Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.
Emotional augmented reality-based mobile learning design elements: a kansei engineering approach
