In her room at home, Melissa was continuing to explore the Global Village game. She had collected information about one fourth of the
continents and countries in the game environment while at the school, and she was planning to visit the remaining ones in her spare
time and match the remaining lost game characters with their countries. She had heard that her Comenius project teacher was going to
attend a meeting for the project in Italy. For that reason, she decided to learn more about this country. While directing her avatar to the
flag of Italy, she came across with Adem, another student from her class. Although Adem did not own a computer at home, he was able
to play the game at a club he attended after school. Therefore, although children were separated throughout the city after school, they
were still able to come together in a shared game-based learning community. After being aware of each other’s avatar, they remembered
that they did not have time at school to customize it. They took time to tailor the gender, skin color, hair style, and costume
of their avatars. This was quite fun. Adem decided to accompany Melissa when she shared her intention of learning about Italy. As
opposed to the implementation at the school, the Web scripts in the Global Village game were now functional, enabling them to use
Q-mail to communicate with others and Q-pack to collect lost artifacts from the environment. After collaboratively collecting data about
Italy, they utilized Q-mail to send their reports to the system. Their responses would be evaluated by one of tens of volunteer peers, who
were given reviewer status after attaining a credible level of experience. Afterwards, Melissa and Adem traveled to the entrance world of
Quest Atlantis, met Flora joining the environment from Italy, and exchanged details about their cultures.