Design Guidelines for Sensor-based Mobile Learning Applications

We present five design guidelines that we have developed from issues identified during our usability evaluations in a sensor-based citizen inquiry project. These have been compiled from existing literature, and after receiving feedback on use of the mobile application from participants through forum comments and survey responses, statistical analysis of the sensor measurements, and the researchers' observation and reflection. These guidelines aim to assist Technology-enhanced Learning (TEL) researchers and teachers who develop, modify or use mobile apps for their projects and lessons

New technology in Museums: AR and VR video games are coming

Museums have gone through a modernization process which has seen the adoption of new technologies in what they offer visitors. Within the framework of the new critical museology, these organizations have been transformed into places of encounter and experience, the key tools in this change being socialization and play. Gamification are now intrinsic to collections and are a way of inviting visitors to share new museum experiences through the latest technology such as AR (Augmented Reality) and VR (Virtual Reality). In this way, the museum becomes a playground and a space for creativity (Borja-Villel et al., 2014). In this research, we focus on what we consider to be an important link between the three central aspects of museum change: sociability, gamificaction and virtualization; and the growing interest in museums for videogames. Our aim is to reach a better understanding of the AR and VR video games developed for museums and how these technologies can not only motivate visitors’ interest but also improve their learning skills. Our analysis focuses of literature published between 2015 to 2018 and follows the analytic structure established by Connolly et al. (2012) with additional features related to learning experience, platforms, and the use of technologies (VR and AR). The general aim is to map the interest of the research community in the field of museum-developed video games, more specifically those that use augmented and virtual reality

Mitigating the challenges of mobile games-based learning through gamified lesson paths

The application of gamification in both educational and vocational training contexts is commonly associated with learner engagement, improved learning outcomes, and increased performance. While the benefits of gamification are evident in these contexts, the creation of gamified learning spaces, especially those that employ mobile technologies, remains challenging. This paper explores the key challenges discussed in the literature in relation to mobile games-based learning, and presents the Authoring Tool for Gamified Lesson Paths (AT-GLP) which incorporates a set of features teachers can utilise to create gamified lesson paths playable on both desktop and mobile devices. A lesson path can be constructed around a customisable storyline and it can integrate minigames engaging students with the learning content while enabling teachers to evaluate student learning. The authoring tool is the core component of the BEACONING platform which was initially developed to support Science, Technology, Engineering, and Mathematics (STEM) subjects. The system has been implemented across ten countries and has been piloted with over 5000 students. In this paper the authors discuss how the system can be applied in other disciplines, such as language learning, and how it can help mitigate some of the challenges associated with mobile games-based learning. Lessons learnt and suggestions for improvement are also discussed

An exploration of student experiences with social media and mobile technologies during emergency transition to remote education

The adoption of mobile computing technologies in higher education has been accelerated during the emergency transition from on-campus to distance learning, which occurred due to the unprecedented situation caused by Covid-19 pandemic. The aim of this study is to explore how undergraduate students experienced learning through mobile computing devices during the emergency transition to remote education; how this experience may have impacted learner engagement and their overall academic performance; and students’ perceptions on the role social media played while learning under lockdown. To gather students’ insights and perceptions, in-depth, semi-structured interviews were conducted with both full-time and part-time undergraduate students. Three main themes emerged from the thematic analysis of the interview data. Firstly, the significant, multifaceted role social media play during distance education in keeping students engaged; secondly, students’ positive experiences with using mobile computing devices to support their learning under lockdown; and thirdly, the frustrations from learning at a distance with mobile technologies. The research findings can empirically inform the design of engaging, inclusive, and inviting mobile learning environments towards improving the experiences of the mobile learner in an everchanging world

Una visión empresarial del desarrollo de serious games : propuesta de un marco de trabajo

Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias de la Información, leída el 26-01-2023El carácter multidisciplinar establece el desarrollo de la investigación que a continuación presentamos y que está enmarcada en una beca de doctorado industrial desarrollada en la empresa de base tecnológica Pada One Games. Esta investigación pretende definir un marco de trabajo para el diseño de serious games en museos que incluya la evaluación de la diversión y el aprendizaje como variables separadas pero (inter) relacionables. Fruto del objetivo expuesto, surge la hipótesis principal de la investigación: la evaluación mixta, cuantitativa y cualitativa por separado, de la diversión y el aprendizaje en el diseño de los juegos para museos permite crear juegos más efectivos, es decir, más divertidos y útiles al mismo tiempo para los fines pedagógicos de estas instituciones. A través de varios experimentos realizados sobre juegos concretos, se han evaluado una serie de hipótesis específicas que nos han ayudado a determinar la validez de la principal. Para la consecución de este objetivo seguiremos la metodología conocida como Investigación-Acción participativa. Se aplica en el desarrollo del marco de trabajo para el diseño de serious games, y se complementa con las evaluaciones intermedias sobre aspectos concretos de los juegos. En ellos utilizaremos técnicas cuantitativas que permitan juzgar la diversión y el aprendizaje en los videojuegos que se desarrollarán como parte de la investigación...The multidisciplinary character marks the development of the research presented below, which is framed in an Industrial Doctorate grant developed in the technology-based company Pada One Games. This research pursues the definition of a framework for the design of Serious Games in museums that includes the evaluation of fun and learning, asseparate but (inter) relatable variables. As a result of the above objective, the main hypothesis of the research arises: Separate quantitative/qualitative evaluation of fun and learning in the design of games for museums allows designing more effective games, i.e., that are both more fun and useful for the pedagogical purposes of these institutions.Through several experiments conducted on specific games, a series of more specific hypotheses have been evaluated that have helped us to determine the validity of the main hypothesis.In order to achieve this objective, we will follow a methodology known as Participatory Action Research. This methodology is applied in the development of the framework for the design of Serious Games and is complemented by intermediate evaluations on specific aspects of the games, where we will use quantitative techniques that allow us to evaluate the fun and learning in the video games that will be developed as part of the research...Fac. de Ciencias de la InformaciónTRUEunpu