scholarly journals Adapting Learning Theories in Mobile Game-Based Learning Development

2010 ◽  
Author(s):  
Syamsul Bahrin Zaibon ◽  
Norshuhada Shiratuddin
Keyword(s):  
Learning Theories ◽  
Game Based Learning ◽  
Mobile Game ◽  
Learning Development

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

2010 ◽  
Author(s):  
Syamsul Bahrin Zaibon ◽  
Norshuhada Shiratuddin
Keyword(s):  
Design Research ◽  
Learning Theories ◽  
Research Approach ◽  
Game Based Learning ◽  
Application Development ◽  
Mobile Game ◽  
Evaluation Strategy ◽  
Learning Content ◽  
Game Developers ◽  
Five Phases

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.  

Mobile Gaming Environment

2011 ◽  
pp. 467-481 ◽  
Author(s):  
Namsoo Shin ◽  
Cathleen Norris ◽  
Elliot Soloway
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Learning Theories ◽  
Game Based Learning ◽  
Mathematics Attitude ◽  
Mobile Game ◽  
Mobile Gaming ◽  
Gaming Environment ◽  
Relationship Of ◽  
The Relationship

This study was conducted to investigate the relationship of students’ attitude toward mathematics, attitude toward a game, gaming performance, gender, and ethnicity as they relate to learning in an educational gaming environment. During the four-month instructional period, fifty 2nd grade students from three classes used a mobile game. This study used a non-experimental, correlational analysis of the predictors of student performance in mathematics. Overall results showed that the performance of mobile gaming and attitude toward mathematics influence the learning of arithmetic skills regardless of gender and ethnic background. On the basis of these findings, the literature on games, and learning theories, this chapter discusses issues related to design, implementation, and research in order to develop effective mobile game-based learning environments.

CoboChild: a blended mobile game-based learning service for children in museum contexts

2018 ◽  
Vol 52 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Tien-Yu Hsu ◽  
HsinYi Liang ◽  
Chuang-Kai Chiou ◽  
Judy C.R. Tseng
Keyword(s):  
Learning Environment ◽  
Physical Space ◽  
Influential Factors ◽  
Game Based Learning ◽  
Museum Learning ◽  
Content Type ◽  
Mobile Game ◽  
Children’S Learning ◽  
Child Centered ◽  
Children's Learning

Purpose The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations. Design/methodology/approach CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning. Findings CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences. Practical implications CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011. Originality/value This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.

“HistoBrick”: Mobile Edutainment into Descriptive Statistics („HistoBrick“: Mobiles Edutainment zur Deskriptiven Statistik)

i-com ◽  
2004 ◽  
Vol 3 (2/2004) ◽  
pp. 53-56
Author(s):  
Georg Ströhlein
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Application ◽  
Management System ◽  
Learning Management System ◽  
Descriptive Statistics ◽  
Game Based Learning ◽  
Mobile Game ◽  
Characteristic Numbers ◽  
Preceding Work

SummaryBased on preceding work on a mobile learning scenario a mobile game like application, called “HistoBrick”, is being designed. It serves as a platform for exercises, assignments and self studies in combination with the higher education courseware on descriptive statistics. This paper focuses on the mobile application and ignores its embedding into a suitable Learning Management System (LMS). “HistoBrick” aims to provide a ubiquitous tool for learning about statistic distributions and their most important characteristic numbers. The didactical background is inspired by recent ideas about how learning works in the so-called constructivist setting, in general, and the findings of game-based learning, in particular.

Mobile Game-Based Learning in STEM Subjects

2018 ◽  
pp. 6376-6387
Author(s):  
Marcelo Leandro Eichler ◽  
Gabriela Trindade Perry ◽  
Ivana Lima Lucchesi ◽  
Thiago Troina Melendez
Keyword(s):  
Stem Education ◽  
School Environment ◽  
Game Design ◽  
Technological Development ◽  
Social Contexts ◽  
Game Based Learning ◽  
Mobile Game ◽  
Games For Learning ◽  
Current Scenario ◽  
And Mathematics

The acronym STEM – Science, Technology, Engineering, and Mathematics has entered the agenda of educational policies. The development of mobile game-based learning has been seen as a new line of research and technological development in the field of educational technology, STEM education and game design. These fields are rather new and intrinsically multidisciplinary, making it even more exciting. There is a growing interest in Mobile Game related research, whether strictly technological or applied in social contexts. In this chapter, we thought a nice way to connect this data and depict the current scenario would be to break the subject into pieces: Game Design; Affection and Play; Mobile Learning; Games for Learning; Science and Mathematics Education; and lastly, summarizing it in the Games for STEM Education section. Our conclusions point to the fact that we are taking the first steps in a digital game development process for teaching mathematics in the school environment and the acceptance of Smartphones as tools that add value to education.

Mobile Game-Based Learning in STEM Subjects

2019 ◽  
pp. 825-838
Author(s):  
Marcelo Leandro Eichler ◽  
Gabriela Trindade Perry ◽  
Ivana Lima Lucchesi ◽  
Thiago Troina Melendez
Keyword(s):  
Stem Education ◽  
School Environment ◽  
Game Design ◽  
Technological Development ◽  
Social Contexts ◽  
Game Based Learning ◽  
Mobile Game ◽  
Games For Learning ◽  
Current Scenario ◽  
And Mathematics

The acronym STEM (science, technology, engineering, and mathematics) has entered the agenda of educational policies. The development of mobile game-based learning has been seen as a new line of research and technological development in the field of educational technology, STEM education, and game design. These fields are rather new and intrinsically multidisciplinary, making it even more exciting. There is a growing interest in mobile game-related research, whether strictly technological or applied in social contexts. In this chapter, the authors thought a nice way to connect this data and depict the current scenario would be to break the subject into pieces: game design; affection and play; mobile learning; games for learning; science and mathematics education; and lastly, summarizing it in the games for STEM education section. The conclusions point to the fact that we are taking the first steps in a digital game development process for teaching mathematics in the school environment and the acceptance of smartphones as tools that add value to education.

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners

ReCALL ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Chih-Ming Chen ◽  
Huimei Liu ◽  
Hong-Bin Huang
Keyword(s):  
Vocabulary Learning ◽  
Rank Correlation ◽  
Learning Performance ◽  
Control Group ◽  
Game Based Learning ◽  
Vocabulary Size ◽  
Mobile Game ◽  
Qualitative Approaches ◽  
Retention Of Knowledge ◽  
Experimental Group

AbstractMany studies have demonstrated that vocabulary size plays a key role in learning English as a foreign language (EFL). In recent years, mobile game-based learning (MGBL) has been considered a promising scheme for successful acquisition and retention of knowledge. Thus, this study applies a mixed methodology that combines quantitative and qualitative approaches to assess the effects of PHONE Words, a novel mobile English vocabulary learning app (application) designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), on learners’ perceptions and learning performance. During a four-week experiment, 20 sophomore students were randomly assigned to the experimental group with MEVLA-GF support or the control group with MEVLA-NGF support for English vocabulary learning. Analytical results show that performance in vocabulary acquisition and retention by the experimental group was significantly higher than that of the control group. Moreover, questionnaire results confirm that MEVLA-GF is more effective and satisfying for English vocabulary learning than MEVLA-NGF. Spearman rank correlation results show that involvement and dependence on gamified functions were positively correlated with vocabulary learning performance.

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