4 research outputs found
Mobilität, Adaptivität und Kontextbewusstsein im E-Learning
Lucke, U., & Specht, M. (2012). Mobilität, Adaptivität und Kontextbewusstsein im E-Learning. Zeitschrift für interaktive und kooperative Medien, i-com, 01/2012.Wireless networks and mobile devices are widely
available. This allows not only for education independent from time and place. Also, adaption to individuals, places, and situations may be realized, and different scenarios are seamlessly
converging
Investigating the potential of mobile games as learning environments for independent adult skill development
The research described in this thesis is grounded in the fields of independent adult
learning, user experience for mobile applications and game design. It considers the
case for mobile game-based learning in the context of informal microlearning and
investigates the potential of mobile games to assist the independent skills
development of adults.
Initial research found that adults expressed positive attitudes towards the idea of
learning with a mobile game, while even those who did not use mobile games
recreationally appeared positive to using them if they perceived them as an effective
way to develop their skills. Guidelines were then developed to inform the design of
effective mobile learning games based on theories of adult learning, game-based
engagement, mobile usability and mobile game design. These guided the
development of a mobile game prototype aimed at assisting adults, speakers of
English as a second language, to build their academic vocabulary.
To evaluate the effectiveness of the prototype, a mixed methods approach combining
quantitative and qualitative data collection instruments was utilised. Player
engagement and system usability were measured rather than direct measures of
learning outcomes. Overall the results were encouraging since evaluation participants
were found to be engaged by the activity and able to easily pick up the game and
play. Additionally, qualitative data on participants’ experiences and perceptions were
collected, which supported initial research findings on the positive attitudes of adults
towards using mobile games for learning. Though caution is recommended when
generalising the evaluation results, the potential of mobile games for the independent
learning of adults was supported.
Overall this research offers a rationale for the use of mobile game-based learning, an
insight into the nature of adult learners’ needs and their mobile devices usage
patterns, a critical discussion on the type of learning that would be appropriate for
the context, a set of guidelines for the design of mobile learning games, and finally a
discussion of evaluation methods along with a collection of empirical data on the
post-experiential attitudes of adults with regards to mobile games for learning