In e ac i e, au hen ic, game ul
e-lea ning concep s o he
o eign language class oom
Lau a Pihkala-Pos i
In oduc ion
This chap e aims a p esen ing a so o snapsho na a i e o my
cu en esea ch, i.e. some cen al aspec s o my in e disciplina y
cumula i e disse a ion. The s pecial ocus l ies on he a spec s ha
ha e been deeply in luenced by bo h my eache educa ion s udies
in he ea ly 90s a he Uni e si y o Tampe e and by my mas e ’s
s udies in educa ional sciences s a ing in he yea 2008. My pu pose
is o subs an ia e a ew pedagogical in en ions wi h he mul imodal
in e ac i e language lea ning concep s I ha e been designing. I also
in oduce connec ions in my eaching in e en ions o lea ning
app oaches (o concep s), such as holis ic concep ion o he human
being, au hen ici y, expe ien ial and si ua ed lea ning, lea ne
Ee o Ropo & Rii a Jaa inen (eds),
Subjec Teache Educa ion in T ansi ion: Educa ing Teache s o he Fu u e
Tampe e: Tampe e Uni e si y P ess, 137–177.
h p://u n. i/URN:ISBN:978-952-359-016-8
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Lau a Pihkala-Pos i
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au onomy, agency and iden i y building, dialogue, collabo a ion, as
well as in e cul u al encoun e s and communica ion. The snapsho
app oach means ha he esea ch p ocedu es, di e en in e en ions
and hei esul s a e no desc ibed in de ail he e. Se e al publica ions
al eady comple ed and a ew mo e in pa allel p epa a ion will
comple e he ask, as well as he abs ac , in oduc ion and conclusion
o my PhD disse a ion (Pihkala-Pos i 2011; 2012a, b, c; 2013; 2014a,
c; 2015a, b; 2016; Pihkala-Pos i & Uusi-Mäkelä 2013; Pihkala-Pos i e
al. 2014, Kallioniemi e al. 2014; 2015).
Theo e ical and concep ual ames
A leading heme in my esea ch is he concep o au hen ici y. This is
hanks o P o esso Pauli Kaikkonen who was he lec u e in language
didac ics o he s uden s o Ge man in 1993–1994, when I comple ed
my subjec eache educa ion s udies in he Uni e si y o Tampe e.
Au hen ic o eign language lea ning is enhanced h ough
in e ac i e and e lec ed encoun e s when using a o eign
language. Obse ing and es ing meanings in eal-li e
linguis ic-cul u al si ua ions play a signi ican ole in
au hen ic o eign language lea ning. (Kaikkonen 2002b,
40). [T ansla ion om Ge man o iginal: Au hen isches
F emdsp achenle nen wi d du ch in e ak i e und e lek ie e
E ah ungen übe den emden Sp achgeb auch ge ö de ,
wobei Wah nehmung und Bedeu ungsübe p ü ung in
wi klichen sp achkul u ellen Si ua ionen eine wich ige
Rolle spielen. T ansla ed by Pihkala-Pos i].
In addi ion o he emphasis on he in e ac ion wi h people o a
a ge cul u e (na i e speake s) and he au hen ic media o a a ge
cul u e (newspape s, books, adio, TV, ilms, websi es) as a second
dimension o au hen ici y, he au hen ic class oom communica ion
and ou pu o language lea ne s, e.g. abou hei own li es, in e es s
and expe iences, ha is, he communica ion abou “some hing eal
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
139Subjec eache educa ion in ansi ion
and p esen ”, a e also highly impo an . Acco ding o many s udies
conce ning he b ain, pa icula ly hose pe aining o lea ning and
mo i a ion esea ch, o example, ac i a ing and s eng hening he
language use s’ own meaning s uc u es o enhance lea ning is
essen ial (e.g. Ga ne 2007; G ein 2013). In he bes -case scena io,
discussions abou “one’s own” lead o u he e lec ions on one’s own
cul u e, which is essen ial o be able o p epa e o he encoun e s
wi h o he ness (Kohonen 2001; Jaa inen 2001). As a eache , I ha e
ied o de elop my eaching and educa ional ma e ials, pedagogical
app oaches as well as he local cu iculum in o de o implemen
language educa ion ha enables my s uden s o expe ience au hen ic
communica ion in he o mal school con ex . My pu pose has been
o de elop hei language lea ne iden i ies owa ds open-minded
in e cul u al ac o s (Kaikkonen 2001; 2002a, b; 2012). As no ed in
his chap e , I ha e expe imen ed and de eloped he use o online
applica ions o his pu pose o 15 yea s.
The au hen ic app oach in his esea ch emphasises he ole o
dialogue, e lec ion and unde s anding in he he meneu ical sense,
and ep esen s a holis ic iew o he human being (c . Leh o aa a
2001; Rauhala 1983). Lea ne au onomy (Ko honen 2016; Jiménez
Raya & Lamb 2008; Kohonen e al. 2001), he e, is p esen h ough
he mo e isible/conc e e concep o lea ne agency ( an Lie 2010;
Kohonen 2010). Acco ding o my unde s anding and expe ience, i s
de elopmen is c ucial and also a p e equisi e o he de elopmen o
lea ne au onomy (c . also Kaikkonen 2012). I is an ac i e a i ude
o a pe son owa ds he o he s and he wo ld, which is e iden in he
in ension and willingness o engage in dialogue and in e ac ion.
Indi idual men al knowledge is gene a ed in in e ac ion
wi h he en i onmen , shaped by he quali y o he
in e ac ion. The pupil has an ac i e ole in his p ocess,
cons uc ing hei subjec i e pe sonal knowledge and
meaning. Dialogue en ails essen ially openness o he o he
pe son and o he subjec ma e a hand, a willingness o
unde s and he di e si y o iews and opinions. (Kohonen
2010, 4.)
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In he con ex o his chap e he in e ac ion be ween he lea ne s
o en happens i ually, some imes be ween jus a lea ne and a(n)
(in e ac i e) pla o m.
Focusing on lea ne agency does no mean lea ing he lea ne s
on hei own, on he con a y. The ole o he eache me ely changes
om he adi ional one. The eache ’s new ole is ha o a lea ning
ca alys , egula o and o ganize . The concep o co-ope a i e
lea ning, nowadays e e ed o as collabo a i e lea ning (see, e.g.,
A nold 2003 o he di e ences be ween hese concep s), plays a
cen al ole in my esea ch and educa ion. In he Cen al Eu opean
con ex , he popula concep Le nen du ch Leh en (Ma in 1996) is
pa allel o his co-ope a i e app oach. The cen al idea is o ac i a e
and deepen he lea ne s’ knowledge cons uc ion by le ing hem i s
lea n some hing and hen each i o o he lea ne s. I is impo an
o in e change he composi ion o he lea ning g oups collabo a ing
on he mic o-le el; some imes i is good o s udy in he e ogeneous
g oups whe e he mo e ad anced lea ne s each hose who a e no
as a ye and a e challenged by he example o he mo e ad anced.
Howe e , i is also impo an ha he s uden s who a e en husias ic
abou a heme, o example, a e allowed o wo k in he same g oup and
sha e hei knowledge and passion oge he . Then, posi i e emo ions
ha a e ac i a ed p omo e lea ning (see Kohonen e al. 2001 and
G ein 2017 conce ning he ole o emo ions in lea ning). F om he
pe spec i e o he Vygo skian zone o p oximal de elopmen , wo king
in homogeneous g oups is also impo an . In his si ua ion, he g oup
membe s sha e a mo e equal zone o p oximal de elopmen whe eby
hey can p omo e each o he ’s lea ning by challenging each o he
in a easonable way - as we know, oo li le and oo much challenge
a e bo h de imen al o a lea ne . The e o e, bo h a sui able zone
o p oximal de elopmen as well as ele an sca olding a e o high
impo ance. As a consequence, bo h pee suppo by he co-lea ne s
and by he didac ic expe , he eache , in pa icula , ha e a high alue
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
141Subjec eache educa ion in ansi ion
in lea ning new hings (Lan ol & Tho ne 2006; Eskelä-Haapanen
2012).
Online pla o ms o e a ious oppo uni ies o lea ning
dialogues and engaging in collabo a ion and pee suppo , which
will be exempli ied in his chap e . I should be no ed ha indi idual
lea ning me hods a e needed, as well. Some s uden s simply p e e o
wo k alone and o cing hem o always wo k ou side hei com o
zone would be disc imina ing. Wha is mo e, indi idual p ocessing
is always equi ed o some hing o become pa o he indi idual’s
knowledge s uc u es. Nei he a s ic ly collabo a i e app oach
no only wo king alone su ice as a balanced and ai pedagogical
app oach - bo h a e needed.
The Common Eu opean F amewo k o Re e ence o Languages
has played a cen al ole in my hough s when p ac ising he di e en
skill a eas in communica i e compe ence (Council o Eu ope
2001). On he one hand, he equal impo ance o / ocus on spoken
communica ion and ac ion o ien a ion in CEFR and, on he o he
hand, he lack o possibili ies o o al p ac ice in he i s gene a ion
o web-based solu ions ha e s ongly in luenced my esea ch ocus.
In addi ion, i is an e e nal challenge o be able o include eal ac ion-
based communica ion oppo uni ies in he class oom, as impo an as
i would be (c . Pihkala-Pos i 2014; 2015a, b; 2016; o he cons uc ion
o ac ion schemes, see also Aebli 1991).
In his chap e , I will show and epo abou a ew impo an
solu ions included in my esea ch p ojec . As a syn hesis, I ha e
connec ed cen al ideas o hese s eams o my own expe iences
wi h and knowledge o he mediamo phosis/changes in he media
wo ld (e.g. Luukka e al. 2008; Fidle 1997; Gee 2003; 2004; P ensky
2001; Ca 2010; Small & Vo gan 2008; Pihkala-Pos i 2012a, b). This
includes, among o he hings, he challenge o keeping s uden s
in e es ed in lea ning se e al o eign languages while, a he same
ime, hei wo kload is inc easing in he compulso y school subjec s
(Pihkala-Pos i 2012a, b). One ac o ha explains his is he g owing

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gap be ween in o mal and o mal in o ma ion p ocessing s a egies.
This leads o a si ua ion in which e.g. s a egies and ou ines o
wo king wi h longe linea ex s and memo ising con en s by hea
ha e dec eased, bu hei use in school con ex is s ill ema kable.
This leads o a so o capaci y dilemma. (Rosén & Gus a sson 2016;
Pihkala-Pos i 2012a.) Acco ding o my e lec ions, in his ype o
si ua ion, whe e pupils need o become mo e deeply mo i a ed and
in ol ed in o de o engage in a mul ilingual lea ning app oach, he
key issues a e, among o he hings, c ea ing an a mosphe e o espec
and suppo di e en ypes o lea ne s as membe s o a lea ning
communi y (Gie e & Mille 2006). Fu he goals a e o suppo
language lea ning as pa o he lea ne ’s pe sonal iden i y building
p ocesses and o suppo he s uden s eaching hei own lea ning
goals. Fu he mo e, he pedagogy o encoun e s and combining
in o mal and o mal lea ning play an impo an ole he e (P ensky
2001; Gee 2007; also Kohonen e al. 2001).
Waypoin s o he esea ch jou ney
In he ollowing, he esul s o my in e disciplina y PhD esea ch
p ojec a e b ie ly desc ibed. My esea ch me hodology is based on
he ideas o ac ion- and design-based esea ch bu ha e hei oo s
deep in he he meneu ic adi ion. This means ha he goal is o
each a deepe unde s anding o di e en aspec s in o eign language
lea ning and eaching ha play a ole in lea ning communi ies and
lea ning iden i ies o di e en ypes o lea ne s. Du ing my PhD
p ojec , mul imodal, collabo a i e, expe ien ial, ac ion-based and
au hen ic web-suppo ed concep s ha e been de eloped o he
con ex o o eign language educa ion (Pihkala-Pos i 2014c; 2019
manusc ip ). Ideas o gami ica ion ha e also been applied (Pihkala-
Pos i 2015a, b; Kallioniemi e al. 2015). The cen al issue has been
o suppo he de elopmen o lea ne agency as well as skills o
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
143Subjec eache educa ion in ansi ion
in e cul u al communica ion (Pihkala-Pos i 2012a, b; 2015a; 2016;
2019 manusc ip ).
To ind as ealis ic and au hen ic app oaches as possible o de elop
he di e en a eas o he communica i e compe ence in a o eign
language, se e al Web 2.0 ools and pla o ms ha e been used in
a ious in e en ions on di e en school le els, om p ima y school
up o uni e si y as well as in in e na ional co-ope a ion (Pihkala-
Pos i 2011; 2012a, b; 2013; 2014a, b, c; 2015a, b; 2016; 2019 manusc ip ).
They a e Wo dp ess blogs, Wikispaces-wikis, Wo dle-wo dclouds,
YouTube- ideos, a ious oice eco ding and ideocon e encing
pla o ms, he in o mal webgamewo ld Minec a and, inally, he
embodied, collabo a i e language lea ning en i onmen Be lin
Kompass c ea ed in ou mul idisciplina y p ojec Ac i e Lea ning
Spaces a he Uni e si y o Tampe e. Also, Ci yCompass – a di e en
use in e ace ealiza ion o he idea o Be lin Kompass was de eloped
and es ed. Special emphasis was placed on he de elopmen o o al
communica ion skills which had been dis ega ded/ igno ed in he
i s gene a ion o he web-based app oaches, whe e mos ly w i en
communica ion ook place (c . Pihkala-Pos i 2011; 2012a, b; 2013;
2019 manusc ip , Kallioniemi 2018).
Bo h ma e ial and me hod iangula ion ha e been essen ial
elemen s in he esea ch s a egy. S uden eedback, eache
obse a ion, eco dings o he lea ning si ua ions on he pla o ms
and s uden ou pu ha e all se ed as my esea ch da a. (Pihkala-Pos i
2011; 2012a, b; 2013; 2014a, b, c; 2015a, b; 2016; 2019 manusc ip .)
S ep 1. Social media, ideocon e encing and oice applica ions
In he i s pa o my esea ch p ojec , I implemen ed eaching
in e en ions wi h di e en web ools ha enable o al communica ion
in o de o s eng hen he ole o o al communica ion. The said ools
included ideocon e encing wi h iVocalize and Adobe Connec P o,
in addi ion o o he applica ions, such as Skype, Voca oo, Voxopop,
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Voice h ead and, no o o ge , he mos popula ool o all used in
he eaching, a leas acco ding o my esea ch (Pihkala-Pos i 2012b;
2013; 2014c; 2019 manusc ip ), YouTube.
Voca oo, a simple ool enables he online eco ding and embedding
o sho o al commen s o a web-page (e.g wiki, blog, Facebook) o
emailing o eco dings o a ecipien . Commen s ela ed o di e en
hemes we e eco ded by he uppe seconda y school s uden s. The
hemes had o do wi h he s uden s’ own e e yday li e: hei iends,
hobbies, housewo k, e c. Voki-messages, i.e. (s uden ) eco dings
spoken ou by (speaking) a a a s we e also explo ed bu no used
ex ensi ely. One e ec wi h using an a a a is o each a ce ain
dis ance o onesel jus by hea ing he oice bu no seeing he speake
him- o he sel , which could minimize he social p essu e o alking
compa ed o pe sonally p esen ing some hing in on o he class, o
example. (Pihkala-Pos i 2014c.)
Voxopop is an online discussion o um pla o m whe e he
discussion inpu is eco ded as chains: an ini ial eco ding is made
by someone and a e ha commen ed by o he s, o p incipally, also
by he ini ial pe son him- o he sel (un o una ely he Voxopop
pla o m was closed in au umn 2017). My aim was o c ea e an
asynch onous online dialogue be ween he eache and he s uden s,
i.e. a discussion communi y. The supposed ad an age o his pla o m
was ha i would be possible o he s uden s o lis en o he ou pu
and o conside in peace, how o eac upon i . This would especially
suppo he ypes o lea ne s ha need ime o o ganize hei ideas
in o wo ds. A discussion chain including inpu bo h by he eache
and he s uden s would hope ully enhance pee lea ning.
In he sp ing semes e 2012, Voxopop was used o he i s ime in
GFL (Ge man as a o eign language) eaching a he language cen e o
ou uni e si y in h ee cou ses wi h a ocus on o al communica ion.
Di e en discussion asks we e assigned o s uden s and he eache
eco ded he assignmen ins uc ions. Each s uden lis ened o
he eco ding and he possible p e ious commen s eco ded by he
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145Subjec eache educa ion in ansi ion
o he s uden s in he cou se. Then he s uden s added hei own
con ibu ion o he assignmen , and he eache eco ded a eedback
commen on each s uden ’s con ibu ion. The s uden s we e hen
able o lis en o he eedback. The s uden s exp essed hei opinions
on a ious opics; he discussions o med “chains” h ough which
hey p ac ised a gumen a ion in he a ge language. The opics o
discussion included he ole o mass media e sus In e ne , inancial
sa ing measu es, s uden li ing, obacco consump ion, women and
ca ee s, e c. Also, he s uden s made summa ies o lec u es gi en by a
se ies o Ge man language specialis s and subsequen ly eco ded o al
p esen a ions abou hem.
The majo i y o he s uden s saw ha o he i s ime o al
exe cises could be done as homewo k, which was conside ed o be
impo an and use ul. The mos common c i icism ha indi idual
s uden s exp essed was ela ed o echnical p oblems ha had
occu ed du ing eco ding. The s uden s did no eac nega i ely
o he pedagogical se ing, bu none heless some s uden s p e e ed
ace- o- ace in e ac ion. The eache ound ha he sho samples o
o al speech p o ided he wi h a mo e e sa ile pic u e o wha he
s uden s’ o al skills we e like. In addi ion, he s uden s el ha he
pe sonal o al eedback (asynch onously) was an ad an age. E en i
i p o ed o be ime-consuming, he s uden s ound i pe sonal and
aluable. The nex s ep could ha e been ha , ins ead o he eache ,
he s uden s had s a ed discussions on di e en hemes. (Pihkala-
Pos i 2014, 210)
I was nice o do hese exe cises a home, and i was possible
o eco d he ask as many imes as I wan ed, un il I was
sa is ied enough wi h he ou come. In addi ion, i was
nice o lis en o he p esen a ions o o he s as long as hey
we e no oo long. My lea ning is enhanced by he use o
di e en eaching me hods and ools. Especially in speech
p oduc ion, and also in o he o al exe cises, he use o
echnology b ings new oppo uni ies. Too li le speech
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non e bal communica ion, which howe e , is an impo an pa o
communica i e and in e cul u al compe ence. In a ideocon e ence
wi h a webcam, his is possible o a limi ed deg ee, e en hough
he nuances o his in e ac ion canno be compa ed o ace- o- ace
communica ion. Also, he use o ideos makes he passi e obse a ion
o non e bal ma e s possible. (Pihkala-Pos i 2012b, c; 2014c; 2019
manusc ip .)
Conclusions: S ep 1
The s uden s’ eedback on he use o di e en applica ions and
pla o ms ¬was e lec ed in and combined wi h my own obse a ions
and in hose cases whe e I was no he eache o he g oup, bu he
in e en ionis esea che , wi h he eedback and obse a ions o
he ac ual eache s. I became a he clea ha a ele an app oach
mus include a pedagogically measu ed mul i ace ed combina ion o
di e en ypes o applica ions and wo king s yles in o de o sa is y
he di e en ypes o lea ne s, suppo and challenge he whole
language lea ning communi y in a e sa ile way (Allw igh 2006;
Kohonen e al. 2001; Pihkala-Pos i 2013; Pihkala-Pos i & Uusi-Mäkelä
2013; Pihkala-Pos i 2014a, b, c; 2019 manusc ip ). S ill, mo e a ia ion
and di e en app oaches we e added o mee hese equi emen s e en
be e (e.g. Schupmann 2015; G ein 2013; Co ield e al. 2004; Pihkala-
Pos i 2014c; Pihkala-Pos i 2019 manusc ip ).
Based on he knowledge ha I ha e acqui ed since my eache
educa ion, ac ion-based app oaches seemed o be he mos ele an
ones in o e ing a holis ic communica ion con ex , compa ed o,
o example, he adi ional ex book-o ien ed app oach, bu also
wi h w i ing o speech applica ions used du ing he i s pa o my
esea ch p ojec (Pihkala-Pos i 2014c; Pihkala-Pos i 2019 manusc ip ).
Al hough p aised as one o he mos e ec i e ways o enhance
lea ning, he concep s such as lea ning by doing and expe ien ial
lea ning (Dewey 1915; Kolb 1984; Gee 2004; Ald ich 2005) ha e,

In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
153Subjec eache educa ion in ansi ion
acco ding o my expe ience, no managed o become he mains eam
in schools (Pihkala-Pos i 2015a; 2016; 2019 manusc ip ; Kallioniemi
e al. 2015). They a e occasionally used as an en iching me hod almos
e e ywhe e bu seldom play a cen al ole (Kallioniemi e al 2015). The
p ac ice o (o al) communica ion si ua ions in a no mal class oom
en i onmen s ill o en emains a a ela i ely non-au hen ic le el
(Pihkala-Pos i 2016). I mean he eby ha a oo o en isola ed ph ases
and sen ences a e p oduced, wi hou any eal possibili y o p o ing
hei ac ual communica ional ele ance (Pihkala-Pos i 2014 a, b, c;
2016; 2019 manusc ip ). This means ha he e a e no expe ien ial
consequences, al hough e.g. ad ice was inco ec o misunde s ood
by he pee (Pihkala-Pos i 2014a, b, c; 2016; 2019 manusc ip ). In eal-
li e communica ion si ua ions, he desc ip ions mus be adequa e in
o de o lead o a desi ed goal. New echnology-suppo ed ac ion-
o ien ed app oaches seem o o e p omising oppo uni ies o c ea e
expe ien ial and ela i ely au hen ic communica ion and ac ion
en i onmen s o he o mal con ex (Pihkala-Pos i 2014a, b, c;
2016; 2019 manusc ip ). Minec a and Be lin Kompass which will
be desc ibed in he nex sec ion a e examples o such app oaches.
(Pihkala-Pos i 2014a, b, c; 2015a, b; 2016; 2019 manusc ip .)
S ep 2. Au hen ici y h ough in o mal,
ac ion-based and gami ied app oaches
A cen al goal o my esea ch wo k has been o ind ways o b ing
in o mal lea ning in o he ins uc ed language class oom. In o mal
lea ning has, in my unde s anding, o do wi h he expe ience o
au hen ici y in he lea ning con ex s whe e he language is used. (c .
Kohonen e al. 2001; Kaikkonen 2001; Pihkala-Pos i 2014a, b, c; 2019
manusc ip ; Pihkala-Pos i e al. 2014). Fo example, my s uden s ha e
o en been gi en a ask o sea ch o music in he a ge language om
YouTube, he ype o music ha is as close as possible o hei own
music as es and hen sha e i wi h he en i e language class e.g. ia
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Wikispaces (Pihkala-Pos i 2014c). The en i e g oup hen, espec ully,
lis ened o he songs. The pu pose o he ask was o inc ease he
ole ance o he s uden s owa ds di e en (music) as es, i.e. owa ds
o he ness and o suppo he a ge language becoming pa o he
lea ne s’ iden i ies.
Based on my expe ience as a eache , esea che and ex book w i e ,
I ha e come o he conclusion, o e he yea s, ha he mos p omising
use o new echnology enables s uden s o p ac ise communica ion as
au hen ically as possible, no he adi ional o al exe cises (Pihkala-
Pos i 2014a, b; 2015a; 2016; 2019 manusc ip ). To c ea e an ac ion-
based mul imodal communica ion en i onmen wi h an in o mal
connec ion, he popula web game Minec a (h ps://minec a .ne /)
was in oduced and used in my esea ch p ojec . Minec a is cu en ly
a e y popula ac ion-based i ual wo ld building game in in o mal
con ex s (a ound 70 million licenses sold). This ype o i ual wo ld
can be buil alone o oge he wi h o he people. The mul iplaye mode
Pic u e 5. A sc eensho o a s uden ’s a o i e songs in he Wikispaces
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
155Subjec eache educa ion in ansi ion
enables many playe s o in e ac and communica e wi h each o he
wi hin he same pla o m. Communica ion is possible while playing
ia he Minec a cha o h ough an added speech applica ion, e.g.
Skype o Teamspeak. In he game blocks, cubes o di e en ma e ials
a e used o building p ojec s. They can be b oken and placed o
build di e en ypes o buildings and o he objec s. In addi ion o
he blocks, he e a e o he esou ces and ea u es, such as plan s and
i ems ha can be ound and used in he game en i onmen . (Pihkala-
Pos i & Uusi-Mäkelä 2013; Pihkala-Pos i 2015a, b; 2019 manusc ip ;
Uusi-Mäkelä 2015.)
A e sion o he game is a ailable in many di e en languages. An
essen ial pa o playing he game is o ollow o , a he , o pa icipa e
in he discussions on he online playe communi y pla o m (so-
called Minec a wiki). The Minec a wiki has been c ea ed in all o
he a ailable languages in which he game’s use -in e ace exis s. The
Educa ion Edi ion o he game (Minec a Edu) was de eloped, which
I used o he pu poses o my esea ch. To da e, he game has been
ma ke ed p ima ily o o he subjec s, such as science educa ion, bu
he au ho (mysel ) and he esea ch g oup (Pihkala-Pos i & Uusi-
Mäkela 2013; Pihkala-Pos i 2015a, b; 2019 manusc ip ; Uusi-Mäkelä
2015) we e especially in e es ed in he oppo uni ies i would o e
o expand he oppo uni ies o ac ion-based app oaches in o eign
language eaching.
The game was used by he au ho in uppe seconda y school in
he eaching o Ge man in an in e na ional p ojec wi h he Finnish
s uden s playing wi h Russian s uden s who we e lea ning Ge man.
The ask was o in en a mu ual building p ojec and execu e i . Jus
a loose ame was gi en: hey had o build some hing ha had o do
wi h cul u e. Fi s , he s uden s p ac ised in small g oups and hen
s a ed he join building p ojec , which was o build a oo ball a ena
o an in e na ional e en . The s uden s played on in e na ional eams,
which p omp ed he need o use he a ge language while playing.
In addi ion, he building collabo a ion o e ed a meaning ul way o
156
Lau a Pihkala-Pos i
ee o opo & ii a jaa inen (Eds)
de elop skills o in e cul u al dialogue. The e was a clea need o
hese ypes o skills, as he s uden eedback e ealed hemes such as
us a ion wi h non-success ul communica ion, o example.
I was an e iden p oblem ha he communica ion wi h he
eas e n neighbou s was no luen .
Howe e , in he second in e en ion, he use o Ge man was
easonably success ul also wi hin a Finnish eaching g oup when
he s uden s we e playing oge he . S uden g oups buil a d eam
school on he uins o he old school des oyed by an ea hquake.
Du ing ha p ojec , hey emb aced a a ie y o oles and ac ed qui e
au onomously om he e y beginning. The eache played he ole
o coach, suppo ing he use o he a ge language and helping wi h
di icul exp essions. (Pihkala-Pos i 2014c; 2015a, b; 2019 manusc ip .)
Pic u e 6. A sc eensho o he esul o he building
p ojec in an uppe seconda y s uden g oup
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
157Subjec eache educa ion in ansi ion
Acco ding o he s uden eedback in he ques ionnai e answe s,
he au hen ic communica ion con ex and na u al o al in e ac ion
oppo uni ies, as well as he s uden collabo a ion we e conside ed
aluable:
I liked i e y much; o wo k oge he , and o speak Ge man.
I liked i e y much. I was un o play in he g oup o h ee
people.
Also, he w i ing ask a e wa ds, a epo on he g oup wo k in he
a ge language, e ealed posi i e s uden expe iences (Pihkala-Pos i
2015a, 121):
I’ e lea ned new hings wi h Minec a and had un. I
[pupil’s name emo ed] buil wi h [pupil’s name emo ed]
a house, bu we des oyed he house wi h la a and wa e . A
ha ime, we we e no so good a playing ... Luckily, [pupil’s
name emo ed] escued ou house. Then we los he house
and ou b idge because we lew oo a away om hem.
Then we buil a new house and he house is now much nice
han he old house. We killed some mons e s and animals.
Pic u e 7. A sc eensho o he esul o he in e na ional
building p ojec a uppe seconda y le el

158
Lau a Pihkala-Pos i
ee o opo & ii a jaa inen (Eds)
I also made many mis akes because I ne e used o play
Minec a be o e. I ind ha o play Minec a and o speak
Ge man wi h o he people is now much easie . [A 16-yea -
old s uden o Finnish uppe seconda y school]
F om he o he poin o iew, he gaming was c i icised by some
pupils in bo h g oups (app ox. 30 % o hose who ga e eedback). They
seemed o eel ha playing games is en e ainmen and a leisu e-
ime ac i i y ha is no pa o school. They p e e ed ex book and
g amma o ien ed adi ional eaching (Pihkala-Pos i 2015a, 120):
No so good. I hink we should i s lea n he ex book
uni s and g amma , and hen play Minec a . I hink ha
we jus lose ou lessons and don’ lea n so much. I was
g ea , bu I do no know i playing Minec a in Ge man
was so ins uc i e. [A 17-yea -old s uden o Finnish uppe
seconda y school]
The desc ibed app oach seems meaning ul, howe e , as some o he
s uden s became highly mo i a ed, especially because o his gaming
possibili y. Fo he mos pa , hose who said hey played ideo games
in hei ee ime also liked his app oach. Tha could be in e p e ed
as success ul b idging be ween he in o mal and o mal sphe es.
Indeed, a male uppe seconda y school s uden old me he was eally
mo i a ed o speak Ge man in his Minec a building p ojec o
he i s ime in his se en yea s o language lea ning (Pihkala-Pos i
2015a, b; 2019 manusc ip ). Teaching app oaches ha ac i a e boys
a e on demand, because cu en ly in Finland boys a e becoming
ma ginalised ala mingly o en (2019 manusc ip ). On he o he hand,
he Minec a sessions also mo i a ed a leas some success ul gi ls
who chie ly app ecia ed adi ional eaching me hods. They ound
ha hey lea ned and explo ed new hings in he game en i onmen ,
and enjoyed he eedom and au hen ici y o he communica ion. To
bene i om his ype o in o mal gaming in he o mal con ex , I
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
159Subjec eache educa ion in ansi ion
sugges in eg a ing a ge language lea ning and communica ion
asks in playing he game (didac ic sugges ions in de ail, see Pihkala-
Pos i 2015a, b). (Pihkala-Pos i 2015a, b; 2019 manusc ip .)
Be lin Kompass
The Minec a esul s we e p omising, bu a u he a ia ion o
app oaches was pu sued o de elop he in e ac ion skills o language
lea ne s as di e sely as possible (Pihkala-Pos i 2014a, b, c; 2015a; 2016;
2019 manusc ip ). I had become acquain ed wi h a ew compu e
scien is s o ou uni e si y and managed o ge hem in ol ed in a
de elopmen p ojec on digi al language lea ning en i onmen s. The
p ojec was called Social Media, Games and In e ac i e Applica ions
in he Fo eign Language Class oom and i was pa o a la ge p ojec ,
Ac i e Lea ning Spaces, inanced by he Finnish Funding Agency o
Inno a ion (TEKES). The Be lin Kompass applica ion p ojec 1 was
based on my pedagogical idea o c ea ing a mul imodal, in e ac i e,
collabo a i e and expe ien ial i ual lea ning en i onmen o o al
communica ion. Con a y o Minec a , he mul imodal applica ion
Be lin Kompass was o iginally designed o o mal lea ning pu poses,
bu i makes use o embodied and gami ied lea ning expe iences. The
en i onmen o a i ual a ge cul u e is en ichened wi h mul imodal
communica ion suppo and game ul elemen s2 (De e ding e al.
2011; Oksanen 2014; Pihkala-Pos i 2014a, b, c, 2016; Pihkala-Pos i e
al. 2014; Kallioniemi e al. 2015).
1 Be lin Kompass de elopmen eam: Lau a Pihkala-Pos i, Pekka Kallioniemi,
Jaakko Hakulinen, Pen i Hie ala, Mikael Uusi-Mäkelä, Ma kku Tu unen, Tuuli
Keskinen, Sanna Kangas, Jussi Okkonen, Roope Raisamo.
2 Gami ica ion, is de ined as he use o game elemen s and game hinking in
non-game en i onmen s in p ima ily non-en e aining con ex s (De e ding e al.
2011; Be s 2013; Kallioniemi e al. 2015; Pihkala-Pos i 2015a). The goal can among
o he hings be o enhance he le el o engagemen o lea ning o as in ou case,
o diminish he ea o speaking a o eign language by dis ac ing he a en ion o
o he ma e s.
160
Lau a Pihkala-Pos i
ee o opo & ii a jaa inen (Eds)
Wi h his mul imodal language lea ning applica ion, playe s
make a i ual ip o he me opolis o Be lin. The Kinec de ice is
used by he body and ges u es in o de o look a ound and o mo e in
he 360 deg ee ci y pano amas. The applica ion is used o echnology
media ed simul aneous in e ac ion, nego ia ion and collabo a ion
be ween wo use s, who a e wo king in wo sepa a e spaces and
use headse s o communica ion. The communica ion ask is abou
inding he way o di e en places in Be lin. One (“ ou is ”) asks
o a ou e o amous a ac ions and he o he (“guide”) desc ibes
he op imal ou e. They bo h use he isual (and au al) in o ma ion
ha can be ound in he pano amic iews. (Pihkala-Pos i e al. 2014;
Kallioniemi e al. 2014; 2015.)
Pic u e 8. A use ying o ind he co ec ou e in Be lin (Kompass)
Pho o aken by he au ho
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
161Subjec eache educa ion in ansi ion
The use s o Be lin Kompass can access mul imodal suppo ( ex plus
speech syn hesize oice synch onously) o ocabula y and ph ases
by showing he ele an objec s li e ally by hand; hese a e “ho spo s”
in he ci yscape. The “ ou is ” can mo e o wa d along he ou e
by in e ac ing wi h he “guide”. P ima y communica ion in ol es
in e ac ing and collabo a ing wi h he o he use , i.e. desc ibing he
( isual) en i onmen as well as asking o and gi ing ins uc ions
and sol ing possible p oblems. The ou is mo es o wa d in he
pano amas by ac ually walking owa ds he co ec (assumed)
di ec ion (embodied expe ience). I he choice is co ec , bo h use s
land a he nex c ossing. When he e a e misunde s andings, he
ou is ends up a a dead end whe e ele an communica ion needs
o ake place in o de o ge ou and on he co ec ou e again.
The ealis ic pano amic images a e in ended o c ea e a mo i a ing
sense o imme sion. The pu pose o he o ien a ion ask is o ain
o al skills o nego ia e, engage in dialogue, collabo a e and sol e
p oblems. To ge ahead on he ou e, mos lea ne s lea n quickly o
cla i y he ins uc ions and ques ions un il hey each hei desi ed
goal. (Pihkala-Pos i e al. 2014; Kallioniemi e al. 2013; 2014; 2015;
Pihkala-Pos i 2014a, b, c; 2016; 2019 manusc ip .)
Ou pilo s udies a ou uni e si y’s language cen e and in
he uppe seconda y school included a o al o ~250 people. The
obse a ions du ing he pilo s e ealed ha he sys em o e s language
lea ne s o di e en le els an indi idual eedom o p ac ise hei
o al communica ion and in e ac ion skills in he a ge language.
Conside able a ia ion was ound in he s a egies used o p oceed
along he ou e, i.e. in he communica ion and desc ip ion s a egies,
which enabled he use s o each he goal (Pihkala-Pos i 2014a, b, c;
2016; 2019 manusc ip ; Pihkala-Pos i e al. 2014; Kallioniemi e al.
2015). The in o ma ion o e ed by he pano amic en i onmen i sel
and he ho spo s wi h ocabula y and ph aseological help can be
eely b ough in o use o dis ega ded. Some use s ac ually go along
wi h hei language skills, while o he s wan ed o lea n some hing
168
Lau a Pihkala-Pos i
ee o opo & ii a jaa inen (Eds)
challenge and a he same ime, a huge oppo uni y o educa ion. The
lea ning solu ions p esen ed he e a e elemen s which can be b ough
in o connec ion wi h a meaning ul pedagogical whole. Howe e ,
wi hou he pedagogical whole, hey a e no enough.

In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
169Subjec eache educa ion in ansi ion
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Aknowledgemen s
I w o e his chap e as a uni e si y ins uc o in o eign language
educa ion a he same ins i u ion whe e I had s udied o be a language
eache . I con inued sp eading he hough s, he sp ou s o which had
eme ged a ound 25 yea s ago and which I had de eloped, deepened
and modi ied h ough he yea s as a e lec i e eache and esea che .
Thanks o he excellen eache s and he inspi ing a mosphe e a ou
uni e si y, I ha e almos been o ced o go h ough hese ci cles o
ying o lea n and unde s and mo e.
The a mosphe e among ou eache educa ion a he Uni e si y o
Tampe e was en husias ic, passiona e and inno a i e and we ocused
on e lec ion and c i ical hinking as well as he idea o eache as
esea che . S eams ha adically changed he ole o he eache in
lea ning p ocesses played a c ucial ole in eaching, de elopmen and
esea ch wo k in eache educa ion. To men ion a ew: A holis ic idea
o he human being (e.g. Rauhala 1983), he signi icance o con inen al
cogni i e didac ics (e.g. Aebli 1991) as well as ac ion o ien a ion
and expe ien ial app oaches we e emphasized, especially by Jo ma
Leh o aa a The cen al meaning o in e cul u al communica ion
and au hen ic language lea ning was in oduced in he Finnish
con ex i s by Pauli Kaikkonen. As ou main ins uc o o didac ics,
he had a key ole in opening his s uden eache s’ eyes o his
essen ial pe spec i e. Co-ope a i e and e lec ion-based lea ning was
in oduced and applied o he Finnish con ex i s by P o esso Viljo
Kohonen. Pi jo Pihlainen, who also augh us didac ics, ocused on
ac ion-based and c ea i e o eign language eaching. My supe ising
eache s a he Tampe e eache aining school, Tuula Pan za and
K is iina Pekkanen played an ex emely impo an ole, oo. The
“second impo an heo e ical e lec ion ci cle” became possible
du ing my mas e ’s s udies in educa ional sciences s a ing in he
yea 2008. My ea lie ins uc o o didac ics, now p o esso in o eign
language educa ion, Pauli Kaikkonen, wi h his deepened concep s o
In e ac i e, au hen ic, game ul e-lea ning concep s o he o eign language class oom
177Subjec eache educa ion in ansi ion
in e cul u al communica ion and pedagogy o encoun e s, as well as
Rii a Jaa inen, docen and uni e si y lec u e in language educa ion
and uni e si y lec u e Pekka Räihä and all he o he pa icipan s a
he doc o al esea ch semina o language educa ion ha e been pa
o my closes “ esea ch amily”.
I wan o ex end a wa m hank you o he o he ins uc o s and
p o esso s o he mas e ’s s udies: Ee o Ropo, p o esso o educa ional
psychology, na a i e and iden i y s udies and my men o o he
mas e ’s hesis in educa ional sciences, Anna Raija Nummenmaa,
p o esso o educa ional psychology, Te o Au io, p o esso o
cu iculum s udies, Heikki Mäki-Kulmala, uni e si y lec u e , who
augh me he socie al ole o educa ion, philosophy and me hodology,
Vesa Ko honen, uni e si y lec u e who augh me quali a i e esea ch
me hodology, e.g. impo an aspec s o case s udies and ac ion
esea ch which ha e been e y help ul in my esea ch wo k. Finally,
P o esso s Ee a Hujala who augh me educa ional leade ship and
Ha y Sil e be g who augh me quan i a i e esea ch me hodology.
The media educa ion expe , uni e si y lec u e Reijo Kupiainen has
also played an impo an ole since ou i s mee ing a a con e ence
in 2009. I am also g a e ul o my semina colleagues Te o Ko honen
and Si pa Eskelä-Haapanen, and all o he doc o al s uden s om he
esea ch semina on language educa ion.
Many hanks also o all my esea ch colleagues, Deu sche
Auslangesellscha o in e en ion coope a ion and he company
Teache Gaming o he MineC a Edu licences, Tekes, Emil
Öhmannin sää iö, Emil Aal osen sää iö and Tampe een iede ahas o
as well as he Uni e si y o Tampe e o inancial suppo o he
esea ch p ojec . Finally, I wan o hank uni e si y lec u e Olli
Salminen who helped a lo by eading and commen ing he i s
e sion o he manusc ip .