Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The Virtual Runner Learning Game

A learning game has been developed which allows learners to study and learn about the significance of three important variables in human physiology (lactate, glycogen, and hydration) and their influence on sports performance during running. The player can control the speed of the runner, and as a consequence the resulting physiological processes are simulated in real-time. The performance degradation of the runner due to these processes requires that different strategies for pacing the running speed are applied by the player, depending on the total length of the run. The game has been positively evaluated in a real learning context of academic physiology teaching

A participatory approach for digital documentation of Egyptian Bedouins intangible cultural heritage

The Bedouins of Egypt hold a unique intangible cultural heritage (ICH), with distinct cultural values and social practices that are rapidly changing as a consequence of having settled after having been nomadic for centuries. We present our attempt to develop a bottom-up approach to document Bedouin ICH. Grounded in participatory design practices, the project purpose was two-fold: engaging Egyptian Engineering undergraduates with culturally-distant technology users and introducing digital self-documentation of ICH to the Bedouin community. We report the design of a didactic model that deployed the students as research partners to co-design four prototypes of ICH documentation mobile applications with the community. The prototypes reflected an advanced understanding for the values to the Bedouins brought by digital documentation practices. Drawing from our experience, three recommendations were elicited for similar ICH projects. Namely, focusing on the community benefits; promoting motivation ownership, and authenticity; and pursuing a shared identity between designers and community members. These guidelines hold a strong value as they have been tested against local challenges that could have been detrimental to the project

Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Integrating mobile robotics and vision with undergraduate computer science

This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authors’ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe