GamES MOOC

Conceptual Ideas and First Steps Towards Implementation of a MOOC for

Children

Kay Berkling

, Abdullrahman El-Husseny

, Dennis Latt

, Christian Petrov

, Andreas Waigand

and Jochen Walther

Department of Computer Science, Cooperative State University, Kalrsruhe, Germany

Department of Computer Science, German University of Cairo, Cairo, Egypt

Keywords:

MOOC, Children, Gamiﬁcation, Game-based Learning, K-5, Common Core Standard, M-Learning.

Abstract:

This paper presents conceptual ideas and a ﬁrst prototype towards establishing a GamES (Gamiﬁed

Elementary School) MOOC for children who do not have access to schools. The project is being developed

across several Bachelor student projects in collaboration between Cooperative State University, Karlsruhe and

the German University of Cairo. A hybrid architecture is designed to support children on mobile devices with

intermittent Internet access. Upon access, current learning status and new content are updated. The content

consists of leveled games addressing skills deﬁned by the US common core standards for K-5 in subjects

Mathematics and English (that can be adapted to other languages). The children’s MOOC combines ideas

of adaptive user interface, off-line personalized learning, common core standards, and game-based learning.

The child’s user interface is gamiﬁed and after initial registration designed to be manageable for K-5 graders.

A second interface addresses the community of game developers who are interested in donating games for

certain core skills. In a next step, assessment and government certiﬁcation of achievements will be tackled.

The MOOC software is intended as open source to allow for community development.

1 INTRODUCTION

Education matters. It is the primary factor in eco-

nomic growth. It improves the overall health of a pop-

ulation. It also helps in creating and sustaining demo-

cratic governments and provides the necessary skills

for running an effective government (Birdall, 2006).

Unfortunately, according to the 2011 ’Education

for All’ Monitoring report of the UN, one of the ﬁrst

casualties in war is education. Not only are chil-

dren in war-torn developing countries almost twice

as likely to not be enrolled in a school, even when

compared to countries with an equally low GDP, but

they are also 20% more likely to drop out of school,

30% less likely to enroll in secondary education and

20% less likely to be literate when they reach adult-

hood (Watkins, 2011, p. 132). Even more unfortu-

nate is the fact, that the number of people living in

conﬂict-ridden areas is increasing daily. Ever since

the year 2008 global peace has decreased in almost

every part of the world (Institute for Economics and

Peace, 2014), which means that an increasing number

of children grow up not being able to go to school or

even get a basic education in some other way.

One alternative is M-learning. Even though Inter-

net user growth in the developing world has slowed

down, the growth was still signiﬁcant at more than

10% between 2009 and 2013 (Jorge, 2015). Since

cell phones in the developing world are ”nearly ubiq-

uitous” (Wike and Oates, 2014) it is not hard to imag-

ine a world where Internet access is almost constantly

provided. Meanwhile, education is difﬁcult to obtain,

economically or safely. Many see MOOCs (Massive

Open Online Courses), as a solution to this problem.

Even though they are a move in the right direction

MOOCs are criticised that most of their content relies

on constant Internet access, and even if the MOOC

platforms provide ofﬂine applications, they require

huge amounts of data, like videos, to be transferred

to the childrens devices via the Internet (Roberston,

2015). MOOCs also rarely provide content that is age

appropriate for K-12 or K-5 children, mostly focusing

on College education. In fact, 83% of MOOCs stu-

dents have ﬁnished their secondary education (Chris-

Berkling, K., El-Husseny, A., Latt, D., Petrov, C., Waigand, A. and Walther, J.

GamES MOOC - Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 1, pages 405-412

ISBN: 978-989-758-179-3

405

tensen et al., 2013). There are also issues with re-

tention (Khalil and Ebner, 2015). Khan Academy

presents one of the MOOCs that are addressing chil-

dren, however not open source in content or platform,

nor game based. Khan academy is often used together

with schools (Murphy et al., 2014).

The goal of this project is to develop a prototypi-

cal platform, that mediates what are considered weak-

nesses for our target audience by presenting adaptive

course material in a manner that is available ofﬂine

with minimal need for Internet updates. Age appro-

priate education is approached through game-based

learning. Key is to motivate children through games

in the absence of teachers. In order to achieve this,

learning game skills are tied with US Common Core

Standards for English and Mathematics with a view

toward adaptation to other languages. The next step

is to crowd source the content, mediated through so-

cial networks. In this way the architecture, content

and maintenance is fundamentally different to exist-

ing platforms like Coursera and edX, as examples.

While these platforms host the content, the platform

described here represents a highly structured back-

bone for content (ie. games) that is hosted elsewhere.

The principles of MOOCs still apply as deﬁned in

(Yousef et al., ), in particular, the term ”Massive”

refers to the capacity of the course to expand to large

numbers of learners. The platform is called GameES

(Gamiﬁed Elementary School) MOOC.

The rest of this paper proceeds as follows. After

a description of the functional and non-functional re-

quirements of the proposed application in Chapter 2,

Chapter 3 discusses the Common Core Standards and

how these will be used for the gamiﬁed user interface.

Chapters 4 and 5 describe the learning interface de-

sign and the underlying architecture and ﬁrst screen-

shots of the prototype under development before ﬁn-

ishing with a conclusion on future work. The material

presented here is work in progress and therefore does

not yet have a chapter on evaluation.

2 REQUIREMENTS

There are a number of requirements speciﬁc to the

described children’s MOOC that relate to the func-

tional (children and contributors) and non-functional

requirements.

1. Usability for K-5

2. Adaptivity

3. Motivational

4. Self-guiding

5. Extensibility for community support

6. Accessibility combining off-line with on-line ac-

cess

7. Compatibility with minimal mobile technology

2.1 Child Interface

Usability for K-5 is not trivial. Furthermore, adapt-

ability is important according to child, learner type,

age, learning-status. For example, in Kindergarten

one cannot assume reading skills. Users can get over-

whelmed when they are presented with too much in-

formation or can get lost when no navigation help is

provided (Brusilovsky, 1998). Basically, the interface

should ﬁt all users and adapt to a speciﬁc user accord-

ingly. Since GamES MOOC is designed to deal with

young children this is especially important. In order

to achieve this, we draw on motivational theories in

connection with games, allowing adaptation to gamer

type (Metawaa and Berkling, 2016). Self-guidance

is solved through a gamiﬁed interface that includes

levels according to standard learning sequences and

successive unlocking as skills are acquired.

2.2 Ofﬂine Availability

Constant Internet access, especially broadband, is ex-

tremely rare in the developing world. In Africa, for

example, only 1% of the population has broadband

access and only 12% have any Internet access on a

regular basis (ITU, 2015). Due to irregular Internet

access efﬁcient data usage is of primary concern (His-

cott, 2015). Ofﬂine availability can be achieved with

many different technologies, however, it is important

to realize that mobile platforms vary by region. While

Android is very common, rivals like Windows Phone

and FirefoxOS are on the rise. So, to reach the broad-

est number of children, GamES MOOC should ide-

ally be able to work ofﬂine on almost every platform.

2.3 Easy Extensibility

The platform is intended to live through community

donations by game developers. Therefore, it must be

easy to plug games into the platform and hook them

into predeﬁned sets of skills. While there is a vari-

ety of learning software on the market, ranging from

MOOC platforms to educational games, none of these

are easy to extend. Only one of the eleven most used

platforms support an external API for easy integration

(Ortega et al., 2014). In order to make use of the al-

ready existing technologies regarding education soft-

ware communication and interaction, GamES MOOC

needs to be easily extensible. Therefore, it should of-

fer an easy to use API with minimal requirements for

CSEDU 2016 - 8th International Conference on Computer Supported Education

406

Table 1: Common Core Terminology.

Course English Language Arts Mathematics

Grade K-12 K-12

1st Level Strands (L = Language) Domains (OA = Operation/Algrabraic Thinking)

2nd Level Anchor Standards (1 = Conv. of Stand. Engl.) Clusters (C=Add and subtract within 20)

3rd Level Standard / Skill Standard / Skill

Skill

example

CCSS.ELA-Literacy.L.K.1.a CCSS.Math.Content.1.OA.C.6

GamES

example

Many apps exist already that teach drawing

upper- and lowercase letters on screen

Many apps exist already with playful

add/subtract games in the range 1-20

plugins and additional software, including a speciﬁc

interface for game developers who donate games (cor-

responding to lessons in the proposed construct).

3 CONTENT

In order to provide content, games have to address

skills. To level the games for learners, the skills need

to be leveled and speciﬁc. Such predeﬁned standard

skills are then used to connect with the game when

they are plugged into the platform. The following

steps are necessary to enable the MOOC with this fea-

ture:

• In a ﬁrst step, the US common core standards

were analyzed to contain speciﬁc and leveled stan-

dards of skills for both English and Mathematics

for Kindergarten through Grade 5. (CCSS, 2010).

• An intuitive interface is needed to enable game

designers to sort their games into skills.

• The standard levels are used to create an individ-

ual yet sequenced learning experience for the chil-

dren’s interface.

3.1 The Common Core Standards

The Common Core Standards is an initiative to in-

crease the value of learning in schools. They focus

on standardising speciﬁc ﬁne-grained content and se-

quencing of skills that are measurable and intended

to prepare students for college and career. Our focus

is on English and Mathematics standards for K-5 as

the foundation needed by students. The standards are

criticized for being used more for testing rather than

preparing students for their future careers. However,

for our purpose they provide standard sequencing and

a way of potentially testing into the correct level with-

out the need for a school or teachers.

3.1.1 Terminology

The platform uses the terminology of the US com-

mon core standards as deﬁned below for the GamES

MOOC. Grade is the year of study to which a learn-

ing standard is assigned. We are looking at K-5 in

a ﬁrst round. A grade could be determined accord-

ing to a test or assigned by a mentor/teacher/parent.

Courses are ”Subjects” (f.ex. English, Mathemat-

ics) deﬁned by Common Core State Standards. Their

availability depends on the child’s grade. Strands are

the key areas for English Standards: Reading (Lit-

erature and Informational), Writing, Speaking and

Listening and Language. Domains are analogous

to Strands for Mathematics and may vary by grade.

Anchor Standards repeat for each grade and con-

tain grade speciﬁc skills for English. Clusters fulﬁll

the same function for Mathematics but may vary by

grade. Clusters and Anchor Standards contain Stan-

dards or Skills by grade. Skills are speciﬁc abilities

that can be taught, learned and tested for. A game

is associated with one or more skills. The proposed

platform GamES MOOC provides the backbone for

leveling and making these games available according

to the standards. Figure 1 intends to clarify the termi-

nology with an example.

3.1.2 English

The Common Core for English Language Arts has 4

Strands (Language, Reading, Writing and Speaking

and Listening). The Anchor Standards are the same

across grades K-5. The reading standards empha-

size the complexity of reading content introduced to

the students. The sophistication increases grade by

grade. The student must be encouraged to connect

missing pieces and ideas and develop an observation

of weak reasoning in text. Writing standards aim to

develop the ability to use writing styles: arguments,

informative, explanatory texts and narratives. They

also emphasize helping students observe the writing-

reading connections and write about it. They also aim

GamES MOOC - Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children

407

to develop the students research skills. The speaking

and listening standards works on the oral and inter-

personal skills of students. They aim to develop team

work, listening and communication skills among stu-

dents. They also aim to develop the student’s ﬂexibil-

ity in adapting what he/she says according to context.

Finally, the language standards provides the essential

guidelines of using the English language within the

activities of all the standards.They work on vocabu-

lary, phrases, their relationships and grammar in gen-

eral. The acquired vocabulary and other skills should

be useful for the student across different domains and

different subjects.

In order to link a game to speciﬁc skills, these have

to be detailed and concrete. This may not be possi-

ble for all Anchor Standards. As an example for En-

glish Grade 1, Strand for ”Language”, Anchor Stan-

dard for ”Conventions of Standard English” (Page 26)

the Standard 1 ”Demonstrate command of the conven-

tions of standard English grammar and usage when

writing or speaking” is deﬁned as follows (CCSS,

2010):

(a) Print all upper- and lowercase letters.

(b) Use common, proper, and possessive nouns.

verbs in basic sentences (e.g., He hops; We hop).

(d) Use personal, possessive, and indeﬁnite pronouns

(e.g., I, me, my; they, them, their; anyone, every-

thing).

(e) Use verbs to convey a sense of past, present, and

future (e.g., Yesterday I walked home; Today I

walk home; Tomorrow I will walk home).

(f) Use frequently occurring adjectives.

(g) Use frequently occurring conjunctions (e.g., and,

but, or, so, because).

(h) Use determiners (e.g., articles, demonstratives).

(i) Use frequently occurring prepositions

(e.g.,during, beyond, toward).

(j) Produce and expand complete simple and com-

pound declarative, interrogative, imperative, and

exclamatory sentences in response to prompts.

3.1.3 Mathematics

In Mathematics a course consists of domains (Geom-

etry, Algebraic Thinking, Measurement & Data...etc).

Each domain in turn consists of clusters and each

cluster consists of standards as shown in Figure 1. An

example of skills for the domain ”Measurement and

Data” is shown in Figure 2.

The categories in Math are not ﬁxed across the

early grades but they revolve around some topics: Op-

erations and Algebraic Thinking, Number and Oper-

ations in Base 10 and Fractions, Measurement Data

and Geometry. The domains and clusters may change

according to the focus of the grade. The standards for

grades Kindergarten to Grade 5 provide students with

a strong base in whole numbers, addition, subtraction,

multiplication, division, fractions and decimals in or-

der to provide a sound foundation.

Figure 1: Domains and Clusters in the Common Core Stan-

dards for Mathematics.

Figure 2: Grade 1, measurements according to US Common

Core Standards.

3.2 Using the Standards and Structure

Standards are available via XML format for develop-

ers at their hostsite (corestandards.org). In a ﬁrst ver-

sion, the standards used in the software are the stan-

dards in the category of Language for grades: Kinder-

garten, Grade 1 and Grade 2. That is because these

skills are is category provides standards with more fo-

cus on small foundational skills. In Math, the used

standards in the software are the standards in all cat-

egories for grades: Kindergarten, Grade 1 and Grade

2. Generally, each category in each grade might have

one or more domains and each domain has one or

more clusters. The learning experience is designed

as an individual path through these skills as explained

in more detail in Section 4.3.

CSEDU 2016 - 8th International Conference on Computer Supported Education

408

Figure 3: Use cases overview.

4 LEARNING INTERFACE

DESIGN

This chapter deals with the functional requirements

for both the learner and the game designer perspec-

tive.

4.1 Use Cases

Use cases describe how a user of a speciﬁc role will

interact with the software and the goals this actor can

achieve. The overall Use Case diagram is shown in

Figure 3 (This depiction was chosen over UML stan-

dard due to readability).

4.2 Actors

The Application has three key actors. The teacher that

is usually present in education environments is absent

in this diagram. The premise behind the tool is that

teachers are not available. In future a contributor role

is envisioned that is described below.

4.2.1 Administrators

The administrator has the ability to restructure the

standards and update the content. This actor can fur-

thermore moderate third-party content.

4.2.2 Student

Children or students use the system to update their

games and status when online and play games to gain

skills ofﬂine. Games are updated by using a sort of

MOOC app store that presents available games based

on current skill level.

In a ﬁrst step, the user interface focuses on chil-

dren in the age group from Kindergarten to Grade 2.

GamES MOOC - Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children

409

The software is personalized by focusing on creating

a learner’s experience that adapts to his/her perfor-

mance and interests. The learner can play the games

ofﬂine without the need for continuous Internet ac-

cess. Students can sign up for the GamES MOOC

by registering and then using their account. The stu-

dent is then able to view the list of courses offered

by the MOOC and can enroll in any of the courses.

Each course has categories and each category has a

set of unlocked and locked skills and each skill has

registered games that have been assigned to skills. A

student signs up and uses the account to view courses

and their categories anytime. On each category page,

the student can view the unlocked games in this cate-

gory. Each game has a link to its android store page

for downloading. Registered games to the MOOC

have to enable the student to login and submit scores

in the game using API requests. The student’s expe-

rience provides more motivation, autonomy and free-

dom to the student and is accompanied with a mech-

anism for unlocking games using the standard’s de-

ﬁned sequence. The mechanism is discussed below.

4.2.3 Developers

Developers build apps. They are usually game devel-

opers that adjust the skills to learning content accord-

ing to the standards and can hook their games into the

MOOC by adding plug-ins to the game to provide for

single sign-on, gamer statistic maintenance and score

uploading to the server upon Internet availability. The

app is reviewed by the administration team.

The developer has support with access to the API

documentation of a skill if registered for it. The API

demands only 2 requests to be included in the game:

Logging in and submitting a score. Submitting a score

triggers a set of background actions that updates a stu-

dents performance level and unlocks new games if

necessary. The API and documentation helps speed

up the process for the developer who donates his/her

game.

4.2.4 Contributors

A future extension includes a more general role for di-

verse individuals, willing to contribute to the MOOC

with ideas, experiences and time. The contribu-

tors can be teachers, designers, home-schooling par-

ents, parents, educators, college professors and oth-

ers, making up the community that supports the plat-

form. Contributors and developers have a rich com-

munication channel with up-votes, down-votes, com-

ments, ideas’ bank and the ability to send an e-mail to

any of the contributors or developers. Both developers

and contributors have to register to a skill as contribu-

tors to be able to view the skill’s page and beneﬁt from

the features. The skill registration provides trackable

experiences that would help make the communication

more efﬁcient in the future. It also draws the attention

to ignored skills.

Figure 4: Learning experience ﬂowchart.

4.3 Designing the Learning Experience

The interface for the student uses the core standards

to sequence the student learning. However, the or-

der of the courses or the speed a student chooses in

order to work through the levels in each shapes the

child’s experience in a very individual manner. Each

of the skills in a course has any number of games as-

sociated with it. For example, course ”ELA”, Strand

”Language”, Grade 1, Anchor Standard ”Vocabulary

Acquisition and Use” has three Standards (L.1.4-6) of

associated games open. Once mastered (as deﬁned by

the game scores), this level is completed and the next

level for this anchor standard opens, which is in Grade

2. (Alternatives to consider: 1) All anchor standards

and clusters in a strand or domain must be completed

before moving on to Grade 2. 2) All strands and do-

mains must be completed before moving on to Grade

CSEDU 2016 - 8th International Conference on Computer Supported Education

410

Figure 5: Software Architecture.

2.) Future work must study the effect of this freedom

on related skills as the Common Core should be seen

as an integrated approach across strands and domains.

Figure 4 shows this process as a ﬂowchart explain-

ing the games’ unlocking mechanism and the stu-

dent’s performance levels. Initially, the courses ﬁrst

level games are all unlocked for the student to down-

load and play. After each score submission, a series of

milestone checks are triggered to update the student’s

unlocked games and levels if needed. The experi-

ence provides autonomy and motivation for the stu-

dents. Autonomy exists through giving the students

the choice of game they wants to play and the choice

of domain they like to progress in, regardless of ofﬁ-

cial grade or overall performance across all domains.

Motivation exists through the design of levels. Lev-

els encourage the student to compete with themselves

or peers. The system encourages the student to play

diverse games across all domains, in order to level up.

5 TECHNOLOGY AND

ARCHITECTURE

Technology and Architecture is important when con-

sidering an ofﬂine/online construct. The general ar-

chitecture is depicted in Figure 5.

5.1 Technology

The chosen technology is Ruby on Rails with a server

side MVC framework. It is designed for the purpose

of making the development of web applications eas-

ier by emphasizing the use of conventions that saves

much of the code usually used for conﬁgurations.

Ruby on Rails provides open source free gems and

plug-ins that provide extra customization and func-

tionalities. The combination of qualities means that

the code will be easier to maintain as open source

code.

• It emphasizes the principle of not repeating code

which improves maintenance and eliminates am-

biguity.

• It can generate an admin panel automatically.

• Active records provide a trivial, easy to use inter-

face to the database.

• The ruby command line supports all platforms and

enables many administrator tasks.

• There is a strong community with rich documen-

tation.

• It uses an MVC framework.

The software architecture consists of 4 main com-

ponents: the HTML browser, the app store, and the

MOOC server. The HTML browser interacts with

the server using HTTP requests and responses and

the interaction works only online. The browser pro-

vides links that lead to the MOOC ”store” to down-

load unlocked games on the device connected to the

users account on the ofﬁcial app stores (Google play

or iTunes store). The game sends post requests to the

server to update student progress on particular skills.

The server consists of a restful API to receive re-

quests from games and a SQL relational database car-

rying all data about students, developers, contributors,

games and other elements in the software. Figure 5

provides an overview of this architecture.

5.2 Architectural Considerations

The following concepts are important for the architec-

ture.

• Plugin - Plug-ins to modify skill level: A game

that works within the GamES MOOC must be

able to connect to the main server to update and

modify the skills achievement based on a player’s

achievement within the game.

• Single Sign-on - The game has to provide a com-

mon sign-in name with the GamES MOOC. Secu-

rity between MOOC and games uses standards for

secure authentication such as OAuth 2.0 Bearer

(Jones and Hardt, 2012).

• Skill - A skill belongs to a game, a Standard

and a player. Their accomplishment by a student

is modiﬁed through the plug-in from within the

game.

• Course - A course has a grade, a Strand or Do-

main, and an Anchor Standard or Cluster made

up of skills. A student is enrolled in a number of

courses according to grade.

• Off-Line - Skills scores must be kept on the de-

vice until an online connection is established. At

GamES MOOC - Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children

411

this time, the data has to synchronize with

the server.

6 CONCLUSION

The work described here presents an ongoing process

of establishing a community supported MOOC plat-

form for children. The inspiration for this project is

the lack of educational opportunities for so many chil-

dren. In some parts of the world, schools lack motiva-

tion for learning while in other parts, motivation for

learning is not sufﬁcient because no (safe) access to

(quality) education exists. The Common Core Stan-

dards were used to provide proven standardized con-

tent and sequencing. The platform was designed with

a critical and ﬂexible approach with an appropriate

architecture taking into account the target audience’s

life style and limitations, such as no access to teach-

ers, availability of mobile phones but rare Internet ac-

cess.

The topic of social networks, community support,

assessment and government certiﬁcation are impor-

tant next steps to tackle. These points are vital corner-

stones for increasing motivation and trafﬁc and pro-

viding rich content. The project provides an opportu-

nity for the community of educational games to coop-

erate. Many existing educational games can be con-

nected to the software without spending extra time on

building new games. This is especially relevant as the

number of educational games is rapidly growing. Lit-

tle work is done in academia in this area and it poses

immense challenges.

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