Classroom guide¶

This guide provides some practical suggestions for teachers who want to use Learn with Antura in class, that means:

1. Playing together, in groups, or individually.
2. Extending play with reflection and research activities.
3. Involving parents to strengthen learning at home.
4. Providing feedback to help improve and validate quests.

Together, this creates a loop of play → reflection → feedback → improvement, ensuring the game is not only fun but also a powerful learning tool.

Preparing a play session¶

The teachers must know the game at least once: it's better to play all the quests to be played in classroom some days before. It's better to have read all the topics / cards / quest record to help kids in difficulty. The post activity can be prepared.

Play sessions in the classroom¶

Introduce the purpose¶

Before starting, explain to students:

• The game will help you learn new words and aspects of culture...
• You will explore this topic by playing this level of the game...

Explain how to play¶

It could be useful for the teacher to play the tutorial on a big screen and let all kids see how to play and what they must do.

Playing modes¶

1. Class-wide game exploration¶

• Use a projector or shared screen.
• Teacher plays or invites students to take turns.
• Pause at key moments to:
  • ask what would you do next?
  • highlight cultural or linguistic points.
• Excellent for whole-class discussions.
• Tip: start with the Tutorial quest together.

2. Individual play / independent learning¶

• Students play on their own devices for a fixed time (say 20 minutes).
• Activate Classroom Mode: disables background music and allows to choose freely the quest to play.
• Objective: finish a quest or stop at time limit.
• Benefits: self-paced learning, hidden secrets encourage replay.

3. Group play / pair learning¶

• Students play in pairs or small groups.
• One controls, others support with ideas or solving puzzles.
• Rotate roles regularly.
• Benefits: teamwork, communication, peer support.

Variation: Assign roles (navigator, reader, controller) and swap every 5 minutes.

Tips for teachers

• Before play (2 minutes): preview the quest objective and key vocabulary
• During play: have a “navigator” read the objective while the “driver” controls; swap roles at checkpoints.
• After play (5 minutes): open the Book, pick 1–2 unlocked cards, and map connections on the board (what it relates to and why).
• Differentiation: let advanced students hunt for optional tasks/cards while others follow the main path.

4. Homework play¶

• Assign a quest to be played at home.
• Next session, hold a discussion about what they discovered.

Post game and debrief activities¶

Words¶

Reflection after play helps consolidate learning.

Reflection questions¶

Generic:

• What new words or phrases did you learn?
• What was the most challenging part?
• How did the game help you understand this culture?

Specific examples:

• What is Notre Dame de Paris?
• How is a Baguette made?

Group discussion

• Invite students to share favorite moments.
• Connect in-game discoveries to curriculum topics or personal experiences.

Reflection and journaling

• Encourage students to keep a Game Journal (short notes or drawings).
• Promotes metacognition: they think critically about what they learned.

Quick write (3 minutes): “One thing I learned, one question I still have.”

Post game activities¶

4. Research and Google Maps activity

• After play, students research the cultural topic online.
• Example: after exploring Paris, they can look up Notre Dame or use Google Maps to locate it.
• Extends the game into real-world discovery.

Extension task: find one local equivalent (e.g., a bakery or monument in your town).

5. Modification activity (game design thinking)

• Ask students how they would improve the quest.
• Encourage them to invent new challenges, NPCs, or cultural puzzles.
• Great for creativity and understanding how games are built.

Example: “Add a decision where talking to an NPC politely unlocks a new clue.”

Play sessions at home (parents involvement)¶

Parents are encouraged to:

• Play the game themselves at least once.
• Play together with their child for 20 minutes/day.
• Repeat sentences in both languages together.
• Discuss discoveries in the game.

Note: the game can also support parents who do not speak the learning language, as dialogues are bilingual.

Feedback and validation of quests¶

Teacher and parent feedback is essential to improve quests.
Check the Support page also.

How to give feedback¶

• Each quest has a dedicated page on the website with content summaries.
• Teachers can leave comments and suggestions in the forum.
• Feedback may include:
• Accuracy of cultural content
• Appropriateness of language level
• Suggestions for new activities or improvements
• Observations from student reactions

Quest validation in classroom¶

• When using a quest with students, teachers are invited to report back:
• Did students understand the content?
• Which parts worked best?
• Which challenges were too easy or too difficult?
• Did the quest align with the curriculum?

Contribution and collaboration¶

• Even without technical skills, teachers can suggest topics, cards, and words that are valuable for their classroom
• Teachers who wish to contribute more deeply can join the Antura community to co-design or adapt quests... or even propose new ones!