Mobile Applications: Games that Transform Education (original) (raw)

Mobile Game-Based Learning in STEM Subjects

Encyclopedia of Information Science and Technology, Fourth Edition, 2018

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 ...

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Computers&Education, 2013

In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

Power up Learning With Mobile Games

Advancing Mobile Learning in Contemporary Educational Spaces

The evolution of mobile games and the subsequent evolution of designing mobile gaming experiences to support learning is captured in this chapter. The authors will address the affordances and limitations of mobile gaming as well as the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and the implementation of mobile games in schools are discussed. In addition, this chapter explores mobile games for social change, their prevalence, and their role in facilitating learning. The chapter also discusses differing perceptions on the issue of mobile games in and out of the classroom as well as the potential for marketability.

Developing a Mobile Game Using Scientific Approach to Support Mathematics Learning

Edumatika : Jurnal Riset Pendidikan Matematika

The widespread use of smartphones to play games and the lack of use as a medium for learning mathematics is the reason for the need for the development of smartphone-based edutainment learning media. The purpose of this research is to design and develop interactive edutainment learning applications of mobile mathematics games to help junior high school students to learn line and angles material. This mobile game-based application incorporates graphic design, background music, and animation, and a major structural element in game development to attract students. This research belongs to the type of Research and Development (R&D) and the model used is the ADDIE model that is carried out in a systematic stage. The results of the study show that the developed game meets the valid aspects, where the level of expert approval of the design functionality has an average value of 4,49 out of 5, meanwhile, the assessment of the material has an average score of 4,17 out of 5 and the user states...

A critical review of 13 years of mobile game-based learning

Educational Technology Research and Development, 2017

With the increasing popularity of smartphones and tablets, Game-Based Learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well. December 2017 - Educational Technology Research and Development, Springer DOI10.1007/s11423-017-9552-z

Mobile Gamification in EducationEngage, Educate and Entertain via Gamified Mobile Apps

2014

Digital games are very popular amongst the digital natives; they use them for entertainment engagement, enjoyment and fun. With the emergence of the internet and mobile apps edutainment and gamification is also becoming increasingly important in the educational sector. With the rapid development of mobile technologies and applications, games are now entering a new era where their purpose is no longer for entertaining only but also for educating and informing. Games can offer interactive learning activities and tasks that can foster collaboration and creativity. Drawing on the experience of gamification, this explorative paper examines key strategies by which instructors can introduce interactive mobile game elements to the classroom in ways that are simple and engaging.