Ανάπτυξη εκπαιδευτικού επιτραπέζιου παιχνιδιού επαυξημένης πραγματικότητας «Where is Chris?» με σενάριο μυστηρίου και καθημερινές επικοινωνιακές καταστάσεις για τη διδασκαλία αγγλικών επιπέδου Β1

Κασαπάκη, Χριστίνα

Development of the educational augmented reality board game “Where is Chris?” with a mystery scenario and everyday communicational situations for teaching english at level B1

Master Thesis

Author

Κασαπάκη, Χριστίνα

Date

2025-09

Abstract

“Where is Chris?” is a hybrid learning game that combines a tabletop board with Augmented Reality (AR), embedding English language practice in a mystery quest across London. Players or small teams move on a shared board, scan station images with ARTutor, and complete activities in the e-me-4all platform (multiple choice, true/false, drag-and-drop, short listening/reading tasks, and guided role-plays). The goal is to collect seven story elements (clues) across eight stations and complete the final “Farewell Garden”. The design targets learners at level B1 of the Common European Framework of Reference for Languages (CEFR) and maps communicative descriptors to concrete speech acts (e.g., wayfinding and public signage, shopping transactions, library rules, polite requests), while providing immediate feedback at each step. A consistent micro-flow—Presentation → Practice → Check → Awarding of the clue—runs through all stations, reducing cognitive load and supporting the shift from recall to functional use. The evaluation of the implementation indicates a tight alignment of aims, mechanics, and narrative: progress carries narrative meaning (via clues), learning evidence is transparent (platform performance summaries, a simple progress sheet, and a brief final letter), and collaboration with rotating roles keeps the pace without strict timing. Practical constraints (time, devices/network, classroom noise) are handled through a quick readiness check, soft time windows for board actions, and alternative activity sets that enable repeat use. The play loop also balances chance and skill: “?” cards modulate pace but never add or remove story clues, so advancement depends primarily on task performance. Built-in differentiation—clear staged instructions, immediate feedback, rotating roles, and flexible durations—supports mixed-ability B1 groups without changing the learning goals. Overall, “Where is Chris?” shows that a tabletop-plus-AR environment can sustain meaningful B1 practice by coupling immediate feedback with narrative motivation and clear evidence of progress, while remaining extensible and adaptable to different classes.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/18585

Collections

Τμήμα Ψηφιακών Συστημάτων

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Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα