Mobile Game-Based Learning (mGBL): Application Development and Heuristics Evaluation Strategy

Purpose – This article presents an approach to developing a mobile game-based learning (mGBL) application by adapting unified characteristics of learning theories and approaches. In addition, the study also identified the strategy to evaluate mGBL. Method – The study utilized the design research approach in information systems. The research methodology can be divided into five phases; (i) awareness of problem (ii) suggestion (iii) development (iv) evaluation and (v) conclusion. Findings – Unified characteristics of mGBL were identified. In adapting the characteristics, the mGBL application was developed based on the concept of values in 1Malaysia. To evaluate the mGBL, a heuristics evaluation strategy is proposed. The strategy consists of four components: Game Usability, Mobility, Game Play, and Learning Content. Each of the components represents the issues to be considered and evaluated for a mGBL. Value – The study provides intensive review of mGBL characteristics that can be useful and may be of interest to game developers. In addition the heuristics evaluation strategy is developed for evaluating the effectiveness of mGBL application

From Newton To Gates-Digital Principia

Computers are becoming the norm for teaching and learning. The Internet gives people ready access to text, visual and audio messages from around the world. For teachers, content is critical and the future dictates the need for major changes in the role of the teacher and learner. Today’s digital tools and video games have proven to be well known motivators. This paper stressed the importance for educators to develop content using these tools and games. We are in the world of interaction and need to be prepared for even more technological advancements. To the extent that instructors keep up with future innovations, will dictate how well these challenges are met and utilized for the betterment of the teaching/learning process

Robots, drugs, reality and education: how the future will change how we think

Emerging technologies for learning report - Article exploring various future trends and their potential impact on educatio

Language learning through handheld gaming: a case study of an English course with engineering students

El siglo XXI es la generación de Digital Game-Based Learning, una generación que creció con las tecnologías y contribuyendo a la prevalencia de los juegos digitales [Chuang et al., 10]. Así, el uso de consolas portátiles (Nintendo DS o SONY PSP) para el entretenimiento en todas las edades ha aumentado dramáticamente, al igual que la disponibilidad de los juegos que satisfagan necesidades específicas, las necesidades o preferencias de los usuarios. Aunque este campo de aplicaciones no está exenta de limitaciones, tales como la conectividad, la facilidad de uso y limitaciones técnicas [Moisés, 08; Hussain y Adeeb, 09], el aprendizaje móvil está ahora en el programa a todos los niveles de la educación [Cheon et al., 12; Frohberg et al., 2009; Suki y Suki, 07]. En este estudio analizamos cómo Nintendo utiliza tecnología móvil para enseñar vocabulario, gramática, pronunciación, escritura y habilidades de escucha puede ayudar a mejorar el entorno de aprendizaje y los resultados en inglés para estudiantes de ingeniería. La doble investigación apunta a (1) evaluar la satisfacción del estudiante con la tecnología móvil y (2) medir el aprendizaje del estudiante con Nintendo DS. A la luz de estas hipótesis, los resultados muestran cómo la introducción de dispositivos móviles puede aumentar el interés de los alumnos y la motivación en el proceso de aprendizaje, fomentar la integración de actividades y aumentar el rendimiento académico de los estudiantes.The 21st century is the generation of Digital Game-Based Learning, a generation growing up with technologies and contributing to the prevalence of digital games [Chuang et al., 10]. Thus, the use of mobile consoles (Nintendo DS or SONY PSP) for entertainment at all ages has increased dramatically, as has the availability of games that meet specific needs, requirements or users preferences. Though this field of applications is not exempt from constraints such as connectivity, usability and technical limitations [Moses, 08; Hussain and Adeeb, 09], mobile learning is now on the agenda at all levels of education [Cheon et al., 12; Frohberg et al., 09; Suki and Suki, 07]. In this study we analyze how Nintendo mobile technology used to teach vocabulary, grammar, pronunciation, writing and listening skills can help to improve the learning environment and the results in English for Engineering students. The two-fold investigation aims to (1) evaluate the student’s satisfaction with mobile technology and (2) measure student learning with Nintendo DS. In the light of these hypotheses, the results show how the introduction of mobile devices can increase students’ interest and motivation in the learning process, fostering the integration of activities and increasing the academic performance of students.peerReviewe

Language learning through handheld gaming: a case study of an English course with engineering students

El siglo XXI es la generación de Digital Game-Based Learning, una generación que creció con las tecnologías y contribuyendo a la prevalencia de los juegos digitales [Chuang et al., 10]. Así, el uso de consolas portátiles (Nintendo DS o SONY PSP) para el entretenimiento en todas las edades ha aumentado dramáticamente, al igual que la disponibilidad de los juegos que satisfagan necesidades específicas, las necesidades o preferencias de los usuarios. Aunque este campo de aplicaciones no está exenta de limitaciones, tales como la conectividad, la facilidad de uso y limitaciones técnicas [Moisés, 08; Hussain y Adeeb, 09], el aprendizaje móvil está ahora en el programa a todos los niveles de la educación [Cheon et al., 12; Frohberg et al., 2009; Suki y Suki, 07]. En este estudio analizamos cómo Nintendo utiliza tecnología móvil para enseñar vocabulario, gramática, pronunciación, escritura y habilidades de escucha puede ayudar a mejorar el entorno de aprendizaje y los resultados en inglés para estudiantes de ingeniería. La doble investigación apunta a (1) evaluar la satisfacción del estudiante con la tecnología móvil y (2) medir el aprendizaje del estudiante con Nintendo DS. A la luz de estas hipótesis, los resultados muestran cómo la introducción de dispositivos móviles puede aumentar el interés de los alumnos y la motivación en el proceso de aprendizaje, fomentar la integración de actividades y aumentar el rendimiento académico de los estudiantes.The 21st century is the generation of Digital Game-Based Learning, a generation growing up with technologies and contributing to the prevalence of digital games [Chuang et al., 10]. Thus, the use of mobile consoles (Nintendo DS or SONY PSP) for entertainment at all ages has increased dramatically, as has the availability of games that meet specific needs, requirements or users preferences. Though this field of applications is not exempt from constraints such as connectivity, usability and technical limitations [Moses, 08; Hussain and Adeeb, 09], mobile learning is now on the agenda at all levels of education [Cheon et al., 12; Frohberg et al., 09; Suki and Suki, 07]. In this study we analyze how Nintendo mobile technology used to teach vocabulary, grammar, pronunciation, writing and listening skills can help to improve the learning environment and the results in English for Engineering students. The two-fold investigation aims to (1) evaluate the student’s satisfaction with mobile technology and (2) measure student learning with Nintendo DS. In the light of these hypotheses, the results show how the introduction of mobile devices can increase students’ interest and motivation in the learning process, fostering the integration of activities and increasing the academic performance of students.peerReviewe

El uso de las inteligencias múltiples y gamificación como metodología para trabajar en el aula de inglés: una propuesta didáctica

El presente TFG consistirá en una propuesta didáctica usando como modelo de aprendizaje la teoría de las inteligencias múltiples y la gamificación. Aportan una gran versatilidad de tareas y actividades dentro de la asignatura de inglés, en Educación Primaria. El objetivo es conseguir que el alumnado de cuarto de primaria adquiera los conocimientos de las profesiones y rutinas de una forma distinta y más lúdica. Hacer hincapié en la atención a la diversidad, a las fortalezas y habilidades de los alumnos y alumnas para tener un clima de trabajo motivador. Realizándose de una forma inclusiva. En la introducción se hace referencia a las inteligencias múltiples y la gamificación como fundamento de esta unidad didáctica.<br /

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs. 2013 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02).Furió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. https://doi.org/10.1016/j.compedu.2012.12.001S1236

Crossing media boundaries: adaptations and new media forms of the book

t is necessary to continuously review the definition of the book moving from one bound by its material form to one determined by its function as a means of communication. The book’s social function as the high status vehicle for communicating new ideas and cultural expressions is being challenged by sophisticated systems of conveying meaning in other media. In this article, we report on two projects: electronic book (e-book) publication and reader forum for Nature Mage and the transmedia augmented reality (AR) fiction Sherwood Rise, which investigate these issues. Claudio Pires Franco’s work is based on the adaptation of a source work: Duncan Pile’s Nature Mage. The project aims to develop the book from e-book to a fan-produced enhanced digital book. Through this practice-based research, Franco investigates the definitions and classification of the e and i forms of the book and adaptation in new media; the role of the author in creative collaboration with readers through online forums; the extension of the story world through creative collaboration and reader participation while respecting and safeguarding creative properties. One remove from the traditional book, David Miller’s Sherwood Rise, research the user experience with AR to examine narrative problems and explore new storytelling aesthetics. These new media forms define the outer borders of the book system within which content is formed and moulded, and around which society is shaped

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

Designing effective multi-user learning environments to enhance game-based learning

This literature review examines the properties of specific video games, classified as multi-user learning environments, for commonalties and compares these pieces of software with sound learning theories to determine effective methods of using these types of software for educational applications. This category of software, though not initially developed as an educational learning environment or tool, has gained interest due to the social and entertainment value inherit with this type of game play. This paper reviews relevant published research material that examines the characteristics of both games created for entertainment value and games created for educational purposes to provide insights on how to better develop software in the future that supports effective instructional theories while at the same time engaging the learner. After examining literature around multi-user learning environments, and game based learning, this paper suggests what could be developed as the next generation of multi-user game based learning