Creativini: an augmented reality card game to promote the learning of the reasoning process of a technical management route for making wine 

Abstract

Context and purpose of the study – Nowadays, the entire viticultural and enological process is wisely thought out according to the style of wine to be produced and the local climatic conditions. Acquiring the approach of a technical management route specific for wine production remains a complex learning process for students. To enhance such learning, The Ecole d’Ingénieurs de PURPAN  (PURPAN), an engineering school located in Toulouse southwest France, has recently developed Creativini, a collaborative card game in English made of 150 cards spread into 14 batches. Students in groups of 3 to 6 must design a technical production route, from plant material to bottling. The game is played in ascending order of batch number with the three first batches (wine style, climate and production system) and the last one (hazard) being drawn. Based on previous research, augmented reality (AR) contents were included in the game to promote the commitment, the motivation of students in this learning, and to favor the anchoring of knowledge by offering a strong experience. The objective of this work was to investigate the added value brought by AR.

Material and methods – Thirty-six 20 years old students from PURPAN were divided into 6 groups of 6 students to play a game in March 2022. Half of them were allowed to get access to the AR content (AR group), while the other half was not. For these latter groups, the AR content was replaced by some text to read (without AR group). The knowledge of the students was assessed through a quiz composed of 20 questions using a learning management system (LMS) before to start and at the end of the game. At the end of the game, another questionnaire was also used to evaluate how the educational medium was perceived, and the emotions felt by the students during the game. Knowledge scores were treated through a one-way analysis of variance (ANOVA) treatment to assess the impact of AR.

Results – The questionnaire revealed that both groups enjoyed the game and were satisfied by the session which confirms the relevance of the medium. Those from the AR group experienced more positive emotions (pleasure/hope) than those from the group without AR who felt more stress and boredom. A significant difference was observed for the knowledge score between the two groups at the beginning of the game (5.1/20 with AR ; 8.1/20 without AR) highlighting an initial heterogeneity in student composition. However, at the end of the game, no significant difference was observed between the two treatments (9.5/20 with AR; 10.8/20 without AR) indicating that AR students managed to catch up. It remains unclear if this benefit is due to the AR content or to a lesser commitment of the students who played without AR and exhibited an initial higher level of expertise in viticulture and enology.