=Paper=
{{Paper
|id=Vol-2359/paper24
|storemode=property
|title=Revitalizing Viena Karelian dialect and culture with gamification
|pdfUrl=https://ceur-ws.org/Vol-2359/paper24.pdf
|volume=Vol-2359
|authors=Triando Damiri Burlian,Parsa Sharmila,Paula Alavesa,Leena Arhippainen
|dblpUrl=https://dblp.org/rec/conf/gamifin/BurlianSAA19
}}
==Revitalizing Viena Karelian dialect and culture with gamification==
https://ceur-ws.org/Vol-2359/paper24.pdf
Revitalizing Viena Karelian dialect and culture with
gamification
Triando Damiri Burlian1[0000−0001−8849−1286] , Parsa Sharmila2[0000−0002−6797−0365] ,
Paula Alavesa2[0000−0003−3546−5150] , and Leena Arhippainen1[0000−0001−6698−9788]
1
University of Oulu, INTERACT Research Unit, 90014, Oulu, Finland
Triando.DamiriBurlian@student.oulu.fi
Leena.Arhippainen@oulu.fi
2
University of Oulu, Center for Ubiquitous Computing, 90014, Oulu, Finland
Parsa.Sharmila@student.oulu.fi
Paula.Alavesa@oulu.fi
Abstract. Revitalizing Viena Karelian dialect by finding new ways of learning
and teaching Karelian culture and language is important. Karelian is a Finnic lan-
guage and it is the closest linguistic relative to Finnish. It is spoken in Finland
and Russia and its dialects must not be mixed up with Karelian (south-eastern)
dialects of Finnish. It is estimated that there are approximately 5,000 speakers of
Karelian language in Finland and about 20,000 persons can understand it to some
extent. According to the 2002 census, there are approximately 53,000 Karelian
speakers in Russia. In both countries, speakers are mainly elderly. Therefore, the
gamification approach was used to design and develop an educational game from
non-gaming contexts for aiming to prevent language or its dialects extinction. In
this study, a ”Let’s Learn Karelian” game prototype was designed for learning
Viena Karelian dialect where English and Finnish users can use it and learn in a
fun and effective way. A non-functional prototype was developed with the Mi-
crosoft PowerPoint in a mobile context to get preliminary feedback from users. A
relatively small user experience study with five participants was conducted in the
early phase of development at the University of Oulu. Based on the feedback, the
game prototype was perceived as visually pleasant, creative, easy to use, playful
and entertaining. This paper also briefly introduces our new functional ”Learn
Viena Karelian” prototype. According to our findings there is a need to develop
various games for revitalizing Viena Karelian dialect and culture.
Keywords: Gamification · Educational game · Viena Karelian dialect · Language
and culture · User experience
1 Introduction
Language and culture are non-gaming contexts, where it is usually learned from books,
formal studies, and social interactions in social life. Those contexts can be applied with
game design elements to develop educational games, where it increases motivation and
engagement of users to learn [9,10]. The gamification approach is an implementation
of non-gaming contexts to increase fun experiences and improve the effectiveness of
learning. An evaluation of empirical study in [3] shows that educational games are
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 277
very effective for educational purposes compare to traditional teaching methods. This
evidence motivated us to create an educational game for learning Viena Karelian dialect
and culture.
Based on the Russian Population Census in 2010, there were 643,548 people who
lived in the Republic of Karelia [32]. According to the 2002 census, there are around
53,000 Karelian speakers in Russia. This amount includes 35,000 speakers in the Re-
public of Karelia and 12,000 in the Tver oblast [27]. Relatively many Finnish have
ancestry and relatives in Karelian, but approximately only 5,000 Finnish speak Kare-
lian language and around 20,000 can understand it [37]. The small number of Karelian
speakers in both countries can be a threat to Karelian language and culture, so there is a
need to revitalize language and its dialects with an innovative approach for users from
different age groups and language backgrounds.
During the last few years, there have been different projects, such as [13,25] which
aim has been to revitalize Karelian language. In addition, different language courses
have been organized, for instance by Karjalan Sivistysseura in Finland and the Re-
public of Karelia, also new books have been published in Karelian and its dialects.
However, language teaching is still quite traditional, because courses are organized in
certain locations with available teaching resources. Our long-term aim is to enable in-
teresting language and culture learning context-independently for different user groups
e.g. children and teens, adults, and senior citizens.
In educational games, knowledge acquisition is an important aspect where users can
gain new experiences for educational purposes [6]. Language and cultural aspects can
be included in educational games to motivate beginner users. Therefore, the gamifica-
tion approach was used in this game development project to design and build an educa-
tional game from non-gaming contexts. In this study, our aim was to help English and
Finnish speakers to learn Viena Karelian dialect, thus facilitate and increase the com-
munication between new learners and citizens in the Republic of Karelia, especially in
the North-Viena.
Karelian is a Finnic language and it is the closest linguistic relative to Finnish.
Karelian language is divided to Karelian Proper and Olonets Karelian (Livvi-Karelian).
Karelian Proper is divided to North Karelian (Viena, White Sea) and South Karelian.
Nowadays, Lude has been seen as own language, not as a dialect of Karelian [27,36,37].
Our VIENA-PELI game development project focuses on Viena Karelian dialect, which
is very close and similar to Finnish language. According to our prior interviews with
Karelian teachers and learners, there is a need to develop mobile and web games for
learning Viena Karelian dialect and culture. Therefore, Duolingo and Gardens of Times
were used as basic references in the concept and design elements. Those games are
quite popular games to learn languages and cultures, and free to use as computer games
and mobile games.
Our first mobile touch phone game concept was implemented as a non-functional
prototype by using the Microsoft PowerPoint. In the early design phase, we utilized
a low-cost and time-effective game prototype for gathering preliminary feedback from
users. The prototype was designed available for English and Finnish speakers, and users
were able to explore the learning and playing modes. There were only limited number
of features available and users were able to use certain specific procedural tasks.
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 278
This paper presents the ”Let’s Learn Karelian” game prototype and preliminary user
experience results. In the user experience (UX) [21] study, the five participants were
given approximately 10 minutes to play the game with procedural tasks which were
guided and observed by the researchers. After that, each participant selected four out
of 24 adjectives to express their feelings and opinion about the game. In this paper, we
also introduce our new functional prototype, which will be tested with authentic users.
2 Related Work
2.1 Gamification and Educational Games
Gamification is the use of game design elements to make non-gaming contexts more
motivating, engaging, and enjoyable [9,10,22,38]. Non-gaming contexts of language
and culture are books, face-to-face learning, and social interactions. Moreover, gamifi-
cation of language learning was the most common implementation with positive results
and can increase the motivation of users [1,18]. Therefore, gamification is a suitable
approach to make a learning environment within games that focus on educational el-
ements. Design elements are more simple than games for pure entertainment and the
elements consist of badges, levels, points, and leaderboards [9]. Those elements can be
applied in non-gaming contexts to create an educational game with simple features and
less focus on entertainment.
Gamification has been widely used to enhance language learning. Language learn-
ing has been at the forefront of digitalizing learning environments, perhaps because of
the ease of implementing learning vocabulary and grammar in text-based digital ap-
plications [28]. Current language learning environments provide also possibilities for
training speech and connecting with other language users [29]. Gamification solutions,
in addition, emphasize motivation, which is known to be a key component in the learn-
ing process [14]. For this reason, although as pedagogical strategy gamification is new,
it has been used in teaching in a similar way and was in use already before being called
gamification [31]. Gamification can contribute positively to learning experiences [14].
It can bring teachers and students learning goals closer [7]. It enhances learning out-
comes of both children [24,35] and adults [5,7]. All of these benefits have been studied
and observed specifically in language learning.
Furthermore, educational games are serious games in educational contexts that fo-
cus on learning environment [3]. Educational games are a better learning environ-
ment than traditional games and usually implemented as computer games and mobile
games [3,15,17]. The main goal of educational games is knowledge acquisition, where
users can learn new topics for different educational purposes [6]. Educational games
focus on user’s engagement, simple features, context of play, and learning activities
[3,6,8,22,38]. Those aspects increase the willingness of users to learn and increase the
effectiveness of learning. Additionally, educational games should easy to install, easy
to learn, and less social interaction than pure entertainment games [19].
There was previous research of language learning with an educational game, where
students who studied English with educational games achieved the better result in lis-
tening, writing, and reading skills rather than students who studied with traditional face-
to-face learning [40]. Moreover, the use of audio and video are more effective than only
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 279
using written texts to improve listening and speaking skills [3]. Additionally, there are
four basic contents that can be applied in educational games for language learning,
which are observing, vocabulary, listening, and questioning [39,42]. Those contents are
distributed to four different skills for language learning, which are listening, reading,
writing, and speaking. Cultural learning is included in every skill to make users learn
cultural aspects easier rather than learning language and culture separately.
2.2 Similar Games to Learn Languages and Cultures
Education, including language learning, are familiar targets for gamification and seri-
ous games [34]. In fact of serious games, 63% [34] are for education and nine out of 24
papers in an extensive review by Hamari et al. [18] presented gamification for educa-
tional context. However, there is no current game to learn Viena Karelian language and
culture, therefore benchmarking was conducted from similar mobile games. There were
two games for prototyping references, which were Duolingo and Gardens of Times, and
both of them can be played online for free. The games were analyzed to gather relevant
features that can be applied in the non-functional prototype. Both games have a different
focus, where Duolingo is used to learn languages and Gardens of Times is used to learn
cultures. The relevant features are combined to develop a game with simple features
and learning activities that increase the engagement of users. These gamified language
learning applications show that gamification does not just work for this purpose, but it
can also help to create solutions that are accessible and commercially viable.
The first game reference is Duolingo, which is the most used language games in
Android and iOS, and it offers free learning activities with in-game advertisements.
There are several popular languages that can be learned such as Spanish with 21.3
million active learners, French with 12.5 million active learners, and German with 7.02
million active learners [12]. This game can increase reading, listening, writing, and
speaking skills which are distributed in every topic such as greetings, clothing, and
numbers. Each task in every topic has several multiple choices challenge, translation of
a specific word, translation of a basic sentence, and voice recognition. This application
uses streak counts, score points, and badges to keep track of learning progress. The idea
of several multiple choices challenge and translation were adapted in the prototype to
increase reading and listening skills. Moreover, score points were also adapted to keep
track of learning progress and users can have a sense of achievement from collected
points.
Another game reference is Gardens of Times, which is a popular Facebook game
with more than 2 million followers [16]. This game introduces different eras of his-
torical evolution and culture by finding hidden objects in different scenes. The idea of
finding hidden objects from scenes was used in the prototype to helps users learn new
words by matching hidden objects with pictures. This feature is an interactive and ef-
fective way to learn new words in the playing mode, and users can get scores that later
can be used to buy virtual items. Score points are included together with the learning
mode and different cultural scenes are used to keep the learning progress.
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 280
3 Implementation and Evaluation
In this study, we utilized an interaction design process, which consists of establish-
ing requirements, designing alternatives, prototyping, and evaluating [33]. This chapter
presents our first non-functional prototype, the evaluation methods and findings. The
second functional prototype is briefly introduced as well.
3.1 Establishing Requirements
We wanted to develop a mobile game prototype where beginner users can learn Viena
Karelian dialect and culture in an interesting and effective way. In this study beginner
users are people in general who do not know much the Viena Karelian dialect or culture.
However, in this case, we focused on adult users with age from 20 - 35 years old.
Our users were university students who were interested in learning new languages and
prospective tourists who want to travel to the Republic of Karelia.
On the landing page, users can choose the game language in English and Finnish
(see Fig. 1) and users are given an option to register. There are two modes, where the
learning mode is available to learn alphabets 3 , and in the playing mode users can find
hidden objects in different scenes of Karelian culture. There are two skills that can be
improved in this game, which are listening and reading skills. For the prototype design,
the images of church and the character were taken from 4 5 .
Fig. 1. Landing Page, Learning Mode, and Playing Mode of Non-Functional Prototype
3
Aa, Bb, Čč, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, L'l', Mm, Nn, N'n', Oo, Pp, Rr, Ss, S's', Šš, Zz,
Žž , Tt, T't', Uu, Vv, Yy, Ää, Öö [43]
4
https://goo.gl/FxFSzi
5
https://goo.gl/1CcEx3
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 281
Learning Mode Users can start to learn all alphabets by reading the alphabets then
listen to the correct pronunciation. Users can select an alphabet to repeat the pronunci-
ation, after that users can hear an alphabet and choose a correct option. Users are given
with score points if they can answer the alphabets by listening to the pronunciation. If
users want to continue the game more than just learning the basic alphabets, they can
continue to the playing mode.
Playing Mode In this mode, users can play to find hidden objects from scenes inspired
by Karelian culture and enrich vocabulary knowledge. When users click a hidden object,
then an object name is displayed in Viena Karelian dialect. Users can match words with
hidden objects, so they can memorize figures and words that refer to objects. After
completing each level in the learning and playing mode, users are given with score
points. Those score points show a progress achievement of users and later on can be
used to buy virtual items that represent the Karelian culture.
3.2 Designing Alternatives
The design was evolved from a paper prototype to a non-functional prototype, which
was built with Microsoft PowerPoint. During the brainstorming session, alternative
ideas were drawn by using the given Self-Expression Templates [2], which were in
this case printouts of tablet and mobile phone frames. The drawings were evaluated by
several users apart from the researchers. The ideas were analyzed and improved before
the prototype implementation.
Brainstorming was conducted to achieve an ideal design to learn Viena Karelian di-
alect and culture. In this phase, we utilized the Kizhi Island virtual 3D model [26] and its
newer version developed by Matti Pouke. Moreover, we utilized several Viena Karelian
study books for gathering ideas and designing learning tasks for the game. Especially
we utilized books by Olga Karlova [23] and Pekka Zaikov [43], and The Dictionary of
Karelian [11]. Karlova’s online version of the book enables remote learning 6 . Also, in
the brainstorming phase, each researcher worked independently to provide suitable de-
signs based on two language games as references. Finally, all different design sketches
were combined for internal evaluation, then the relevant ideas were selected and finally
the non-functional prototype was implemented for mobile touch screen device. More-
over, a conceptual model was built to define flows of the game and every user action
was defined in the flow diagram.
3.3 The First Non-functional Prototype: Let’s Learn Karelian
At first, a paper prototype was created based on the ideas gathered from the brainstorm-
ing phase. Then, a non-functional prototype was developed. The visual non-functional
prototype is a good approach for the evaluation phase as participants can get a real ex-
perience of how the game would look like [30]. The non-functional prototype for touch
phone context was implemented by using the Microsoft PowerPoint. Features such as
6
http://avtor.karelia.ru/elbibl/karlova/vienankarjalan/index.html
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 282
animations, actions, icons, and shapes were used to give to the users a real impression
what kind the final application could be. The prototype screenshots can be seen in the
Fig. 1.
3.4 User Experience Evaluation
UX evaluations were conducted in the public Tellus Innovation Arena at the University
of Oulu. In this experiment, the evaluation was conducted with five randomly selected
participants from different educational background and nationality. Users played the
game with a touch screen laptop with the simulation of mobile devices (see Fig. 2). Par-
ticipants were asked to familiarize with the game and conduct two tasks. After the use
participants were asked to select four out of 24 adjectives (see Table 1) and then com-
ment their selections. The way of using this adjective selection method was adapted
from the methods presented in [4,20,41]. Participants were also observed and inter-
viewed, and test situations were video recorded. Duration of the tests varied from 10-20
minutes including interview.
Fig. 2. A user studied alphabets in the learning mode (left) and after the use of the prototype she
selected 4 out of 24 adjectives, which depicted her experiences (right)
Table 1. 24 adjectives used in the evaluation
Useless Creative Novel Empowering
Easy to use Businesslike Useful Serious
Dated Frustrating Difficult to use Approachable
Fun Entertaining Dull Visually pleasant
Inspiring Visually unpleasant Playful Restrictive
Inconsistent Too technical Consistent Unapproachable
In general, users liked the game prototype and they found it visually pleasant, easy
to use and creative. However, two of the users experienced that the prototype was “In-
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 283
consistent” for them, as one participant stated “I am clicking without knowing the goal”.
The other user was not sure how to continue the game further on certain screens. For
example, one user was not sure, when the game ends, which was quite fatal design lack
and needs to be taken into account in the future.
Some texts were not distinguishable enough from the dark and wooden-type back-
ground. Also, some interactive objects should be highlighted more visually. The most
important findings for us was that the participants were interested in this type of game
even without Viena Karelian background or deeper knowledge of the dialect or culture.
As one of the participants commented “I would like to continue playing this game”.
Fig. 3. Wireframes (English version) - Designed with Balsamiq Software
3.5 The Second Functional Prototype: Learn Viena Karelian
In the VIENA-PELI project, our aim is to develop different types of game concepts.
Therefore we are designing new functional prototype (see Fig. 3), which will be built
with Laravel PHP framework and Bootstrap front-end framework. The design elements
will be simpler than in the previous prototype and the game platform will be available as
a mobile web application in tablet devices. This advantage can increase the accessibility
as users do not need to install the game and the game will be available for any kind of
tablet devices.
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 284
4 Discussion
According to our knowledge, there is no mobile or web-based games for learning Viena
Karelian dialect and culture, thus there is no exact similar game as basic references.
However, the first prototype was built based on the similar games to learn languages
(Duolingo) and to learn cultures (Gardens of Time). Participants were able to use our
non-functional prototype to play the basic features of the ”Let’s Learn Karelian” game
in the Learning and Playing Modes.
The first task of the game was to listen the alphabets pronunciation and select the
correct option after the audio is played. This task was selected because in this exper-
iment, our approach was to provide the game for English speaking users as well. For
Finnish users alphabets are quite familiar, except consonants š, č, šš and čč and soft
consonants l', n', t' and s' which differs from Finnish (e.g. n'apa or min'n'a) [23,43]. In
the new prototype, it is important to provide voice examples with words and sentences
in order to teach, for instance, when to use s and when š.
In the second task, users can choose an object and choose the correct word that
belong to that object. In our design, example objects distinguished from the 3D back-
ground very much because they where 2D images from a different context than the
background, which consist of altar and iconostasis of Orthodox Church [26]. When
teaching, for instance, culture issues it is important that context of game background and
objects are consistent, for example, they relate to the same topic area such as church,
school, office or home, because visual background gives a context for the application.
[30].
In the future concepts, we need to utilize more Karelian culture-specific objects
such as items, clothing, architecture, religion and habits. However, for new learners of
Karelian language (including its dialects) and culture, objects from everyday life are
important to learn as well, as one of the participants commented that basic vocabulary
is needed for instance when traveling to the Republic of Karelia. This person did not
paid attention to the church background at all, instead she concentrated on vocabulary,
because Viena Karelian dialect was new for her even though as a Finn she was able to
understand words. On the one hand, it is important to developed different mini games
for learning vocabulary and grammar. On the other hand, when revitalizing and inform-
ing Karelian culture it is significant to develop various narrative type games, which
utilize a history of Karelia, and for instance, Kalevala, which is the Finnish national
epic compiled and edited by Elias Lönnrot. As many types of research is needed for im-
proving linguistic and sociocultural situation of the Karelian minority in Finland [37],
gamifigation could be seen as a potential approach for Karelian language (including its
dialects) and culture revitalization in Finland, but also in the Republic of Karelia.
5 Conclusion
Our research goal was to develop an interactive game prototype that helps beginner
English and Finnish speakers to learn Viena Karelian dialect and culture in a fun and
effective way. In this experiment, our users were university students whose age varied
from 20 to 35 years old. In the future, we will conduct more tests with authentic users
GamiFIN Conference 2019, Levi, Finland, April 8-10, 2019 285
from all age groups. User experiences of the game prototype were gathered from the
participants with adjective selection method and interviews. Our ”Let’s Learn Karelian”
game prototype was perceived visually pleasant, creative, easy to use, playful and en-
tertaining. The participants were motivated to use the game and learn the dialect and
culture. Our study indicated that there is a need to develop different games for revital-
izing Viena Karelian dialect and culture. Based on the findings, our aim is to develop a
mobile web-based game and provide it freely available for all.
Acknowledgement
We would like to thank the Karjalan Sivistysseura ry for the student grant for the
VIENA-PELI project. We warmly thank our design team at the University of Oulu
and our test users for their valuable contribution. Warm thanks to Dr. Matti Pouke for
the possibility to utilise the new Kizhi Island virtual 3D model.
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