Both findings of Chapter 1 and Chapter 2 are merged into the conceptualization of A City Hero in Chapter 3¸ where different Game Design aspects for this game are considered and proposed, based on this thesis's academic findings. The second chapter offers insights on the interaction, narrativity, player-avatar identification, immersion, and non-textual-feedback affordances of digital Role-Playing Games, and how this genre has proved to be efficient for foreign language acquisition in the hearing and reading competences. It proposes the Google Cardboard as a teacher-friendly and economic option to implement VR gaming in classrooms, as also noted in academic articles. This thesis also relies on academic articles on the employment of Virtual Reality and its interactivity and immersion possibilities compared to keyboard and mouse.
In Chapter 1, it refers to different academic approaches and reflections on Serious Games, while giving examples of the use of Serious Games and Virtual Reality for language and school content learning. This thesis considers the academic fields of Serious Games, Game Studies, and Media Studies to offer a solid theoretical framework.
To achieve this goal, this thesis offers the conceptualization of a Serious Game in the Role-Playing-Game genre with a Virtual Reality Interface in Chapter 3, called A City Hero. This thesis postulates the possibilities of Serious Games in the Role-Playing-Game genre for reinforcing second language acquisition in school students with a migration background, while employing the Virtual Reality interface and considering teacher and school staff contexts and backgrounds. Nevertheless, proper instruction of teachers on the use of Virtual Reality gaming is absent, and sometimes logistic, media-related and school curricula backgrounds are not thoroughly considered. As school teachers might struggle to find time and educational resources to support young learners in their language acquisition, the possibilities and advantages of video games for learning, also in a Virtual Reality interface, offer a playful, entertaining and digital tool for teachers and kids. This exploration is both playful and educational and is based on an organized scheme of escape room quests and puzzles, remote / virtual and live / in situ tours whereas the digital escape room infrastructure is suitable both for mobile devices and PCs.įoreign language acquisition and its reinforcement is a current challenge in many countries facing a high migration flux, where many idiomatic backgrounds gather in public spaces. Thus, aboard the "vehicle" of literature, the player has the opportunity to explore different regions of the country. Based on the triptych: digital educational escape game, literary text, cultural landscape, the project "Escape through Culture" integrates in its thematic framework cultural points of interest in Greece, as well as relevant literary texts and targets a bilingual audience in order to recreate and educate (Galani et al., 2022). This paper reflects the rationale and development methodology of the project "Escape through Culture", that concerns the design and development of digital educational escape games aimed at creating a cultural but at the same time educational experience for the player.
In addition to their purely recreational character, digital escape rooms quite often exploit an educational dimension and are aimed at a more specific audience that wishes to combine entertainment with learning.
At the same time, the rapid growth of the digital games industry and the increasing engagement of people with digital technology has led to the creation of a new hybrid type of escape room, the digital escape room. From their early days, escape rooms have become a popular form of entertainment aimed at a wide age range, but especially young adults.
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