ReadAct
Alternate Reality, Serious Games for Reading-Acting to Engage Population and
Schools on Social Challenges
Marcelo Alves de Barros
1
, Valéria Andrade
2
, J. Antão B. Moura
1
, Laurent Borgmann
3
, Uwe Terton
4
,
Fátima Vieira
5
, Gabriel Cintra Alves da Costa
1
, Rafaela Lacerda Araújo
1
, Aline Oliveira Arruda
6
,
Sophie Naviner
7
and Jobson Silva
1
1
Systems and Computing Department, Federal University of Campina Grande (UFCG), Brazil
2
Semiarid Development Center, Federal University of Campina Grande (UFCG), Brazil
3
University of Applied Sciences Koblenz, RheinAhrCampus, Germany
4
University of the Sunshine Coast, Australia
5
Universidade do Porto, Portugal
6
Master Program on Language and Learning, Federal University of Campina Grande (UFCG), Brazil
7
Ecole de Hautes Etudes du Commerce-HEC Paris, France
Keywords: Serious Games, Alternate Reality Games, Reading, Acting, Social Challenges.
Abstract: This paper presents a gamified empowerment approach to train future teachers. The approach aims to
innovate teaching strategies and to provide a system which motivates players to read and to apply acquired
knowledge towards actions to address social challenges within their community. The approach is supported
by an alternate reality serious game called “ReadAct” which blends reading instruction with opportunities to
act on social responsibility in the real world. Validation results are offered for experiments with the
ReadAct approach in different but related contexts of drama reading, environmental education and
introduction to computing. Results provide evidence that ReadAct motivates players (young readers) to
engage themselves and to attract their schools’ and families’ communities to act on social challenges. The
underlying challenges in the experiments are water conservation, urban violence and bullying at school. The
paper contributes to the literature on computer-based education by indicating how a ReadAct game may turn
the school community, where it is played out, into a community school with an integrated view of
academics and social services.
1 INTRODUCTION
In the past, federal governments have had the
undisputed responsibility to resolve any serious
threats to society. In cases of earth quakes, flooding,
or terrorism, we still expect the state to come to the
rescue, and the heads of states “to find the right
tone” when they address the afflicted nation. The
government acts as this managerial monopoly
because it seems that in this battle, only the state has
sufficient power, infrastructure, resources, and
organizational authority to take the right decisions
and make a real difference. In these crisis scenarios
the population is mostly reduced to the role of
passive spectators where ordinary people tend to sit
back and observe. However, one can now read
stories about well-organized groups of ordinary
citizens who simply refuse to be reduced to
observers and, using social media, act to address
diverse problems, such as those discussed in
//chicagoscitizensforchange.wordpress.com.
Upon reading such stories, one may pose
intelligent questions like: Could such low-threshold
community networking also facilitate the
intercultural integration of refugees who have fled
from war zones or persecution and are now expected
to find a new orientation in their host countries? Or
could such spontaneous, private engagement of
citizens and communities in low-cost, networking
238
Barros, M., Andrade, V., B. Moura, J., Borgmann, L., Terton, U., Vieira, F., Cintra Alves da Costa, G., Lacerda Araújo, R., Oliveira Arruda, A., Naviner, S. and Silva, J.
ReadAct.
DOI: 10.5220/0006691102380245
In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 238-245
ISBN: 978-989-758-291-2
Copyright
c
 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

solutions be harnessed to tackle wider, more
complex social challenges - such as the spread of
endemic diseases (e.g., Zika, Dengue and Yellow
Fever), local water shortages, gender violence, or
even racism? In the past, these societal challenges
have been traditionally and mostly addressed by
governments and scientists, with little engagement
of the population, schools, or universities, even in
places which are near and dear to populations and
students within their own communities (see for
example, Eggers and MacMillian, 2013). This paper
attempts to provide preliminary answers to questions
like these – to the second one in particular.
The approach proposed here assumes that
community members have three major resources that
could be put to use in dealing with a critical social
scenario in their region:
1) Insider knowledge - about the scenario itself
and appropriate solutions (e.g. from previous
experiences of similar crises in the same region);
2) Energy for social activity - to help solve
problems (when they or their communities are
afflicted themselves); and,
3) Large numbers of flexible actors who could be
fielded to alleviate symptoms or implement
solutions - as compared to government agents who
get paid by the hours and are subject to their strict
work regulations.
However, in spite of the magnitude and cost of
the social challenges which modern communities
face, their members often do not display initiative:
these powers appear to be latent, and have yet to be
harnessed and applied efficiently. One effective way
to change attitudes is to educate multipliers to assess
a crisis and immediately initiate solutions within
their communities. Instead of passively observing a
crisis develop and leaving it to be resolved by the
centralized authorities, multipliers need to read and
act (“ReadAct”), to do research about the problems
and then motivate themselves and others into action.
Reading and writing form the foundation that is
the base of any educational process for the
empowerment of both individuals and entire
communities. An educational approach that couples
reading to acting (e.g. teaching reading at school is
made relevant to the daily experiences students have
in the community), could prove effective and
efficient in helping communities address their own
social challenges. At the same time, an approach
which motivates youngsters to read about local
challenges could also help address a more general
dilemma: young people’s growing incapability or
unwillingness to read literature.
Data from the 2015 Program for International
Students Assessment (PISA) indicated that 20% of
youngsters averaging 15 years in age fail to reach
minimal reading capacity in OECD countries
(Organization for Economic Co-operation and
Development). The situation in Brazil – where part
of the research reported in this paper was carried out
is no exception (FAILLA, 2016). Even in Germany
(Kote, Lietz and Lopez, 2005) where the results of
the present research are planned to be implemented
in the future, the percentage of 15-year-olds without
minimal reading capacity is reported to be as high as
16%. These students do not reach level 2 (“baseline
level of reading” which enables a person to lead a
normal life and participate in society) - a statistic
which must alarm teachers and authorities in atleast
one of the richer countries of the OECD. These
findings can be partly explained with a high influx
of refugees in Germany because the majority of
them have not even studied in the regular school
system yet. However, once they begin, many of
them will still fall short of the baseline level of
reading simply because they have not had much
contact with the German culture and language yet,
even if in their countries of origin they may have
belonged to the 80% of the population with enough
reading skills to lead successful lives. It is thus
important to empower students and teachers to
develop and improve their reading abilities by
motivating them to act on solutions to problems in
their own social context.
This paper presents a gamified empowerment
approach to train future teachers. This approach
aims to innovate teaching strategies and provide a
system to motivate young readers to apply acquired
knowledge towards acting on social challenges
within their community. The approach is supported
by an alternate reality serious game (called
“ReadAct”) which blends reading instruction with
opportunities to act on social responsibility in the
real world. Players use reading to investigate
problems and to do research in order to find
resolutions to real challenges to the community. It is
expected that ReadAct will motivate players to read
because they are interested in real-life challenges to
their own community and are additionally motivated
by new information technologies such as serious
games.
The ReadAct approach was successfully tried out
in a serious game concerning water conservation,
called AquaGuardians (Barros et al. 2017). In the
present paper, however, the approach is described in
more detail and elevated to a meta-level in order to
promote a more general, common design in the
ReadAct
239

development of related serious games. The paper
reviews the ReadAct approach in three different, but
related contexts, to allow for a wider range of
preliminary validation scenarios:
1) Teacher training for drama reading
2) Environmental education
3) Introduction to computing
The research involved more than 160
stakeholders. Results indicate that the ReadAct
approach may contribute to the improved design of
serious games as support tools for reading education
motivated by social responsibility and serious
games.
Section 2 discusses related work. Section 3
describes the ReadAct approach in detail and how it
was implemented in practice. Section 4 presents
results from validity experiments for the proposed
approach, and Section 5 offers analyses and
considerations on design aspects and on potential
applications of the ReadAct approach to social
challenges in the areas of intercultural integration of
refugees in our societies.
2 RELATED WORK
This work relates to theatrical reading of multimedia
texts to “transform readers into actors.” “Dramatic
Wednesdays” is a Literature and Scenic Arts project
at the University of Brasília, Brazil where
participants proceed from individual and silent
reading to collective reading using oral and body
languages. Readers and spectators may take part in
the play “to reflect on the scenic reading towards
transforming society” (Gomes, 2012). Similarly, the
“Reading in Scene” from the Federal University of
Alagoas, Brazil reading is taken up as a performance
activity 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
specific social challenges, and they are intentionally
derived actions coordinated with the support of a
serious game as the ReadAct approach does. Serious
games use intrinsic incentives – such as conquests,
social responsibility and ability building – and
extrinsic incentives – such as points, proactive
feedback and (game proficiency) levels – to
maintain players’ interest in learning a given content
and to motivate them to attain a desired proficiency
level in the activities that may be proposed in the
game story (Kankaanranta; Neittaanmki, 2008).
Alternate reality games can aim to make the player
cross borders of the magic circle of the 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), explore
everyday experiences and cultural settings.
However, these approaches often do not incorporate
new teaching-learning management paradigms and
tools to engage players in addressing community
challenges despite breaking new ground in game
research, Other games, such as AquaGuardians
(Barros et al., 2017), do address complex, important
social problems and also use “reading or writing
missions” to educate players on a given social
problem (sustainable water management, in this
case). Here, the ReadAct approach is used to define
reading missions in serious, alternate reality games
which may be applied to motivate engagement of
communities to address challenges in a wider
spectrum of social contexts.
3 THE READ & ACT APPROACH
ReadAct is an innovative approach to teaching and
learning that uses alternate reality and serious games
in schools, including the reading and production of
theatrical texts in order to develop reading and
writing abilities, improve performance in
interdisciplinary subjects, and increase engagement
of teachers and students in social actions within their
students’ communities.
ReadAct games revolve around missions which
are run partly in the virtual world and are made up in
the context of the reference story (i.e.: gameplay in
computers and on mobile devices); and partly in
three real world settings where students can practice
applying knowledge acquired from curriculum and
theatrical texts to address real world social
challenges within their communities. There are 3
performing stages:
1) At school (educational space)
2) On the Web (online game space), and
3) In the community (real world space).
As the game proceeds, players’ (students’)
awareness of the social challenge of interest spirals
up like in a vortex whose height and width represent
the accumulation of knowledge and the potential
benefit for the community (Figure 1).
CSEDU 2018 - 10th International Conference on Computer Supported Education
240

Figure 1: ReadAct spiral for growing knowledge (z axis),
organization (stage size) and initiative for action (x, y).
By performing on the three stages - which also
represents the players’ world (school, virtual world
in the web, and community), knowledge about the
social challenge of interest is built by the readers-
players through educational ReadAct missions under
the leadership of a mentor who is meant to inspire
others. This knowledge will be successively
converted and articulated to become part of the
knowledge base of each player. The spiral starts
again after being completed once (in different
missions in the game) at higher levels of players’
capacity, amplifying the application of acquired
knowledge about the social challenge of interest to
society’s other “problematic” areas. In these
progressive cycles of the spiral, with knowledge
conversion and multiplication, players (students who
are changing into social actors) teach new players
and function as multipliers and mentors.
On stage, players, presented with a sequence of
situations previously programmed by the teacher,
play the role of persons who had problematic
experiences related to the social challenge of
interest. Orally or in writing they must describe their
experiences to other groups of actors of the same
situation, to gain intercultural awareness and
collaboratively find a solution to a social issue by
applying information from the curriculum and from
the theatrical text used to seed missions of the game.
Missions cover specific, interdependent activities
of leadership, research, teaching and extension for
the creation of multimedia textual work pieces on a
social theme whose value is acknowledged by the
game community. These work themes come out of a
knowledge management experience of a small group
and are based on the reading of a multimedia
document (text, audio, video, etc…) that relates to a
social challenge of players’ interest. The player or
the group of players may add to the document,
becoming its co-author. Missions require theatrical
readings when the player or group must
contextualize the contents and recreate the document
(writing assignments).
A set of missions defined by a specially
appointed tutor or by government (social) agents,
corresponds to one ReadAct session. A ReadAct
session may be divided into sub sessions to
contemplate the priorities in the school curriculum
and operating agendas and thus synchronizing with
cultural agendas of players’ communities and with
interested government agencies’ agendas.
3.1 Meta Game and Major
Components
ReadAct is conceived as a design framework for
serious games or as a meta-game which in the hands
of the teacher transforms itself into a specific,
alternate reality serious game addressing community
challenges. In practice, the approach consists of
three major, interacting components: a gamified
Mobile App, a Web Georeferenced Information
System (GIS), and a Marketplace.
A ReadAct game is played on two
complementary technological platforms. On the
Mobile Platform, the players have 5 resources do
play with:
1) Alternate Reality Game Missions (ARG
Missions) where they may geo-reference their real-
world activities using the GPS facility and
registering and uploading multimedia files,
2) Read-Write tools where they may report on
their reading and writing missions in the real world,
3) Theme oriented mini-games,
4) Quizzes, and
5) Online marketplace to commercialize works
they coauthored in the missions.
On the Web Platform, teachers, specially
appointed student-tutors and government agents who
play the game as instructors or tutors may:
1) Assign missions to students in the virtual and
real worlds;
2) Access a control panel for monitoring (with
graphs, statistics or reports on the gaming
experience);
ReadAct
241

3) Access a geo-referenced information system
to manage students’ activities and teaching/learning
indicators;
4) Use pedagogical tools to train players;
5) Be a part of a closed ReadAct social network
or connect to major open networks such as Facebook
and Instagran or,
6) Take part in transactions in the marketplace.
The integrated marketplace may help
sustainability by merchandising ReadAct game
artifacts; it also offers players a venue for
commercializing co-authored works with points or
virtual money awarded for accomplished missions.
Virtual money may be exchanged for real goods
(e.g.: a ReadAct T-shirt) or services (a movie ticket)
in the real world with the help of participating
ReadAct business partners. As partners contribute to
the expansion and sustainability of a ReadAct game
by providing goods and services in the marketplace,
they also improve their social responsibility image
as perceived by the game community.
For the initial versions of the ReadAct games
considered here, the mobile component was
implemented for the Android platform, with Google
maps native GPS and MySQL database. The Web
component was implemented as a Restful Web
Service using JAXRS and/or Unity. For simplicity
of these initial versions, the marketplace was
implemented offline and it was not integrated to the
other components.
3.2 A ReadAct Game Example
Figure 2 shows some mobile app screens of the
ChangeTrees game which follows the ReadAct-
functioning principles to engage tutors and students
of computer science in activities to prevent urban
violence.
By completing each of the three steps needed to
advance to the next level of the spiral, players
elevate themselves by readings on topics such as
mathematics and literature (height of the spiral - z
axis) and the level of impact that their organization
and initiative have on the urban violence social
problem (vortex diameter – axes x and y).
The game starts with the teacher or master tutor
facilitating the group processes of
1) Selection of an existing social challenge (e.g.
urban violence),
2) Creation of groups of readers,
3) Definition of success indicators and
4) Definition of the pedagogical project.
Figure 2: ReadAct approach-based ChangeTrees game
mobile app screens (available from Playstore).
Theatrical readings follow under the lead of the
appointed group tutor (one of the group’s students).
The group tutor also supervises research on the
chosen topic, training which the group may need and
interactions with the target audience of the social
actions associated with the game missions (the local
community outside the school).
Examples of dynamics and characteristics such
as missions for other ReadAct games, may be found
in (Barros et al., 2017). For instance in a ReadAct
game for water preservation and management, a
mission may include challenges to go out and
register examples of water wastage or saving or a
combination of all that (a notification of a problem
in need of attention).
In any ReadAct game, missions involve
creativity in multimedia reading-writing, using an
existing multimedia product (theme mini-games, a
quiz challenge, a leader board game or other digital
game), or 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 PRELIMINARY VALIDATION
The ReadAct approach and associated gamification
were subject to preliminary validation studies in a
setting of teacher education in 3 contexts at the
Federal University of Campina Grande (UFCG):
Edgies – teacher training in the graduate program of
literature and pedagogy; AquaGuardians –
environmental education in the computer science
undergraduate program; and, ChangeTrees –
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introduction to computing and literature in the
Computer Science tutoring program and introduction
to programming in the electrical engineering
undergraduate program.
In the Edgies game, players chose to work on the
problem of violence at school (bullying). In
AquaGuardians players chose to work on the
problem of water waste. In ChangeTrees players
chose to work on the problem of urban violence.
In this context “teacher” is any person trained in
the ReadAct approach to be a “volunteer tutor”. In
this sense, a teacher may be any professional trainer,
including those in the area of education or already
certified teachers themselves. This situation is
representative of many real scenarios where
professionals from different areas volunteer to help
with a solution to a social problem whose
complexity may increase due to cultural barriers or
speech or writing limitations in a given language.
The validation studies discussed here are
preliminary and based on the principles of
experiment observer reliability (LITWIN, 1995).
The studies were carried out to verify whether
ReadAct would positively impact for the two
following success indicators:
A) Level of reading motivation and
B) Engagement in social activities related to
violence at school (bullying), to water waste and to
urban violence.
Various validation experiments were performed
with a total of 145 “teachers” (19 to 35 years old,
23.5% male and 76.5% female) from primary and
secondary schools for a duration of 4 months in
2017. Nineteen were “teachers” of Portuguese (13
played at UFCG and 6 played at primary and
secondary schools in the city of Sumé, state of
Paraíba, Brazil); 32 “taught” environmental
education at UFCG; and, 94 were teachers of
introduction to computing (31 played at the tutored
education program in the computer science course at
UFCG and 63 in the electrical engineering course at
the same university); and 2 functioned as “teacher
training agents” in preparing 4 missions in the real
world besides text, audio, video and HQ assignments
and orchestrating social actions in the players
communities.
All the players played the same ReadAct game
composed by 4 read-writing-acting missions
embedded in the 3 games (Edgies, AquaGuardians
and ChangeTrees). All participants in the
experiment were trained in the 5 ReadAct resources
and facilities available in the 3 used games (Edgies,
AquaGuardians and ChangeTrees) to play the
mobile or the Web app of each game as student or
teacher. Only the multimedia seed texts were
different. Each game was played for 4 weeks with
players free to play the theatrical mini-games but
obliged to run the 4 real-world missions together
with their students at the schools where they work.
Figure 3 shows scenes of ReadAct being played at
schools.
Figure 3: Playing ReadAct games.
After the intervention period at the schools
revolving around the missions, the participants were
asked to opine on the influence of each of the 5
resources and facilities of ReadAct game embedded
in the 3 games on two indicators. The considered
indicators were:
A) Influence of the 5 ReadAct games’ resources
on increased motivation to (continued) reading and
B) Influence of the 5 ReadAct games’ resources
on increased motivation to initiate social activities in
the real world by using knowledge embedded in
theatrical texts they had read.
Graphs 1, 2 and 3 present results. On the
average, 97,65% (={[(42,07+55,86) + (49,65+46,21)
+ (6,21+91,72) + (34,48+62,76) +
(11,72+87,59)]/5}) of the overall opinions in Graph
1 are that the 5 resources and facilities of the
ReadAct game (much or somewhat) influence the
increase of players’ motivation to (continued)
reading. From Graph 2, the overall average of
96,56% (={[(26,89+70,35) + (25,52+69,65) +
(11,03+86,21) + (15,86+82,07) + (21,38+73,79)]/5})
of the opinions point towards the conclusion that the
5 resources and facilities of the ReadAct game are of
much influence on players’ decisions to engage in
real-world social activities (utility).
Graph 3 illustrates the perceived contribution of
the five ReadAct resources and facilities to the
results in Graphs 1 and 2. The ARG Missions
facility was considered by 40 % of players as having
the most influence on the first indicator above, and
by 59,3 % of players as having the most influence on
the second one.
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243

Graph 1: Evaluation results for indicator A: motivation to
(continued) reading.
Graph 2: Evaluation results for indicator B: motivation to
initiate social activities in the real world.
Graph 3: Ranking influence of the 5 ReadAct resources
and facilities (% of players’ evaluation).
Each of the ReadAct games examined here is in
its first limited version (e.g., it has no embedded
marketplace facility) and was applied to one context
only. Consequently, the validation results discussed
in this section are still preliminary and limited in
scope. Participating validators, however, provide
evidence the ReadAct approach seems to motivate
players to engage in actions to deal with social
challenges. As such, one may say that such evidence
supports “face validity” of the approach (Gravetter
and Forzano, 2012).
5 CONCLUSIONS
This paper presented the ReadAct approach to build
alternate-reality serious games which blend tutorial-
based education and theatrical reading (and writing)
of multimedia contents about a given social
problem. The approach seeks to empower teachers
and students of a school to take individual or
collective action to solve the given problem in the
context of their community. Essentially then, a
ReadAct game aims at turning the school
community into a community school with an
integrated view of academics and social services.
Besides gamification techniques of conventional
games that are used in its mobile app, the proposed
ReadAct game also offers a Web geo-referenced
information system for teachers and specially
appointed tutors to create, dispatch and manage
geo-referenced missions for the players (individuals
or groups of students) in the real world in addition
to reading assignments that explore principles of
crowd sourcing, utopia, incentives engineering,
knowledge management, trust verification, and
entrepreneurship and e-commerce (as implemented
in the marketplace component).
Validation studies were carried out with 3
ReadAct games (Edgies, AquaGuardians and
ChangeTrees) over a period of 4 months, involving
145 participants. Results were collected through a
post-use survey and suggest that the ReadAct
games’ facilities and resources motivate players to
transcend their original roles as students, teachers
and appointed tutors towards the role of voluntary
social actors, and they also positively influence
success indicators defined for reading and social
activities. It should be noted however, that the
presented results serve only to support face validity
– i.e., that the approach seems to spur desired social
actions; further work is required to really ascertain
that the approach will be useful in spurring social
activism of the type required by the specifics of
crises or problems at hand.
Ongoing work includes experiments with longer
term usage of ReadAct games, larger player
communities, and some selected social challenges in
the areas of violence against women, child obesity,
homophobia, dengue fever, and unemployment, to
produce statistically more significant results and to
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244

evaluate influence on other indicators related to
respective social problems. The University of
Applied Sciences Koblenz, RheinAhrCampus has
expressed the wish to try out the ReadAct approach
for their courses in Social Entrepreneurship and
wants to co-author a specially designed serious game
for the intercultural integration and inclusion of
refugees in rural communities.
ACKNOWLEDGEMENTS
The authors thank the students and teachers of the
graduate programs of literature and pedagogy of
UFCG, and the Secretariat of Education of the cities
of Campina Grande and Sumé for their active
participation as well as Katherine Denning from the
University of Applied Sciences Koblenz for proof-
reading. They also thank the Brazilian National
Water Agency (ANA), the Brazilian Fund for
Education Development (FNDE), the Coordination
for the Improvement of Higher Education Personnel
(CAPES), Paraiba state's Foundation for Research
Support (FAPESQ-PB), and the Ministry of
Communications for the financial support to this
project.
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