Mobile gaming patterns and their impact on learning outcomes: A literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Mobile gaming patterns and their impact on learning outcomes: A literature review. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hérnandez-Leo (Eds.), Proceedings of 7th European Conference on Technology Enhanced Learning (EC-TEL 2012) (pp. 419-424). September, 18-21, 2012, Saarbrücken, Germany.Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research ac-tivities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes

Exploring Archaeological Parks by Playing Games on Mobile Devices

Explore! is an m-learning system that combining e-learning and mobile computing allows middle school students to interact with learning materials in different ways while playing a game in an archaeological park. Design is based on user-centred and participatory approaches. The evaluation of Explore! through systematic field studies has shown that it is able to transform the visit to archaeological parks into a more complete and culturally rich experience. Thanks to the generality of the software infrastructure, games to be played in different parks can be easily created; to this aim, an Authoring Tool to be used by history experts and/or teachers has been developed

Effectiveness of Modern Educational Games on Society

The study is about how modern education games are effecting the society. The authors have discussed different point of views published and working in the same domain after critically evaluating previous work in the same domain. The authors have covered how games are changing the way of learning new education trends

Effects of mobile gaming patterns on learning outcomes: a literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Effects of mobile gaming patterns on learning outcomes: A literature review. International Journal of Technology Enhanced Learning, 4(5-6), 345-358. doi:10.1504/IJTEL.2012.051817Within the past decade, a growing number of educational scientists have started to recognize the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechanisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive

WHAT DRIVES M-LEARNING SUCCESS? –DRAWING INSIGHTS FROM SELF-DIRECTED LEARNING THEORY

Contrary to its rapid diffusion, m-learning is short of concrete theoretical underpinnings. This study serves as a first important step to apply self-directed learning theory to the m-learning field. Based on a review of both m-learning and self-directed learning theory literature, present study applies findings of prior self-directed learning research to portray current m-learning activities. Evidence is also found, suggesting that self-directed learning theory should be an important theoretical underpinning of m-learning. Based on a reflection on current m-learning initiatives, the paper suggests that, to design a sound m-learning system, a sufficient consideration of learners’ self-directed learning attributes is critical and essential

A Learning Outcome-oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz, B., Klemke, R., & Specht, M. (in press). A Learning Outcome-oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual InformationMobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, we propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework we aim at understanding how pervasive game content may support learning. Findings from our research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work perorates with a discussion on the shortfalls and potentials, which our framework for analysis provides