Mobile Learning und Mobile Game-based Learning

2018 ◽  
pp. 161-176
Author(s):  
Ansgar Gerlicher ◽  
Tobias Jordine
Keyword(s):  
Mobile Learning ◽  
Game Based Learning ◽  
Mobile Game

“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.

scholarly journals What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game?

2017 ◽  
Vol 56 (3) ◽  
pp. 344-368 ◽  
Author(s):  
Achraf Touati ◽  
Youngkyun Baek
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Final Analysis ◽  
Perceived Competence ◽  
Strong Impact ◽  
Game Based Learning ◽  
Academic Context ◽  
Mobile Game ◽  
Proposed Model ◽  
Learning Game

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Development of the Teaching Games System Based on Mobile Learning

2014 ◽  
Vol 685 ◽  
pp. 651-654
Author(s):  
Yang Na Su
Keyword(s):  
Mobile Learning ◽  
Future Development ◽  
Web Pages ◽  
Digital Learning ◽  
Online Game ◽  
Game Development ◽  
Mobile Game ◽  
Major Bottleneck ◽  
Mobile Development ◽  
Video Format

Mobile learning is the future development of digital learning, Due to the different mobile development system for different mobile devices, which became a major bottleneck for mobile development. Existing mobile learning resources are scarce, showing most of the text, web pages, video format, rare game theme unattractive for the format of fixed points, lack of reusability and versatility. Base on the characteristic of Dispersed, fragmentary characteristics of mobile learning, imitating the form of the theme of the popular online game, to make the learner a more active, more effective and more lasting in mobile learning. Use Flash to develop mobile learning teaching game, introduces the idea of integrable Ware to mobile game development, separate the knowledge from the game, and improve the reusability and versatility of the game.

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.

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.

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