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.  

USER TESTING ON GAME USABILITY, MOBILITY, PLAYABILITY, AND LEARNING CONTENT OF MOBILE GAME-BASED LEARNING

2015 ◽  
Vol 77 (29) ◽  
Author(s):  
Syamsul Bahrin Zaibon
Keyword(s):  
Game Based Learning ◽  
User Testing ◽  
Mobile Game ◽  
Learning Content ◽  
Game Developers

This article presents an approach to user testing of mobile game-based learning (mGBL) applications by adapting four testing components: Game Usability, Mobility, Playability, and Learning Content. Each of the components represents the issues to be considered and evaluated for a mGBL. Therefore, the testing will know whether mGBL applications are well met each those needs of the components. 20 users were selected to play three different mGBL applications, and then they tested the game by completing testing forms. Users need to indicate whether each mGBL application met the need for each testing components. The findings show that users successfully played and completed all testing forms. The study provides intensive review of mGBL characteristics that can be useful and may be of interest to game developers.

scholarly journals Contextualized mobile game-based learning application for computing education

2020 ◽  
Author(s):  
Alok Kumar Yadav ◽  
Solomon Sunday Oyelere
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Research Approach ◽  
Mixed Method Research ◽  
Game Based Learning ◽  
Computing Education ◽  
Mobile Game ◽  
Analysis Of Algorithm ◽  
Learning Satisfaction ◽  
Improved Learning

Abstract This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.

E-Collaborative Learning (e-CL)

2019 ◽  
pp. 780-792
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This chapter investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements—technology, pedagogy, and methodology—are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements—time, space, and society—are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model, analyzing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered, and conclusions are reached. Throughout the chapter, key and significant approaches, methods, and terms are pinpointed and concisely developed.

E-Collaborative Learning (e-CL)

2018 ◽  
pp. 6336-6346
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This article investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements technology, pedagogy, and methodology are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements time, space, and society are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model and analysing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered and conclusions are reached. Throughout the article key and significant approaches, methods, and terms are pinpointed and concisely developed.

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.

TSI-Enhanced Pedagogical Agents to Engage Learners in Virtual Worlds

2013 ◽  
Vol 11 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Steve Leung ◽  
Sandeep Virwaney ◽  
Fuhua Lin ◽  
AJ Armstrong ◽  
Adien Dubbelboer
Keyword(s):  
Virtual Worlds ◽  
Situational Awareness ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Emotional States ◽  
Game Based Learning ◽  
Application Development ◽  
Mediated Communication ◽  
Development Framework ◽  
Multi Agent

Building pedagogical applications in virtual worlds is a multi-disciplinary endeavor that involves learning theories, application development framework, and mediated communication theories. This paper presents a project that integrates game-based learning, multi-agent system architecture (MAS), and the theory of Transformed Social Interaction (TSI), the project implements a group of engaging, affectionate and effective pedagogical agents equipped with abilities of self-repsentation, emotional states reasoning and situational awareness. A prototype of a virtual quiz show, QuizMASter, has been implemented to realize these abilities, and will be used to test for the effectiveness of the approach.

DAMPAK PROGRAM DIKLAT ONLINE TIK GURU PUSTEKKOM TERHADAP AKSESBILITAS KONTEN PEMBELAJARAN PADA FITUR RUMAH BELAJAR

2018 ◽  
Vol 19 (2) ◽  
pp. 84
Author(s):  
Eni Susilawati
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Online Training ◽  
Research Approach ◽  
Intensity Level ◽  
Web Based ◽  
Learning Content ◽  
Open Questions ◽  
Ict Training ◽  
The Impact

The research objective is to analyze the impact of the participation of online  ICT teacher training to increase the number of accessibility the learning content of features in Rumah Belajar. This research used the quantitative research approach with descriptive quantitative analysis methods to be able to describe how the increase in accessibility features of Rumah Belajar and utilization in learning in school. Samples were selected in this study are all online training participants at 15 locations online training that has been conducted by Pustekkom in 2015 and 2016 in 2015. The data was collected using a questionnaire and a list of open questions in accordance with the purpose of research. The results showed that 1) online ICT teacher training participants, after completing the Pustekkom  training online  using become more motivated to access other feature in Rumah Belajar; 2) The order of the percentage of the intensity level of accessibility to the other features of Rumah Belajar are: Sumber Belajar 23%, BSE 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% and Karya Komunitas 2%, and ICT training online using the application PKB Rumah Belajar can be used as a reference for efforts to develop a web-based learning applications, in particular for the development of Rumah belajar portal belongs Pustekkom Kemendikbud. Tujuan penelitian yaitu untuk menganalisis dampak keikutsertaan diklat online  TIK guru Belajar terhadap peningkatan jumlah aksebilitas konten pembelajaran pada fitur-fitur rumah belajar. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode analisis kuantitatif secara deskriptif untuk bisa menggambarkan bagaimana peningkatan aksesbilitas fitur-fitur rumah belajar dan pemanfaatannya dalam pembelajaran di sekolah. Sampel yang dipilih dalam penelitian ini adalah semua peserta diklat online  pada 15 lokasi diklat online yang telah dilaksanakan oleh Pustekkom pada tahun 2015 dan 2016. Pengumpulan data menggunakan kuesioner dan daftar pertanyaan terbuka sesuai dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa 1) peserta diklat online TIK Guru, setelah mengikuti diklat online Pustekkom, menjadi lebih termotivasi untuk mengakses fitur-fitur lainnya dalam Rumah Belajar; 2) Urutan prosentase tingkat intensitas aksesbilitas terhadap fitur-fitur Rumbel selain Pengembangan Keprofesian berkelanjutan (PKB) adalah: Sumber Belajar 23%, Buku Sekolah Elektronik (BSE) 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% dan Karya Komunitas 2%; dan 3) diklat online TIK menggunakan aplikasi PKB. Rumah belajar bisa dijadikan referensi bagi upaya pengembangan aplikasi pembelajaran berbasis web, khususnya bagi pengembangan portal Rumah Belajar milik Pustekkom Kemendikbud.

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