O n f e r e n c e

 
Method
 
Game-design
The 
app
we have designed consists of two parts. The first part has three levels, each one 
offering 3 mini-games that can be played offline. The second one is a collaborative 
murder game (4th level), called 
Catch me, if you can!
Whilst the mini-games aim to 
provide learners with new vocabulary input and are being played individually, the 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
collaborative murder game aims to provide learners with opportunities to apply the 
previously acquired vocabulary in real-world interaction with peers.
This means that in order to complete the game task successfully players need to 
communicate and negotiate in the target language by using the text-chat for gathering 
and exchanging information with other game-players. This 4th level can only be played 
online, and needs a server properly be configured to accept connections from the 
student
s’ apps. In the following we will offer a short description of each game
-level, its 
topics, goals as well as the language competences which are being trained (
see
Table 1). 
Table 1: Game-levels 
Test design
As can be seen from the table above each level focuses on different topics, game tasks 
and language competences. The latter include mainly listening, reading and writing. 
Additionally and in order to guide students during their learning process the game 
features different kinds of feedback information. This is delivered either by instant 
feedback on players’ task performance (correct/ incorrect) (
see
Figure 1) or by more 
detailed feedback at the end of each game-task (
see
Figure 2, where a student receives 
a report on his wrong answers).
Figure 1: Instant feedback Figure 2: Explicit and more detailed feedback 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
More detailed feedback is delivered especially in those cases where game-tasks are more 
complex and players are asked to write in the target language.
In this case feedback is delivered by the system and indicates to each player, both the 
mistakes committed by him/her as well as the possible answers required to complete the 
game-task successfully.
Furthermore by integrating a time-limit and an additional score-system we aimed to 
make the game not only more engaging and challenging but also more effective in terms 
of learning outcomes. Thus students were not allowed to pass to the next game-task 
until they achieved at least 90% of the total game scores.