=Paper=
{{Paper
|id=Vol-498/paper-7
|storemode=property
|title=Story-based UFractions Mobile Game in South Africa: Contextualization Process and Multidimensional Playing Experiences
|pdfUrl=https://ceur-ws.org/Vol-498/steg09_submission_4.pdf
|volume=Vol-498
|dblpUrl=https://dblp.org/rec/conf/icwl/TurtiainenBELS09
}}
==Story-based UFractions Mobile Game in South Africa: Contextualization Process and Multidimensional Playing Experiences==
https://ceur-ws.org/Vol-498/steg09_submission_4.pdf
Story-based UFractions Mobile Game in South Africa:
Contextualization Process and
Multidimensional Playing Experiences
1
Eeva Turtiainen , Seugnet Blignaut2, Christo Els2, Teemu H. Laine1, Erkki Sutinen1
1
University of Joensuu, Department of Computer Science and Statistics, PL 111, 80101
Joensuu, Finland
eeva.turtiainen@edu.kitee.fi, {teemu.laine, erkki.sutinen}@cs.joensuu.fi
2
North-West University, School of Continuing Teachers Education, Private Bag X6001
Potchefstroom, 2520, South-Africa
{seugnet.blignaut, christo.els}@nwu.ac.za
Abstract. To increase more applied and transferable learning of mathematics
we present mathematical mobile, story-based -game UFractions and its
contextualization for the African cultural context. The prototype of UFractions
was tested during March 2009 on 105 Grade 8 learners in five South African
schools and 20 students and teachers of the University of Pretoria, South Africa.
A multi method approach comprising qualitative and quantitative data
collection strategies was employed. Based on the empirical research, story-
based mobile gaming brings many dimensions into learning. Students identified
themselves with the story of the Mother leopard and her cub Senatla and the
story induced ethical, physical and cognitive rationales. Participants solved
actively real-life fraction problems using mathematical rods and gave affective,
functional and action-oriented arguments for liking the mathematics in the
game. Players’ constructive feedback helps future development of UFractions.
Keywords: Contextualization, educational games, manipulatives, mobile
gaming, tangible manipulatives, South Africa
1 Introduction
Most IT (information technology) learning tools are developed in Western countries
for use of learners with this cultural background. The technological tools may not
necessarily have the same success when used in other cultural contexts as the tools are
often dumped without hardly any adaptations. However, planting of IT tools to the
new environment would elicit more sustainable technology. Modifications of the
technology according to the cultural context would guarantee a better understanding
and utilization of the tools [1-3]. We present a learning tool, designed in Finland, but
contextualized in South Africa to facilitate learning of mathematics for secondary
school pupils in an engaging and motivating way.
UFractions (Ubiquitous Fractions) is an educational mathematical mobile game
that utilizes Myst platform [4, 5] and applies concrete, tangible manipulatives to
permit deeper understanding of mathematical concepts. The idea of using physical
objects to support learning is not new. Pestalozzi (1746-1827) argued that students
learn best through physical activity, using their own senses. Froebel (1782-1852) and
Montessori (1870-1952) created different kinds of concrete manipulatives to assist
children in starting reasoning, facilitate more advanced abstract and critical thinking,
and foster creativeness [6]. Psychologist Piaget’s (1896-1980) research on the
development of children’s intelligence showed the necessity for actual manipulation
of objects when learning formal, abstract mathematical ideas [7]. Recent research
indicated that the long-term use of manipulatives improve students achievements in
mathematics [8], and concreteness can be used to encourage thinking and conclusions
while solving mathematical problems [9]. Manipulatives [10] as well as games [11]
invoke not only positive response with respect to learning but also attitude towards
mathematics, so we suggest to combine them.
2 South African Context
South Africa is located in the southernmost part of the African continent and has a
complex and diversified population of more than 47 million inhabitants. Although
there are eleven official languages, teaching generally takes place through English,
and some other languages after Grade 3. About half of the population lives in rural
areas [12]. There are significant differences between urban and rural areas as well as
variation by race and by province in terms of poverty. Income distribution is one of
the most unequal in the world, mainly as a legacy of apartheid [13]. South Africa
faces amongst others, the effects of criminality, unemployment and HIV/AIDS [14].
Although the new democratically elected South African government invests
heavily in education, there is a huge demand for improving the quality of teaching and
learning across South African schools. Both local and international measures and
studies of learning achievements show that South African learners perform poorly,
especially in mathematics, literacy and ICT skills. The main barriers to learning
achievement relate to poverty, insufficient qualified teachers, learning materials and
other basic resources [14]. To support educational transformation and effective
learning, the Department of Education drafted a policy paper on e-education:
Transforming Learning and Teaching through Information and Communication
Technologies (ICTs) in 2004. The policy shares the view that ICTs are central to the
changes taking place throughout the world. The strategical goal of the policy is to
have ICT enable all students and educators by 2013 [15]. This includes not only
building technical skills, but also enriching educational experiences through ICTs.
The objectives of the policy are hard to achieve, but fast advancing mobile technology
may improve and enhance teaching and learning.
While many schools have only few computers available, the cellular phone
saturation is high and most adolescents have access to mobile phones [16]. Few pilots
have already tested different technical possibilities to use cellular phones for learning
mathematics in South Africa like Mobile Learning for Mathematics Project using
mainly SMS-solutions [17] and DrMath on Mobile Instant Messenger MXit [18].
3 UFractions and its contextualization
In this section we (i) describe the features of the Myst pervasive mobile learning
platform that UFractions utilizes, and (ii) present the process of creating a storyline
with appropriate mathematical problems to UFractions for the South African context.
3.1 The Myst Platform
The Myst platform (no relation to the commercial Myst game) offers quick
deployment of pervasive m-learning environments for different contexts. It was
developed at the University of Joensuu, Finland, and previously used for several
pervasive m-learning games at different locations in Finland (e.g. SciMyst [4] and
LieksaMyst [5]). The Myst platform is built on top of Nokia's MUPE software [19]
which allows rapid development of multi-user, networked mobile applications on
Java-enabled mobile devices. A main feature of the Myst platform is its usability in
various locations with minimal customization. The flexible design of the platform
makes it possible to design games for a variety of contexts, content types (e.g.
different media types), players (e.g. age, language) and interactions between players
and non-player characters. The Myst platform offers the following game-like features:
1. Context-sensitive problems or enigmas as we call them that can involve queries
with multiple choice or open answers, or 'take-a-picture' tasks.
2. Battle-mode in which the player solves enigmas against a count-down timer. The
battle is to be played at the end of the game as a drill.
3. Interactive help-feature which allows a player to request help from another player
through the mobile device. Context-sensitive hints are also available for enigmas.
4. Recording of data, impressions, through the mobile device's camera and text input
mechanism. Sound and video recording features are also available.
5. Story-based structure that has one or more virtual characters – each having its own
characteristics and ways to respond to the player.
6. Guest book which allows players to leave their comments and ideas of the learning
experience. Guest book entries can be published on the game's website.
7. Synchronous integration between the players' activities and the game's website.
Some of these features may be used for applications. For example the designer of
an application can decide if players get points from correctly solved enigmas or
impressions, both of them, or neither of them. In addition to text, story-based structure
can contain images, sounds and video. The storyline can be divided into a network of
paths and various narrators can be created to interact with the player. Mobile devices'
interaction with the game website makes it possible to create common goals for a
group of players. The game website presents statistics of the players’ performance.
Contents of Myst-based learning environments are authored by editing XML files.
3.2 Contextualization process
When we commenced on developing a game for the South African context, we had
an idea for a game with a story related to animals as a starting point. We thought to
use ants as characters because we had suitable graphics from the previous game. The
subject of the game was identified as fractions so that the problems could be solved
with the help of Hungarian mathematical manipulatives, i.e. a collection of twelve
colored rods, each having a different color and length.
The contextualization process of the game started with school visits. The main
designer of the game interviewed secondary school teachers in the North-West
province about mobile games and the use of manipulatives in their classes. A suitable
level of mathematics for the game was defined with the help of teachers and the
Revised National Curriculum Statement Grades R-9 [20]. Because of the challenges
with learners’ language skills, we used simple and clear English in the game.
Considering cultural matters, we consulted a researcher in Indigenous Knowledge
Systems, Mpobe Letsholo of the North-West University and Satsopa Johannes Shole,
a professor in Setswana at the University of South Africa. They maintained that
although the ant is universally acknowledged for its hard-working characteristics, ants
are not ideal role models for use in educational games in South Africa, as they are not
considered significant in the African culture. These researchers recommended that we
use the leopard, as it is regarded as the symbol of strength and royalty in African
culture. According to Mpobe Letsholo ”The chiefs use the skin of a leopard as a
symbol of chieftaincy. No other person can wear that skin, because it will be taken as
an offense. The hard working part of leopard is when it defends itself, when it takes
care of its young ones, and also when defending its territory”.
Fig. 1. Mother Leopard, her cub Senatla, example of mathematical problem and the use of rods
Consequently, the UFraction designers decided to use ―Mother Leopard‖ and her
cub ―Senatla‖ (Fig. 1.) as role model characters for the game. The word ―Senatla‖
means strong and powerful in the Setswana language. In the UFractions game learners
assist Mother Leopard to raise her cub and fight against hunger and enemies living in
the South African savannah territory. Players earn points by solving enigmas related
to the two leopards’ life. To make the storyline and problems more authentic, we
explored the characteristics and behaviour of leopards in their natural habitat by
studying literature [21] and visiting the Predator Park and Pilanesberg Game Reserve.
We created enigmas as fraction problems that can be solved with the help of math
manipulatives. This goes beyond mere calculations — the game players have to
understand the problem and concept of fractions. The solutions to the enigmas are
numbers, letters (color codes of the rods) or choices from the list of different answers,
so players interact with the mobile device using keys of cellular phones.
At the start of the game players are introduced to the leopards and challenged to
solve four introductory problems that guide them how to use the rods. After the
introduction they can select either ―Feeding the cub: 0-16 weeks‖, ―Lessons to hunt:
4-12 months‖ or ―Whole year‖. The storyline involves different paths that players can
choose while the game develops further. Alternative paths have different difficulty
levels. Figure 2 shows the storyline for the ―Feeding the cub‖-part, and for example,
the ―Moving the cub to a new shelter‖-activity starts with Mother Leopard’s
comments: “I have to move Senatla to a new shelter every two or three days to
confuse the enemies like lions, baboons and hyenas that may come looking for an easy
meal. Now I will carry Senatla in my mouth to a nice peaceful cave where I can leave
him while I am hunting during the night. Now your task is to answer some problems,
so that moving Senatla to a new shelter succeeds.” A fraction problem connected to
this part of the story and the use of mathematical rods is shown in Figure 1.
Fig. 2. Example of storyline, ―Feeding the cub‖-part
Creating an effective educational game is more than creating an engaging storyline
and designing an age-appropriate educational content. We designed the layout of the
game and drew pictures of leopards. We created suitable hints for every problem that
could be asked from leopards after an incorrect answer. Hints do not provide the
answer immediately, but lead players on the right path to solving the problem.
Positive feedbacks were tailored for each problem and negative feedbacks were
randomly picked from a pool of negative feedbacks. We involved the feature that
allows players to record impressions after the first part of the game. By taking
pictures of the surrounding information and adding a comment on the pictures players
can show their knowledge of fractions and identify mathematics from their everyday
environment, or simply send greetings to the leopards. Finally, we created a website
that displays the current status of the leopards' and players’ struggle against hunger
and enemies — the two main threats of the leopards. The website also presents the
scores of the teams, recorded impressions and guest book entries.
4 South African experiences with UFractions
4.1 Research methodology
A multi method approach comprising qualitative and quantitative strategies was
employed. The aim of the study was to explore and explain the phenomena of mobile
gaming in a developing country context and to test the prototype of the game. The
dominant method was a qualitative case study and quantitative methods were used to
extend the qualitative approach. Participants responded to a questionnaire that
comprised open-ended and multiple choice questions. While the open-ended
questions formed part of the qualitative data, multiple choice questions offered
extensive quantitative data. Triangulation of the observation and interview data of
students and teachers extended the integrated dataset. Testing of the UFractions game
targeted 105 Grade 8 students at five secondary schools in the North-West Province,
i.e. Alabama Secondary in Klerksdorp (21 participants), Lebone II in Rustenburg (22
participants), Seiphemelo Secondary in Potchefstroom (16 participants), High School
Zeerust in Zeerust (27 participants) and Zinniaville Secondary in Rustenburg (19
participants). In every school students played the game in groups of two to four
students. Additionally 20 students and teachers from the University of Pretoria,
mainly from the department of Informatics, tested the UFractions game.
4.2 Playing experiences
According to the observations all the students engaged in playing UFractions and
researchers had even to ask them many times to stop playing. The level of
engagement is visible for example from one student’s comment:“Would want to go
on and on… and just never stop… like when you said that we have to stop I was so
angry”.1
Table 1. Frequency table of questions related to the contentment and usability
Strongly Strongly I don’t have
Agree Disagree
agree disagree an opinion
It was fun to play
102 17 3 0 3
with the phone
Compared to
ordinary class this 100 17 3 0 5
was exciting
It was easy to use
90 28 4 1 2
phone for playing
Game helped me
70 40 9 0 6
when I got stuck
Typing the colour
75 38 1 1 10
codes was easy
The size of the text
77 36 9 0 3
was big enough
1 Quotations are directly from the players’ texts, including mistakes and spelling errors.
All students took intensively part in the game play and quantitative data shows
participants’ contentment to the game; almost all the participants thought that it was
fun to play with mobile phones and, compared to ordinary mathematics class
activities, game play was exciting (Table 1). Students argued actively about the math
problems and the team spirit was most visible after the correct solutions: groups
cheered happily (Fig.4). After game play students were eager to view the web pages
to determine if Senatla had survived, and how their group’s totals compared to others.
Fig. 3. Students’ reactions to learning the correct answers were cheerful
4.3 Most players liked game activities
Relative frequency from the quantitative data related to the different game activities
was calculated and the frequencies of strongly agree and agree answers were added
together (Fig. 4) to get the most liked game activities. This quantitative analysis of
multiple choice questions shows that most liked game activities were problem
solving, using mobile phone, playing with the rods and reading the story.
Fig. 4. Most liked game activities according to quantitative analysis
Qualitative analysis of open question ―What did you like/enjoy about playing with
Leopards‖ shows more precisely what kinds of dimensions different activities bring
into the playing experience. Most answers relate to the story of leopards. Answers like
“I will take care of her child that she is eating well” and “When I saw the forest and
the catch that mother leopards got” shows players’ profound identification with the
story. By doing cluster analysis we found three different rationales related to the
storyline; ethical, physical and cognitive (Table 2). Many participants mentioned that
they liked mathematics in the game. Comments considering mathematics can be
divided into three arguments; affective (intrinsic motivation to mathematics),
functional and action-oriented (Table 2). Playing with the rods as well as playing with
the mobile phone was mentioned as an enjoyable activity, like for example: “It was
nice to play around on a phone and getting educated at the same time”. The way of
learning was thought by several players and typical comments related to this theme
are for example: “Fun way to learn”, The way it is presented is very interesting” and
“Its more nice to learn maths by playing a game unlike learning it in class”.
Table 2. Rationales related to the story and different arguments about mathematics in the game
Ethical rationale Cognitive rationale Physical rationale
“I enjoy playing with leopard “I enjoyed knowing and learning about “I enjoyed feeding Senatla and
because I was helping them” them.” playing with him”
“I really enjoyed playing the game, “I enjoyed learning how they survive “When they run fast I want to
because I want to help the wildlife” in the wild and what they eat”. compite with them”
Affective argument Action-oriented argument Functional argument
“I liked the fractions a lot” “Hands on” “It enabled my with my maths”
“Adding the things together” “I enjoyed solving the problems” “It exercise your brain”
“I do like more think like fractions “The problem solving was great!” “To make use of my mathematical
cm, kg, km and so on.” brain.”
4.4 Usability of UFractions and improvement suggestions
Participants were asked multiple choice questions about the usability of the game in
the questionnaire; 94,4% agreed that it was easy to use phone for playing, 88,0% felt
that phone helped them when they got stuck, 90,4% thought that typing the colour
codes was easy and 90,4% agreed that the size of the text was big enough (Table 1).
Players were asked what they disliked or found difficult about playing with the
leopards and how they would like to improve the game. Answers to the open-ended
questions in the questionnaire and interviews show that one of the most disliked
characteristic was the mathematics in the game. Typical comments considering math
problems were:“I didn’t like the fractions. Some of the questions were tricky to
answer.”, “The fraction part where you got to find your own answer.”, “They were a
stage when I got confused with fractions.”, “I dislike when I have to divide so I have
to find the right answer.” The level of mathematics was considered both too difficult
and too easy. Students’ suggestions for improving the questions were like: “Make a
little harder questions.”, “There should be easier questions for smaller children.”,
“Put more stuff other than fractions.” Although the story of leopards was liked a lot,
it also got some critique: “Dislike the hahienas eating the cub.”, “I didn’t like when I
heared that mother leopard is struggling to feed Senatla and keep him from a safe
place.”, “I dislike the dangers the Leopards face and how they mark their territory.”,
“That they eat a lot of meat. Why they like to kill?”, Players suggested adding another
baby to take care of, involving the father of the cub and other characters. Also making
of longer storyline and adding more chapters to the leopard story was suggested.
Participants paid also attention to the technical features of the game and suggested
to add more functions like going back on the menu to repeat questions. Few players
would prefer a computer game because the screen is larger. Some argued that one
cellular phone for three students was too few. Students also wanted to have the game
for more phone models and commented that “Get it out soon”. Some players
mentioned that they would like to increase their control in the game: “...for us to be
able to direct the leopard and when we come to a problem figure it out and proceed”.
Development ideas related to the graphics of the game considered adding of 3-D
pictures, music, sound and speech. One student wanted “to make it faster and more
realistic, like say u’ do sumthing rong the lion crys and right the u can help the lion”.
5 Conclusion and future research
This paper has presented contextualization of UFractions mathematical mobile
game and a qualitative case study of its testing in a real-life context. The design
process of the game started from the available Myst platform and contents to the
game were contextualized by exploring behavior of leopards in their natural habitat
and interviewing South African teachers and culture experts.
Identifying the new opportunities that mobile gaming together with tangible
manipulatives gives to a more applied and transferable learning and teaching of
mathematics: Game playing extends and enriches education by bringing many
dimensions into the learning process. Story of the leopards induce ethical, physical
and cognitive rationales, meaning that leopards as role models provoked feelings that
are not typical in an ordinary mathematics classes like urge to help and feed the cub,
run with him or learn interesting things about leopards’ lives. Reasons to like
mathematics in the game are affective (intrinsic motivation to mathematics),
functional and action-oriented. Playing the game in the groups is effective in sense of
argumentation considering mathematical problems and learning by doing together.
Every student is able to participate and proceed at their own level, aiming at common
goal. The theory and hints in the game helps with solving the mathematical problems
and phone gives immediately feedback after players’ answers to the questions.
Playing experiences show that usability of UFractions is good and students are able
to use phone easily as a playing tool. In the future designers of Ufractions will take
into consideration players’ suggestions about technical aspects, like back button to
repeat the questions, improvements to graphics and more levels and paths to the story.
We will also consider different techniques for better adaptation to the knowledge
level of the students as well as use more pervasive features of mobile devices to
connect mathematics to students’ every-day environment.
UFractions has only been tested on Nokia N80 and N95 devices but it should run
on any phone supporting Java and WLAN connectivity. However, we would like to
develop and test the game further so that it could be conveniently used over the
Internet and with the most popular phone models. Next step in our research is to bring
UFractions back to Europe and test how Finnish students experience the story of
leopards and let them use their imagination to extend the story of leopards or create
completely own story to mathematical mobile game. Myst platform will also be used
in other contexts and subjects –all you need is a good story and a context.
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