Mixed-initiative approaches to on-device mobile game design

Playing casual games is a wildly popular activity on smartphones. However, designing casual games is done by a smaller group of people, usually on desktop computers, using professional development tools. Our goal is to bring these activities closer together, in terms of who does them and how they do them. Our Gamika Technology platform is a 2D physics-based mobile game design environment. It comprises a 284-dimensional parametric design space, and poses mobile game design as the problem of navigating this space. We have built three mobile apps thus far to experiment with on-device, mixed-initiative navigation of the Gamika design space and some of its subspaces. We describe these apps here in terms of the initiatives that go into making a game with them, and how these are split between people and underlying AI software. Our overall goal is to democratise game design, so that anyone and everyone can make casual games directly on their mobile phones or tablets

Mixed-Initiative Approaches to On-Device Mobile Game Design

Playing casual games is a wildly popular activity on smartphones. However, designing casual games is done by a smaller group of people, usually on desktop com-puters, using professional development tools. Our goal is to bring these activities closer together, in terms of who does them and how they do them. Our Gamika Technology platform is a 2D physics-based mobile game design environment. It comprises a 284- dimensional parametric design space, and poses mobile game design as the problem of navigating this space. We have built three mobile apps thus far to experiment with on-device, mixed-initiative navigation of the Gamika design space and some of its subspaces. We describe these apps here in terms of the initiatives that go into making a game with them, and how these are split between people and underlying AI software. Our overall goal is to democratise game design, so that an- yone and everyone can make casual games directly on their mobile phones or tablets

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Maths Apps index #maths4us Project Report

This report provides an overview of the Maths Apps index project led by the Association for Learning Technology (ALT) as part of the maths4us initiative during 2012/13

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

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Mobile Device Use Among Rural, Low-Income Families and the Feasibility of an App to Encourage Preschoolers' Physical Activity: Qualitative Study.

BackgroundAs mobile devices are becoming ubiquitous, technology-based interventions provide a promising strategy to positively influence health behaviors of families with young children. However, questions remain about the feasibility and acceptability of intervention delivery via mobile apps in low-income, rural settings and among families with preschoolers.ObjectiveThe aims of this study were to understand the content and context of mobile device use for preschoolers; explore parent beliefs on this topic, including the acceptability of intervention delivery via mobile devices; and test a prototype of an app to encourage preschoolers' physical activity with both parents and children.MethodsParents (n=29) were recruited from 5 preschool centers in eastern, rural Colorado to complete a semistructured telephone interview regarding preschoolers' mobile device use. A second sample of parents (n=31) was recruited from the same preschool centers to view the app prototype independently and provide feedback. A third sample of preschool children (n=24) was videotaped using the app in small groups to measure engagement and record their responses to the app.ResultsFive key content areas emerged from the telephone interviews: (1) mobile devices are an important part of families' everyday routines, and parents have parameters governing their use; (2) parents often use mobile devices as a tool for behavior management; (3) parents clearly distinguish between mobile device use for learning versus entertainment; (4) parents have an overarching desire for balance in regard to their child's mobile device use; and (5) parents were generally supportive of the idea of using mobile apps for intervention delivery. From the app prototype testing with parents, participants reacted positively to the app and felt that it would be useful in a variety of situations. Testing with preschoolers showed the children were highly engaged with the app and a majority remained standing and/or actively moving through the entire length of the app.ConclusionsMobile devices are already integrated into most families' daily routines and appear to be an acceptable method of intervention delivery in low-income families in rural Colorado. The physical activity app represents an innovative way to reach these families and, with further improvements based on participant feedback, will provide children with a unique opportunity to practice key movement skills