Digitalisation and globalization ever more determine people’s daily lives, offering a large variety of new visions and lifestyles and turning the world into “a global village”. Thus, there are increasing requirements in language learning as options of working and living abroad – especially within the EU. Even though English as the lingua franca is the most important foreign language, learning one or more of the other 23 languages spoken within the EU is advisable with regard to extended traveling/tourism throughout Europe as well as to the requirements in the world of work. Language learning, however, is largely restricted to schools, meaning that most students tend to become demotivated for the simple fact that it is mandatory. On the other hand, especially the younger generations, the so-called digital natives, have grown up with digital devices and games that usually require at least a minimum knowledge especially of English, usually hardly connected with learning effects produced at schools. Motivation can easily be hightened when relying on the “fun factor”, thus adding the incentive of voluntarily and by one’s own choice taking up the vocabulary and grammar of a foreign language needed to also get along in real life (intrinsic motivation). Combining the “fun factor” and the younger generations’ love of playing digital games with language learning, the project therefore aims at developing, testing and implementing an application for learning English, German, French, Spanish, Italian and Portuguese, on levels A1 and A2, as the underlying concept of an adventure game to be played on mobile digital devices. The app addresses young people aged between 12-17+, i.e. students at secondary level, using it both within the educational context and during spare time, as well as language learners of all ages who wish to learn any of the six most relevant European languages more playfully instead of or alongside ordinary learning at schools or courses. The project aims at developing an adventure game the contents of which include elements of virtual reality (VR) and augmented reality (AR), creating a game setting at the turn of ages between the Middle Ages and modern times, based on well-known tales and our common European history. Players will create their own individual avatars on a gender neutral basis also taking into account individual preferences as to profession, life etc. (e.g. a trade person, a knight, life in the countryside or a town). Players will have to interact online with other characters in the game and master challenges that they are presented with via books (AR elements) in which they find further information, thus stimulating reading and immersing oneself deeper into past and present aspects of our common European history, cultures, societies and economies. Even though the adventure app will mainly aim at motivating self-learning approaches and flexible, individualized progress, it is also considered to be used at schools, offering an innovative pedagogical tool in language teaching, introducing/furthering low-level implementation of digital devices. On a technical scale, the app will present incentives for immersing with various aspects of digital programming, enhancing interest in STE(A)M, maker education, DIY programming etc. Teaching personnel will be offered a manual and teaching material for full integration of the app and its contents both in language as well as cross-subject teaching (e.g. history, geography). Each player may choose their own pace of learning, which allows for a far better inclusion of students with learning abilities below average. Highly motivated students and those with higher learning abilities will be provided with additional challenges and tasks within the game. The app will also widen learning space and time as it provides the possibility of learning “on the go”, wherever and whenever the learner decides, thus allowing a more playful learning with much greater motivation. It will also enable them to learn several foreign languages if wanted, together with a local, regional, national and international community of players. The aspects of playing the game on an international European level and of its being based on the common European history along with the notion that language learning throughout Europe needs to be given joint, focussed interest has brought the partners of this project together: The Goethe-Institut as the coordinating institution has already cooperated with the UK partners in this project in a project on language learning in primary schools (2015-2018), yet with very different priorities and aims. The coordinator from the Goethe-Institut in London has already taken part in an eTwinning project with one of the partners in Italy. All the other new partners from Italy, France, Germany and Portugal have been included both for their expertise and in order to widen the existing partnerships.
The "Knights of the European Grail" project was implemented with the cardinal objective of revolutionizing the landscape of language learning, particularly focusing on European languages. Our aspiration was to bridge the gaps and overcome the inertia prevalent in traditional educational methodologies by fostering innovation, engagement, and a nuanced pedagogical approach, ensuring that the language learning trajectory is not only enriching but also aligns seamlessly with the predilections of the contemporary learner. Central to our objectives was the inception of an educational paradigm nurtured by gamification and technological ingenuity. A meticulous orchestration of resources was undertaken to cultivate a learning environment that is vibrant, dynamic, and adaptive, emphasizing the critical languages taught in our institution, namely English, French, and Spanish. Recognizing the potent influence of gamification, we envisioned a project that would intricately weave educational content within the fabric of mobile gaming, ensuring that learning is an immersive and captivating experience. Our endeavors were fueled by a collaborative spirit, leveraging the collective expertise and vision of various distinguished partners. A significant portion of the grant was meticulously allocated to facilitate robust project management, encompassing regular partner meetings, strategic workshops, and focused group discussions, which were instrumental in crafting individual storylines, dialogues, and operational facets of the project. The Goethe-Institut London emerged as a pivotal leader, orchestrating administrative precision, ensuring seamless contractual processes, budgetary oversight, and maintaining a synchronized rhythm among the partners, thereby nurturing a conducive ecosystem for the project's flourish. The invaluable contributions of each partner were instrumental in steering the project towards its envisioned objectives. Partners like the Association of Language Learning (ALL) were monumental in curating engaging content, mini-games, and steering pedagogical strategies to align the application with the educational landscapes of various regions, including the UK. In-depth research, strategic planning, and consistent engagement were maintained through meetings and collaborations, ensuring that the technological and content-related facets of the project were harmonized to resonate with the educational aspirations and needs of the learners. Emphasis was also placed on internationalization and the nurturing of intercultural values, leveraging the project as a beacon to illuminate pathways for enhanced global interaction, understanding, and collaboration. The ultimate vision was to transcend conventional boundaries, fostering an environment where language learning becomes a conduit for global connectivity, intercultural enrichment, and a harmonized understanding of diverse global perspectives. In essence, the objective was to curate a comprehensive, technologically enriched educational tool. This tool would not only be a repository of language learning resources but also a dynamic platform that fosters engagement, innovation, and a profound appreciation of linguistic and cultural diversity. Through meticulous planning, collaborative synergy, and a steadfast commitment to innovation and excellence, the project sought to redefine the contours of language education, ensuring it is attuned to the needs, aspirations, and imaginations of the contemporary learner.
We applied for the "Knights of the European Grail" project to innovate the language learning paradigm within the educational community by integrating new, captivating tools focused on European languages. The project was driven by an urgent need to evolve teaching methodologies to engage the young, digitally oriented generation more effectively. Traditional teaching resources, like books, have seen a decline in engagement among young learners. In contrast, mobile gaming has surged, presenting a potent platform to transpose educational content, making learning more immersive and appealing. One of the salient needs addressed by this initiative was enhancing the language and digital literacy skills of both educators and students, ensuring they are well-equipped and versatile in a progressively digital world. To do this, we curated a consortium of diverse, esteemed partners, each bringing unique expertise and contributions to the project. For instance, the Association of Language Learning (ALL) significantly contributed to content creation, language games, and various educational resources, enriching the project with their deep understanding of the UK’s education system and language learning nuances. The array of collaborators, such as the Goethe-Institut, Instituto Cervantes, and the University of Reading, among others, bolstered the project’s multifaceted approach. Each partner played a pivotal role, ranging from content creation, technical enhancements, historical and cultural research, to the strategic evolution of the project, ensuring a robust, well-rounded execution. The synergy of these collaborations facilitated the development of a game-based approach, prioritizing contemporary learning preferences, fostering an environment conducive to improving language acquisition and digital proficiencies. This project, therefore, stands as a testament to the power of collaborative innovation, adapting to the dynamic landscapes of education and technology to meet the needs of modern learners and educators. The collective endeavor successfully navigated through challenges, including those imposed by the pandemic, ultimately achieving its objectives and solidifying its place as a pivotal initiative in revolutionizing European language education methodologies, aligning with the technological inclinations of today's learners. The project embodies a coherent synergy with overarching educational objectives, heralding a future where language learning is synonymous with engagement, innovation, and adaptability.