had to provide

georeferenced examples of actions that lead to water

preservation or wastage. After playing the game,

each user was asked about the influence of AG’s

facilities and resources on engagement and on the

strategic indicators by providing one of three

possible answers: no influence, some influence and

much influence. The considered indicators were: A)

Influence of real-world missions on the number of

volunteer water agents. B) Influence of reading and

writing missions on reading and writing grades. C)

Influence of minigames on grades for tests on water

issues. D) Influence of quizzes on grades for tests on

water issues. E) Influence of AG’s marketplace for

game sustainability and evolution. Teachers, besides

evaluating these indicators, also considered the

following indicators: F) Influence of mission

creation and dispatch facilities on the facilitation of

pedagogical work. G) Influence of content

integration facilities on the facilitation of

pedagogical work. Water agents, besides evaluating

the previous indicators, also considered the

following: H) Influence of AG on the facilitation of

monitoring water resources management indicators.

I) Influence of AG’s water agency sector integration

facilities on the facilitation of agents’ work. J)

Influence of AG on the reduction of the average

response time to water problem notification. Graph 1

presents results of these user evaluations of

influences on engagement and Graph 2 presents

results of these user evaluations of influences on

Figure 3: An interface to mission creation by teacher on the

AG web

eoreferenced information

latform.

AquaGuardians - A Tutorial-based Education Game for Population Engagement in Water Management

151

learning outcomes and water management

indicators.

5 CONCLUSIONS

This paper presented an alternate reality, serious

game, AquaGuardians (AG). AG was developed

considering tutorial-based education and innovative

reading of any multimedia work to engage schools

and the population at large in individual and

collective actions for water management and

preservation. Besides gamification techniques of

conventional games that were used in AG’s mobile

app, the proposed game also offers a Web

georeferenced information system for teachers and

water management agents to create, dispatch and

manage georeferenced missions for the players

(individual or collective flash mobs) in the real

world in addition to adventures in virtual worlds that

explore principles of crowdsourcing, utopia,

incentives engineering, knowledge management,

trust verification, entrepreneurship and e-commerce.

Results from preliminary, 3-month validation studies

suggest that AG’s facilities and resources motivate

players to transcend their original roles as students,

teachers and water agents towards the role of sector

2.5 social business entrepreneurs and positively

influence success indicators defined by teachers and

water agents. Experiments with longer term usage

of AG are being organized to produce statistically

more significant results.

ACKNOWLEDGEMENTS

The authors thank the financial support the Brazilian

National Agency for Water (ANA), the Brazilian

Fund for Education Development (FNDE),

Coordination for the Improvement of Higher

Education Personnel (CAPES), Paraiba's Foundation

for Research Support (FAPESQ-PB), and the

Ministry of Communications provided to this

project. We also thank water agents from AESA

(Paraíba State Water Management Agency) and

CAGEPA (Water and Sewage Company of Paraiba)

and the professionals from the Secretariat of

Educatioin, Sciences, Technology, Innovation,

Health, Environnement and Culture of the city of

Campina Grande, and directors, coordinators,

teachers and students from Colégio Estadual da

Prata (city of Campina Grande), Escola Estadual

Professor José Gonçalves de Queiroz and other

schools in the city of Sumé for their valuable work

in playing AG and participating in preliminary

validation efforts. Comments and suggestions by

anonynmous CSEDU referees made us (try to)

improve the quality of the paper. Their contributions

are much appreciated.

Graph 2: Evaluation of players (students, teachers an

agents) of the influence of AG on the learning outcomes

and water management indicators.

Graph 1: Evaluation of players (students, teachers an

agents) of the influence of AG on the motivation to play.

CSEDU 2017 - 9th International Conference on Computer Supported Education

152

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