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.

The Role of Gender in Mobile Game-Based Learning

2014 ◽  
pp. 254-271 ◽  
Author(s):  
Susan Gwee ◽  
Yam San Chee ◽  
Ek Ming Tan
Keyword(s):  
Gender Differences ◽  
Social Studies ◽  
Learning Outcomes ◽  
Ninth Grade ◽  
Game Based Learning ◽  
Mobile Game ◽  
Learning Game ◽  
Essay Question ◽  
Higher Order Learning

This paper investigates whether there are gender differences in gameplay time and learning outcomes in a social studies mobile game-based curriculum. Seventeen boys and 24 girls from a ninth-grade class in Singapore used a mobile learning game Statecraft X to enact governorship in the game world. The data suggest that boys spent significantly more time playing Statecraft X than girls. However, there were no significant gender differences in their scores in an essay question assessing their learning about governorship in terms of criteria of relevance of content, perspective, and personal voice. There was also no significant correlation between gameplay time and relevance of content, perspective, and personal voice scores. Thus, higher engagement in gameplay alone does not necessarily lead to higher-order learning outcomes. This paper discusses the factors giving rise to these results.

The Role of Gender in Mobile Game-Based Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 19-37 ◽  
Author(s):  
Susan Gwee ◽  
Yam San Chee ◽  
Ek Ming Tan
Keyword(s):  
Gender Differences ◽  
Social Studies ◽  
Learning Outcomes ◽  
Ninth Grade ◽  
Game Based Learning ◽  
Mobile Game ◽  
Learning Game ◽  
Essay Question ◽  
Higher Order Learning

This paper investigates whether there are gender differences in gameplay time and learning outcomes in a social studies mobile game-based curriculum. Seventeen boys and 24 girls from a ninth-grade class in Singapore used a mobile learning game Statecraft X to enact governorship in the game world. The data suggest that boys spent significantly more time playing Statecraft X than girls. However, there were no significant gender differences in their scores in an essay question assessing their learning about governorship in terms of criteria of relevance of content, perspective, and personal voice. There was also no significant correlation between gameplay time and relevance of content, perspective, and personal voice scores. Thus, higher engagement in gameplay alone does not necessarily lead to higher-order learning outcomes. This paper discusses the factors giving rise to these results.

“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 Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study

2017 ◽  
Vol 48 (4) ◽  
pp. 435-454 ◽  
Author(s):  
Marcin Wardaszko ◽  
Błażej Podgórski
Keyword(s):  
Comparative Study ◽  
Mobile Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Factual Knowledge ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Initial Learning ◽  
Learning Game

Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.

scholarly journals Design and Implementation of Anonymized Social Network-based Mobile Game System for Learning Mathematics

2018 ◽  
Vol 13 (12) ◽  
pp. 83 ◽  
Author(s):  
Petar Juric ◽  
Marija Brkic Bakaric ◽  
Maja Matetic
Keyword(s):  
Social Network ◽  
Game Based Learning ◽  
School Students ◽  
Student Collaboration ◽  
Mobile Game ◽  
Proposed Model ◽  
Learning Mathematics ◽  
The Social ◽  
Anonymized Data ◽  
Network Collaboration

Group work and student collaboration during problem solving sessions are teaching methods which positively affect learning outcomes and socialisation. It is extremely complex to find a way of applying these methods to make them appropriate for and interesting to the new digital generation of students. This paper proposes a model which enables social network collaboration between primary school students within the system for mobile game-based learning of mathematics. It also suggests technology and proposes a general model which enables researchers to access anonymized data, teachers to keep track of student progress, and students to keep track of their own progress relative to other students, all at the same time. A microblogging social network service is integrated in the system in a way that enables sending messages without additional authentication and thus facilitates dynamics of the system. The proposed model enables mining of anonymized data streams originating from both the game and the social network. In this paper the model is used for the analysis of concepts which students most often publish, and for the analysis of their correlation with other activities within the system. Social network posts are analysed with the aim to detect students capable of taking advanced classes which cover more complex areas than the regular curriculum.

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

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.

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