A proposal for mobile game based learning to promote knowledge of the A Famosa fortress

Mohamad Izani 1, Michael Grant 1, Aishah Razak2

2

Department of Architecture, Strathclyde University, United Kingdom School of Computing, University of the West of Scotland, United Kingdom
{mohamad.zainal-abidin, p.m.grant}@strath.ac.uk {Aisya.Razak@}@uws.ac.uk

Abstract. The A Famosa fortress in Melaka is an important historical site which offers a significant insight into the history of Melaka and Malaysia. A research project was carried out over the period between 2007 to 2010 in order to develop a conjectural layout of the original fortress with the aim of developing a 3D model for use in future conservation and heritage projects. Based on the results of an evaluation of the final output, it was found that the 3D model had the potential to improve users knowledge of the fortress. From this context, the current research is aimed at an investigation of how a Game Based Learning methodology could be utilised to support an enhanced learning environment in respect of delivering accessible knowledge regarding the site and its heritage. The objective of this project is to present the history of A Famosa in a more effective and exciting way. The 3D model of the fortress will be integrated into online mapping and a game storyline will be developed. Multimedia elements such as audio, video and text will be embedded in the game-play. We will propose how this application is structured, its game play, features and future recommendations. In addition, illustrations and a proposal as to how this application could be implemented on site are also presented. Keywords: Game-based learning, historical heritage, game-play, A Famosa

1 Introduction
Preserving our historical heritage is increasingly important as it can play a large part in defining a peoples national identity. By preserving historical sites such as the A Famosa fortress, it is possible to retain the potential of exploring the rich culture, political, social and educational values for future generations. Previous research focused on preserving and developing existing and conjectural knowledge through the development of the the A Famosa 3D model. The resulting 3D model of the fortress has itself become a repository of new knowledge, along with accepted history, and should be seen as a useful mechanism for dissemenation. In this case, the use of mobile game based learning as an agent to promote knowledge is significant largely because of its engaging features for learning. This paper emphasises the advantage of

using game based learning for integrating factual and historical theories in the design of a meaningful platform through which it becomes possible to learn history in an entertaining, interactive and engaging environment. Kiili [1] explains, "Games are designed to generate a positive effect in players and are most successful and engaging when they facilitate the flow experience". Historically, the A Famosa fortress is one of the oldest partially extant European buildings in Melaka, Malaysia. It was built in 1511 and survived through a number of occupations until the British took possession of Melaka in 1795. Melaka was largely destroyed during the period of British occupation in 1807. Table 1 shows the timeline of occupation in Malaysia and Figure 1 shows the remain of the fortress which are still standing.
Table 1. Timeline of occupation in Malaysia

Conqueror Portuguese Dutch British

Occupation 1511-1641 1641-1795 1795-1957

Fig. 1. Remains of the fortress, Porta de Santiago gate

The preservation of this artifact of Malaysias historical heritage has recently become more significant due to the city of Melaka being listed through UNESCO World Heritage. However, the physical preservation or recreation of the fortress would imply an impractical timescale and the prospect of rebuilding the entire fortress on the site is now impossible because the location has been subsumed by the contemporary development of the city. Recent research by the authors in the area of digital preservation has been targeted at investigating the potential for developing a computer model derived from existing and conjectural information in order that the model could then be used to explore and ultimately explain the layout of the original fortress.

1.1 The digital modelling of the fortress The digital preservation of the fortress is summarized in 3 stages which are: 1) Development of conjectural layout 2) 2D Sketches of the fortress elements 3) Transforming 2D to 3D model. Figure 2 shows the framework for the data verification process used to develop the conjectural layout. Detailed works can be found in [2,3,4,5].

Fig.2. Data verification process framework

The next stage was preparing sketches of the fortress in 2D. These sketches were prepared based on the collected visual data of the fortress and through observation and comparison with similar remaining fortress such as Fort Galle in Sri Lanka and Fort Aguada in Goa, India. Figure 3 presents some of the sample sketches of the fortress elements.

Fig. 3. Pre-visualised sketches of two fortress bastions

The final stages was to transform the 2D sketches to 3D. The process of 3D modelling began with the mapping of the verified conjectural layout in 2D onto satellite image data. The layout has been projected based on the physical remains of the fortress as shown in the satellite images. During this stage it was critical to be able to match the location of the layout with the existing topology. The data in Figure 4 has been used as the base for the modelling process which commenced with the modelling of the fortress site topology. This involved modelling the river, the seaside aspects of the fortress and the landform. On completion of the prior process the fortress outline can be extruded to define the perimeter wall and consequently the 3D models of the fortress elements, such as bastions, gates, walls, ramps and passageways can then be included. Since the fortress elements are modelled individually, any further detail development and amendment can be performed separately. Polygonal modelling has been fully used to model the entire 3D model. Some important aspects of the fortress have been selected and rendered as final images as shown in Figure 5 below.

Fig. 4. Conjectural layout of the fortress wall for 3D model base

Fig. 5. Rendered images of the fortress

1.2 Evaluation A trial evaluation was carried out to determine and identify the effectiveness and importance of aspects of digital preservation as exemplified by this 3D model. The results were encouraging and served to justify the importance of further development of the 3D model for use in underpinning applications to be used in fields such as education, research and tourism in Malaysia. One of the findings was the need to utilise an interactive approach like those available through the technologies employed

in game engines and the use of multimedia to expand, deepen and enhance the architectural educational experience. It has been recognised that through increased functionality this and similar tools can be utilised as an instrument of learning employing graphics and animation to aid in the reconstruction of past architectural and urban planning legacies.

2 The Proposal
Following the recommendations from the evaluation process, it was proposed that a further development of the project might be to utilise the 3D model in a mobile gamebased learning application. The ability of modern smartphones offering the capability to leverage multimedia functionality and enhanced computing power is potentionaly revolutionary. [6]. This proposal seeks to take advantage of these features to deliver enhanced content. The use of a game-play based approach has been proven to offer an excellent educational tool, particularly in regard to learning and discovering more about historical sites [7]. The objective of this application is to educate visitors to the A Famosa site in regard to the history and architecture in both a fun and ultimately interesting way. Using this approach it is hoped to demonstrate the ability to stimulate visitors imagination and curiosity towards the subject matter. This approach is inspired by the project Explore! [8] and has been developed on the theme of a treasure hunt game. The game is designed to suit visitors aged from teenagers to adult and where they can move freely around the site using their intelligence and imagination to solve the clues while exploring the fortress. Figure 6 presents the game stages, location and activity at each stage.

Fig . 6. Stages involved in the game, location and activity at each stages 2.1 How to play the game The first stage of the game is the briefing. Visitors who are interested in exploring the site through the game based learning approach will meet with the game master at the visitor information center. The game master will explain the concept of

the game, the areas involved and the rules. Each player will be supplied with a copy of the site map, answer sheet and the first clue. The clues will take the players to locations within the fortress and once the players have completed all the clues, he/she will have explored the whole fortress. To play the game, visitors are required to have a smartphone with GPS navigation and bluetooth enabled to receive multimedia messages and clues. The second stage is the game play stage. With help from the map and GPS navigation, the player will need to go the location specified in the first clue to find the first answer key. The locations involved in this game are selected based on the significant areas of the fortress such as, for example, the bastions, gate and the remain of St Pauls church. Once the player reaches the correct location according to the clue, they will then receive a message on their mobile phone through bluetooth. The message will consist of information about the location and also its 3D visualisation. The whole idea is illustrated in Figure 7 and all hot spots of this game are depicted by circles.

Fig.7. Animation presentation clip at the information center The clip, consisting of a voice over and background music, will show the actual construction of that area, reconstructions from the 3D model, background information and its purpose. For instance, at the Frederick Hendrick bastion, visitors can compare the 3D model of the bastion with the excavated site. Figure 8 shows this comparison. From the clip, the player will find the answer key to be put in the answer sheet and the next clue. Stage 3 is the debriefing stage. Once all answer keys in the answer sheet are found, the player will return to the visitor's centre to get their reward and receive the debriefing about what they have learnt regarding the fortress. A video presentation of

the complete history and architecture of the fortress in 3D will be shown to the visitors/players (Figure 9).

Fig. 8. The actual Frederick Hendrick bastion (left) and 3D model (right)

Fig. 9. Proposed video presentation hall for 3D animation video presentation

2.2. Game tool The game tool for this application will be developed to send video clips of information about this fortress via multimedia messages once the visitor approaches the correct location. The 3D model of the fortress will be embedded in this application as an interactive map. An example of the map is shown in Figure 10. The player can choose to accept or ignore the message in order to procede at their own pace.

Fig. 10. Example of the fortress layout plan

3 Conclusion and future work

With a competitive market for todays mobile technology, advanced mobile systems have become more accessible, ubiquitous and affordable. The increasing adoption of smartphones offers an advantage for the extension of previous research in developing an application to learn history through game-based learning methods. This approach uses a treasure hunting metaphor as a game-play to encourage visitors to explore and develop their understanding about the A Famosa fortress. Based on the previous evaluation [5], it is clear that preserving the fortress in a computer based 3D model format can help provide a clearer view regarding its background and history and through enhanced accessability provide a wider dissemination of knowledge. Following these findings, it is hoped that this application may provide an innovative approach to engage visitors' interest and through this extend their knowledge by assisting them to learn more about historical buildings. It is believed that this application offers a good approach to engage visitors' interest towards this goal. For future improvement, it is suggested that development of this application would be directed towards enabling independent game play and would offer an automated approach which would then allow visitors to participate without any guidance from staff in the role of a game master although this would require more IT infrastructure at the location. Future development would also seek to incorporate more game-play content such as increasing the number of game types and improving in game features. Other possible areas of research would seek to incorporating augmented reality and a greater degree of interactive content, these features might be developed in order to provide a more experiential degree of interaction. It is recognised that in the near future there will be a growing need for innovative and accessible technologies to disseminate and educate future generations, a situation in which computer modeling, interactive computing and mobile devices will find an important role.

References

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