Greta Sargsyan (BAEC ’24): Revolutionizing Literature Learning

5 min read

Virtual reality (VR) plays a huge role in many arenas; its connection to education and undeniable importance are relevant today. With the help of its expanding community, immersive simulations, and interactive experiences, VR’s power to revolutionize literature learning in schools is evident and needs to be used properly. 

Every nation’s history and literature hold great significance and represent the nation’s face. Hence, lending attention to and prioritizing these subjects is a must. However, it is not surprising that youngsters are less interested in literary subjects and less inclined to read nowadays. I can vividly recall how my classmates ignored literature and history. I was the only person in our class who made our literature teacher feel appreciated by showing attention and interest in her classes. 

My passion for literature was born in the 7th grade. I could spend hours on my literature studies and never get tired. Unfortunately, I was the only one harboring such feelings in our class. I remember how overjoyed my teacher was every time she conducted a class in our room, because she was pleased to see that at least one person in school still loved literature and actively engaged in all the readings and discussions about the authors we covered. More memorable was my instructor’s tireless effort to find methods to spark children’s interest in literature. She asked us to propose strategies for facilitating and improving learning, but only now do I have the answer. 

VR always looked fantastic to me, and I read about VR games in education. This became a great hint when the time came for me to choose my capstone project theme as an undergraduate student in the American University of Armenia’s (AUA) English and Communications (EC) program. I decided that VR and literature could be coupled to provide amazing results. Our constantly developing period has to connect aspirations and ideals with technology. 

As a result, my project seeks to inspire youngsters to learn literature through gaming. Rather than spending hours playing games with little educational value, children can incorporate learning into their gaming experience. This way, they will not only enjoy their games, but also learn their lessons better, as the game will help them enhance their learning skills and memorize more effectively. This will be a new experience and a new platform for learning not only for students, but also for teachers, who will step out of their standard teaching zones and enjoy children’s expedited learning outcomes. 

Game Phases and Environments 

The game is divided into three main environments: a classroom, a Chinese-themed cafe, and an Armenian nature setting. 

Classroom

The game begins in a classroom setting, where students can choose their grade level and the author they are assigned to study. For this example, we focus on the 7th grade. Upon selecting “7th grade,” a book appears featuring the works of Yeghishe Charents. 

To make the game more engaging, I decided to incorporate themes. The theme of my game is based on the Naruto cartoon environment, a choice I made after working with a focus group of 7th graders, who provided valuable feedback and were enthusiastic about integrating their favorite cartoon setting into the game. Since combining Naruto characters with Yeghishe Charents might seem nonsensical, I opted to retain the Japanese-themed environment instead. This allows users to learn in a more enjoyable and immersive setting. 

Biography 

Selecting Charents’ biography transports the user to Naruto’s Japan-themed cafe, creating an enjoyable learning environment where everything carries Japanese components, from the Japanese food to the Japanese ceiling and design of the cafe interior. Here, Charents narrates his life story, making the experience personal and engaging. Users can choose which parts of his biography they want to hear, with Charents using images and cards to make the story more vivid. The character is portrayed in modern clothing to maintain a friendly and welcoming atmosphere. 

<<Ես իմ անուշ Հայաստանի>> (“Of my motherland Armenia”) 

For poetry memorization, the user is transported to an Armenian nature setting. The poem “Ես իմ անուշ Հայաստանի” (“Of my motherland Armenia”) is recited by Charents in a serene environment, making the process enjoyable and memorable. The poem is read quarter by quarter, with texts appearing in front of the user to follow along. The user can repeat sections and practice until they can recite them by heart. This method ensures that students learn the poem effectively while enjoying the beautiful natural setting. 

Design Implementation 

Designing the game was one of my favorite parts. Despite spending many hours on it, the process was enjoyable. I created sketches of the game environments and discussed them with the game developer to see if they could be realized. After approval, I found 3D models for the design components and provided them to the developer. We spent weeks arranging these components, which proved a great opportunity for me to learn about 3D and animation. 

To keep the classroom realistic for Armenian students, I avoided strange elements but added aesthetic touches like plants and pictures of writers. The cafe design was particularly interesting; I studied Japanese-style cafes to ensure authenticity. Designing the environment for the poem allowed me to explore VR’s capabilities. We created a beautiful highland resembling the Armenian landscape, complete with cultural symbols like churches and khachkars (cross stones). Though we could not initially include Mount Ararat, it will be added in the future.

Challenges 

The most difficult aspect was creating an accurate representation of Charents’s face. Lacking high-quality photos, we spent weeks sketching his face and attempted to contact his museum for additional resources, but it was closed for renovations. Using pictures available online, we did our best. This project would have ideally required a large professional team, but the game developer and I managed it together. We also faced challenges with game components, as buying all necessary elements would have been costly. We used free components, which were often subpar and slowed the game. However, the game developer found solutions to these issues, ensuring the project progressed. 

After overcoming these obstacles, I was overjoyed to see the audience’s reaction during my presentation. They were amazed and could not stop admiring the project. I received a lot of positive feedback, including a suggestion to collaborate with a company that creates educational games, in order to make learning Armenian literature and language even more engaging and enjoyable. 

Finally, I would like to express gratitude for my four years of learning and growth at AUA. I am especially thankful to my professor, Dr. Elitza Kotzeva, for her support and hard work, and to the EC faculty. Studying in the EC program played a crucial role in maintaining my passion for literature and deepening my love for it. Throughout those four years, my perspectives expanded and my skills advanced, allowing me to envision the transformative impact I could have on both literature and the learning process. I am certain that these experiences have brought me to this point. Importantly, I remained connected to Armenian literature, dedicating myself to making meaningful and beneficial contributions to it from the start.

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