Excalibur – EU:n tukema tutkimusprojekti

Combining CLIL and LOTE with virtual 3D sandbox worlds to find solutions for real-life sustainability challenges

Project description

The theme of the Erasmus+ project EXCALIBUR 2022-2025 (2021-1-FI01-KA220-SCH-000029713) is sustainability. With the help of different communication languages, learners from various countries explored this topic in an intercultural setting. They worked online together in virtual 3D sandbox worlds in order to find innovative solutions to major environmental real-life challenges that unite the contemporary international world.

The EXCALIBUR project combined the approaches of Content and Language Integrated Learning for English (CLIL) and Languages Other Than English (LOTE) to the STEM subjects and the overall theme of sustainability. Furthermore, the learners developed their information and media literacy skills, along with the 6Cs of Deep Learning (communication, collaboration, creativity, critical thinking, character and citizenship). Together, they combined their individual strengths to use their creativity, skills and interdisciplinary knowledge in order to find possible solutions to actual fundamental environmental problems in living environments.

The project partner team coordinated by Tampere University consisted of scientific and pedagogical experts from different European countries with expertise in language learning, virtual and game-based learning, CLIL and CLIL LOTE learning, information retrieval and STEM. The main focus laid on the societal interaction, meaning cooperation with mainly upper secondary schools. There were participating schools from Finland, Germany, Norway, France, Italy and Czechia. The participating learning groups consisted of learners using English, German and French between CEFR levels A2-C2. The groups included smaller subgroups or the whole class.

The learner-centeredness was the key element of the project and the learners were engaged in an intercultural dialogue and creativity. Even informal collaboration opportunities for learners were offered. The project team supported and guided their teachers throughout the project, for example in matters of organization and schedules and offered the collaboration environments and the approaches.

Welcome to follow our innovative project, where we combine virtual game worlds, language learning and sustainability!

Join our network for even further co-operation using the approaches developed during the project!

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Project email:
excalibur.project[at]outlook.com

Game-based learning in the context of the Excalibur Project
Spielbasiertes Lernen im Rahmen des Excalibur-Projekts

“The current “digital game generation” challenges traditional classroom teaching. Gamification is often presented as a solution. However, few have spoken so far about game-based learning. It’s important to recognize the distinction between gamification and the use of games popular among young people and children in educational contexts: gamification refers to the use of of game-mechanisms/elements in everyday situations (in this case, learning), whereas game-based learning concepts are built around games that were originally designed for leisure activities, i.e., outside of a formal context. While in gamification, game elements are introduced into an environment originally created for learning in order to overcome the barriers of a formal learning situation through playful means and to motivate learners, game-based learning enables meaningful learning as a sort of “by-product” of the main activity—namely, playing a real computer game. Sometimes, gamification does not succeed—the learning game used may be too simple or artificial, or it might be based on behaviorist principles that are now considered outdated. On the other hand, there are also successful examples of gamification (cf. Pihkala-Posti 2016). Game-based learning, in contrast, aims to introduce novel learning materials and habits, and to facilitate access to learning goals through flow-experiences, among other things. However, this requires careful didactic preparation.” Translation from the German original: Elina Hongisto

Pihkala-Posti 2022, 38 in Weiterbildung 04/2022, 38-41.
Available at: https://weiterbildung-zeitschrift.de/produkt/weiterbildung-04-2022-spielend-lernen/.

”Die aktuelle „Digispielgeneration“ fordert den schulischen Unterricht heraus. Als Lösung wird oft Gamification angeführt. Von spielbasiertem (game-based) Lernen reden bisher wenige. Jedoch ist es wichtig zu erkennen, dass zwischen Gamification und der Nutzung von bei Jugendlichen und Kindern beliebten Spielen im Bildungskontext unterschieden werden muss: Bei der Gamifizierung handelt es sich um die Verwendung spielerischer Elemente in einer Alltagssituation (im Bildungsbereich beim Lernen), aber Game-based-Learning-Konzepte basieren auf Spielen, die ursprünglich für Freizeitaktivitäten, also außerhalb des formellen Kontextes erstellt wurden. Während bei Gamification Spielelemente also in eine ursprünglich für das Lernen geschaffene Umgebung eingeführt werden, um mit den spielerischen Mitteln die Hürden einer formellen Lernsituation zu überwinden und die Lernenden zu motivieren, wird beim Game-based Learning in gewisser Weise als „Nebenprodukt“ der Haupttätigkeit, das heißt des Spielens, etwas Sinnvolles gelernt. Manchmal gelingt die Gamification nicht – das einzusetzende Lernspiel mag zu einfach oder gekünstelt sein, eventuell basiert es auch auf behavioristischen Prinzipien, die als überholt anzusehen sind. Andererseits gibt es auch gelungene Beispiele für Gamification (vgl. Pihkala-Posti 2016). Beim spielbasierten Lernen zielt man wiederum darauf ab, neuartiges Lernmaterial und neue Lerngewohnheiten zu erwirken und den Zugang zu Lernzielen unter anderem durch Flow-Erlebnisse zu fördern. Dies erfordert jedoch sorgfältige didaktische Vorarbeit.”

Pihkala-Posti 2022, 38 in Weiterbildung 04/2022, 38-41.
Verfügbar unter: https://weiterbildung-zeitschrift.de/produkt/weiterbildung-04-2022-spielend-lernen/.

Sustainability sub-themes in the project

The Excalibur project focused on the following sustainability themes. Depending on the sub-project, these were studied at least in the Plain World Setting approach (cf. Project cases). These themes were drafted by the Tampereen klassillinen lukio Excalibur team and participating students and were complemented together with German, Italian, Czechian and Norwegian partners and associate partners.

Sustainable buildings and their surroundings / Nachhaltige Gebäude und ihre Umgebungen
Sustainable energy solutions / Nachhaltige Energieproduktion
Sustainable traffic solutions / Nachhaltiger Verkehr und Transport
Sustainable food solutions / Nachhaltiges Essen
Sustainable recycling solutions / Nachhaltiges Recycling
Sustainable nature surroundings and supporting the biodiversity of the environment / Nachhaltige Naturumgebungen und Förderung der Biodiversität
Sustainable schools / Nachhaltige Schulen
Sustainable hospitals / Nachhaltige Krankenhäuser
Sustainable tourism / Nachhaltiger Tourismus
Sustainable economy & circular economy / Nachhaltige Wirtschaft & Kreislaufwirtschaft
Sustainable free time / Nachhaltige Freizeit

Materials about these sustainability themes (English & German)

Minecraft

Luanti (earlier Minetest)

Project approaches / Projektansätze

In the Excalibur project we developed and used different approaches:

Plain World Setting in Minecraft
- Learners discuss the given (or chosen) theme(s) together and what they know beforehand about the theme(s)
- Based on the discussions, critical reading and negotiations and
  mutual decision making, the learners will build the objects in the 3D world
- Afterwards they describe what they have done and present their work. Additionally, they also report what they have learned about intercultural communication and the sustainability theme(s) in question

Im Rahmen des Excalibur-Projekts wurden verschiedene Ansätze entwickelt und eingesetzt:

Plain World (Weltenbau ohne Vorgaben / Flachlandwelt)-Setting in Minecraft
- Die Lernenden diskutieren gemeinsam über das vorgegebene (oder gewählte) Thema und darüber, was sie im Vorfeld über das Thema/die Themen wissen.
- Auf der Grundlage von Diskussionen, kritischem Lesen (der Umfang hängt von der Zeit ab, die zur Verfügung steht) und Besprechungen sowie gemeinsamer Entscheidungsfindung bauen die Lernenden die Objekte in der 3D-Welt.
- Anschließend beschreiben sie, was sie getan haben, und präsentieren ihre Arbeit. Außerdem berichten sie, was sie über die interkulturelle Kommunikation und das/die jeweilige(n) Nachhaltigkeitsthema/-themen gelernt haben

Click here for more details

The SERASUM: For a better tomorrow adventure mission in Luanti
- An immersive game adventure in Luanti (former Minetest)
- Learners assume secret avatar identities in order to collaboratively complete missions

Die SERASUM: For a better tomorrow Abenteuermission in Luanti
- Ein immersives Spielabenteuer in Luanti (früher Minetest)
- Die Lernenden nehmen geheime Avatar-Identitäten an, um gemeinsam Missionen zu erfüllen

Click here for more details

Action-based game worlds in Minecraft
- Learners explore a pre-built world with sustainability challenges
- They discuss problems, propose and implement improvements by acting in the world together
- Reporting tasks follow

Handlungsorientierte Spielwelten in Minecraft
- Die Lernenden erkunden eine vorgefertigte Welt mit Nachhaltigkeitsherausforderungen
- Sie diskutieren Probleme, schlagen Verbesserungen vor und setzen sie um, indem sie gemeinsam in der Welt handeln
- Es folgen Berichterstattungaufgaben

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Making a Learning Story
- A tool to help teachers with structured planning of a 3D building project
- A narrative written by the teacher about the activity, to be carried out by the learners, creating the context in which the learners act
- Game projects are based on five principles and are carried out in seven stages

Eine Learning Story erstellen
- Ein Werkzeug, das die Lehrkraft bei der strukturierten Planung eines 3D-Bauprojekts hilft
- Eine von der Lehrkraft verfasste Erzählung über die von den Lernenden auszuführende Aktivität, die den Kontext schafft, in dem die Lernenden handeln
- Spieleprojekte basieren auf fünf Prinzipien und werden in sieben Phasen durchgeführt

Click here for more details

Project cases

Example case: Sustainable Tourism – Finland & Italy

Collaborative Sustainable Tourism Project in Minecraft – A Partnership Between Finnish and Italian High Schools

In this educational project, high school students from Finland and Italy teamed up to create sustainable tourism environments in Minecraft. The project, titled Sustainable Tourism Environments in Minecraft, spanned six weeks and focused on designing and simulating eco-friendly tourism practices that could reduce the carbon footprint of the travel industry. By collaborating online, the students not only built a virtual world but also learned about sustainable practices and their real-world implications.

Getting Started The project began with teachers from Finland and Italy meeting online to establish the overall project goals and roles for students, later continuing with ice-breaker activities to help students from both schools connect. Through video calls and online chat, the Finnish and Italian students exchanged ideas, asked ice-breaker questions, and discussed their interests. These initial discussions laid the foundation for a structured and purposeful collaboration between the two schools.

Activities:

Establishing project goals centered on sustainability and tourism.
Allocating team roles: Finnish students were assigned research and communication tasks, while Italian students focused on building and design within Minecraft.

Collaborative Research and Design in Minecraft saw students engage in research and practical design. The Finnish students took the lead in scientific research and analysis, studying sources on energy-saving methods, geo-resource reduction, and eco-friendly tourism strategies. The Italian students, meanwhile, focused more on the creative aspect, preparing to take on active roles in building the virtual tourism environments. Students planned the activities and building in the Minecraft world collaboratively, ensuring alignment between research and design.

The Finnish students shared their findings with their Italian counterparts, providing scientific data that would inform the building process. During this phase, both groups also learned how to identify credible sources and analyze their reliability, guided by their teachers.

Highlights:

Research on sustainable tourism, covering topics like energy efficiency, waste reduction, and water conservation.
Student-driven planning and construction of eco-friendly facilities in Minecraft, such as:
- Renewable Energy Hub: A central area with solar panels and wind turbines to provide renewable energy to the virtual tourism sites.
- Eco-Friendly Accommodations: Hotels designed with green certifications, including features such as energy-efficient lighting and water conservation systems.
- Waste Reduction Centers: Recycling and composting stations to minimize the environmental impact within the virtual world.

Challenges:

Addressing cultural and language barriers.
Managing disruptions in the Minecraft world caused by unauthorized access.

Assessment and Evaluation Throughout the project, the students participated in peer evaluations and feedback sessions. These meetings, facilitated by their teachers, provided opportunities for students to discuss what was working and what could be improved. Creativity, adherence to sustainable principles, and the effectiveness of reducing the carbon footprint were key evaluation criteria.

The project concluded with a reflection session where both Finnish and Italian students shared what they had learned about sustainable tourism. The discussions were not only about Minecraft but also about the importance of real-world sustainability and how small actions can make a big difference.

Achievements:

Creation of a comprehensive virtual environment showcasing sustainable tourism.
Development of key features such as:
- Eco-friendly hotels and restaurants.
- A sustainable transportation network.
- Conservation areas and carbon offset initiatives.
Strengthened international collaboration skills.

Reflection and Future Plans The project ended with a sense of accomplishment as students saw how they could collaborate across borders to create solutions for real-world problems. The teachers from both schools expressed interest in continuing the partnership, with the possibility of future projects focused on different aspects of sustainability. The Minecraft platform proved to be an effective educational tool, allowing students to apply their scientific knowledge in a creative and engaging way.

This project was a unique blend of creativity, science, and international collaboration, helping students understand the importance of sustainable tourism and how digital tools like Minecraft can be used to model solutions to environmental challenges.

Project Planning Phase:

Project Implementation Phase:

Project Reporting & Reflection

Project report & reflection

Sustainable houses in a jungle environment

Some houses were built directly between the trees

A traffic station for a sustainable underground railway

Above is an example learner project case. Below you can see a collection of what various learner groups built during different cases.
CLICK HERE to see ALL PROJECT CASES, DESCRIPTIONS AND ATTACHED MATERIALS.

Sneak peek into other project cases:

Or visit the worlds yourself in the Excalibur Server Museum

Education Evenings

In January and February 2025, there were Excalibur project online presentations, the so-called Excalibur Education Evenings. The project team introduced and discussed central topics to the project with the evenings’ participants. The evenings were held in English and in German.

The presentations by the project team were recorded and can be viewed HERE.

Getting started in your class

Description and materials of sub-project cases developed and tested during the Excalibur project

Didactical matters about preparing for an own project

Technical guidance for Minecraft and Luanti (earlier Minetest)

Video handbook

Intending to do a project, based on a tested Excalibur project case?

Intending to do an own European project, but utilizing the game server(s) offered by the Excalibur partners?

Publications to the themes of Excalibur-project

Arvola, P., & Pihkala-Posti, L. 2024. Kokeellisesta tiedonhausta apua kielten ja sisältöjen opetukseen. Informaatiotutkimus, 43 (3-4), 63-66.
Available cost-free at: https://journal.fi/inf/issue/view/11200.

Pihkala-Posti, L. 2022. Authentische Interaktion mit dem Computerspiel Minecraft. Fremdsprache Deutsch 66/2022 (Thema Interaktion – digital und vernetzt), 45-52.
Available at: https://fremdsprachedeutschdigital.de/ce/authentische-interaktion-mit-dem-computerspiel-minecraft/detail.html.

Pihkala-Posti, L. 2022. In der virtuellen Welt die reale Welt retten lernen. ON Lernen in der digitalen Welt 10/2022, 30-31.
Available at: https://www.friedrich-verlag.de/friedrich-plus/schule-paedagogik/digitale-schule/tools/in-der-virtuellen-welt-die-reale-welt-retten-lernen-12664.

Pihkala-Posti, L. 2022. Game-based Learning im Fremdsprachenunterricht. Möglichkeit fürs Training der 4Cs. Weiterbildung 04/2022, 38-41.
Available at: https://weiterbildung-zeitschrift.de/produkt/weiterbildung-04-2022-spielend-lernen/.

Pihkala-Posti, L. & Suonio, A. 2024. 3D-videopeliprojektikoulutus. SUKOL (Finnish language teachers union) web education event 7.10.2024.
Available at: https://vimeo.com/1017493144/839a1f2216

Pihkala-Posti L. 2025. Immersiiviset 3D-pelimaailmat kielten tunneilla – iloa, luovuuden intoa sekä erinomaista eriyttämistä.
In: O. Veivo, & S. Mäkinen (Eds.), Teknologiapedagogiikkaa kielten opetukseen. Turun yliopisto, 49-58.
Available cost-free at: https://urn.fi/URN:ISBN:978-952-02-0083-1.

Wössner, S. 2023. Das Projekt “SERASUM: For a better tomorrow”: Game-based-Learning-Abenteuer zur Gestaltung der Zukunft (des Lernens). Weiterbildung 06/2023, 38-43.
Available at: https://weiterbildung-zeitschrift.de/produkt/weiterbildung-06-2023-wege-in-die-zukunft-das-lernen-der-lehrenden/.

Wössner, S. 2024. Crafting Sustainable Futures – Evaluation des zukunftsorientierten Lernabenteuers SERASUM: For a better tomorrow, einer globalen Simulation in Minetest zum Thema nachhaltige Entwicklung (MSc-Thesis). Donau-Universität für Weiterbildung Krems.
Available cost-free at: https://cloud.petiteprof79.eu/s/MSc_Thesis.

Wössner, S. 2024. Everyday Heroes: Empowering lifelong learners through SERASUM’s game-based adventure. MAD (MEDIA, ARTS AND DESIGN) ANTHOLOGY III: What if we can be heroes, just for one day?, 135-145.
Available cost-free at: https://door.donau-uni.ac.at/detail/o:5359.

Wössner, S. 2025. Future:Guide Bildung: Zukunft gestalten lernen. The Future:Project AG. ISBN: 978-3-910992-20-7.
Available at: https://shop.thefutureproject.de/products/future-guide-bildung.

The Excalibur Project (2022-2025) has its roots in the innovative development and research work of Laura Pihkala-Posti regarding the use of Minecraft in German as a Foreign language teaching. Excalibur was tailored for her Finnish upper secondary learners’ needs, but also relates to earlier projects of our different partners, including TeacherGaming and Heike Philp / Let’s talk online, projects such as Vega, Lancelot, Avalon, Camelot and especially Guinevere.

Das Excalibur-Projekt (2022-2025) hat seinen Ursprung vor allem in der innovativen Entwicklungsarbeit und Forschung von Laura Pihkala-Posti zum Einsatz von Minecraft im DaF-Unterricht. Excalibur wurde für die Bedürfnisse ihrer finnischen Lernenden der gymnasialen Oberstufe maßgeschneidert, aber knüpft auch an frühere Projekte unserer Partner, u.a. TeacherGaming und Heike Philp / Let’s talk online an, Projekte wie etwa Vega, Lancelot, Avalon, Camelot und insbesondere Guinevere.

Tampere University was created in January 2019 when University of Tampere and Tampere University of Technology merged to create a new foundation-based university. With 3,550 staff members and over 20,000 students it constitutes one of the biggest universities in Scandinavia. The research groups and projects conduct multidisciplinary research across institutional boundaries. The research undertaken in its Centres of Excellences (CoE) includes games and culture studies. Tampere University research strategy focuses on the essential research challenges of the information society and aims to produce information that is widely applicable both in developing new information systems or experience based interactive media products and in understanding the behaviour of the people working with information and media.

More information: tuni.fi/en

Project contact(s): Laura Pihkala-Posti & Paavo Arvola

Main actor(s): Laura Pihkala-Posti, Paavo Arvola, Aleksi Kinnunen & Elina Hongisto

Tampereen klassillinen lukio, The Classical High School of Tampere has approximately 640 students and about 50 staff members. It has a special status as a national STEM profile school, offering a wide selection of special courses and a specialized natural science study programme. Several of the specialization courses are multidisciplinary and are organized in cooperation with the University of Tampere and Tampere University of Applied Sciences. This cooperation gives the students a good opportunity to concretely familiarize themselves with the newest achievements in the field. The Classical High School of Tampere also offers a wide selection of foreign languages, such as German, French, Spanish, Russian, Latin and a basic course for Italian. The language program also includes the Deutsches Sprachdiplom der Kultusministerkonferenz, an official language certificate for the entry in German universities.

More information: tampere.fi/en/tampere-classical-upper-secondary-school

Main actor(s): Laura Pihkala-Posti, Annukka Suonio, Elina Lappi & Tuija Laurikka

The Arctic University of Norway (UiT) is a medium-sized research university that contributes to knowledge-based development at regional, national and international level. Having gone through three merges with different university colleges, UiT is currently a multi-campus university spread throughout Northern Norway. It’s the northernmost university of the world and the third largest in Norway, with approximately 15500 students and 3300 staff members. Many of UiT´s research centres and study programmes reflect the specific character of the Arctic, with key research focusing on topics such as polar environment, climate research and indigenous people. UiT is also a founding member of the University of the Arctic, an international network of 160 study and research institutions of the circumpolar region.

More information: en.uit.no/startsida

Main actor(s): Beate Lindemann

TeacherGaming is an edtech company focusing on helping teachers and other educators to use video games and new media in their everyday work. It is one of the pioneers of games in education, having created some of the biggest impact video game solutions in the world such as MinecraftEdu, which has been in use in over 15,000 US schools alone. The company was founded in 2010 with the mission of lowering the threshold of game-based learning for teachers and students without sacrificing pedagogy. Founded by teachers, TeacherGaming’s focus has always been on the role of the teachers in the learning process with games. Currently it has an extensive network of over 50 game developers and thousands of schools in over 80 countries.

More information: teachergaming.com

Main actor(s): Mikael Uusi-Mäkelä, Santeri Koivisto & Elina Hongisto

Università Telematica degli Studi (IUL) is a unique online university in Italy established in 2005 by public authorities. It has been supporting the evolution of the Italian educational system presenting itself as a “lifelong learning university” and providing online university courses (three year degrees, specialization degrees, master’s degrees, post-graduate degrees) addressed to educational staff, working students and young students. IUL provides also refresher courses addressed to technicians and professionals who wish to acquire knowledge and develop competences relevant to their working field. The university has a strong expertise in e-learning and has recently developed a new learning model, based on professional video-lectures and on the right balance between delivery of content and interaction among the students and with teachers/tutors.

More information: iuline.it/en

Main actor(s): Andrea Benassi & Letizia Cinganotto

The Hittorf-Gymnasium high school is an accredited MINT-EC bilingual school and a part of the “Europaschule NRW” -network. Since 2019 it’s also part of the IBO, offering both the German Abitur, as well as the International Baccalaureate. With currently over 1000 students and approximately 110 teachers, Hittorf-Gymnasium is one of the bigger high schools in its area. One of the main focuses of the Hittorf-Gymnasium is bilinguality, in addition to the early promotion of scientific knowledge and skills. In the field of STEM subjects, the school is supported by partners such as RWE, Germany’s second largest energy company. The school’s annual “Europa Tage” (European days), deepen the students’ awareness of being part of the European community and offer students the opportunity to focus on for example language learning, multiculturalism, international relations and decision-making processes.

More information: hittorf-gymnasium.de (in German)

Main actor(s): Anika Klopmeier

The Landesmedienzentrum Baden-Württemberg (LMZ), along with regional city and district media centers, offer educational and technical advice, continuing education, quality-checked media, support for school networks, technical support for media use and procurement, and lend out media technology. On lmz-bw.de, interested readers can find expert information on media education and youth media protection. The LMZ also provides a network solution for schools, access to teaching media via the SESAM media library, media pedagogical programs (e.g., mentor programs), training for contemporary teaching and learning, and the development of innovative learning concepts.

More information: lmz-bw.de (in German)

Main actor(s): Stephanie Wössner & Frederike Schneider-Vielsäcker