Dakota State University Students Use Pokemon Go to Teach STEM to Fourth Graders -- THE Journal.pdf (original) (raw)
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College Students' Attraction to the Mobile Augmented Reality Game Pokémon Go
International Journal of Gaming and Computer-Mediated Simulations
Recent headlines show instances of the popular augmented reality game Pokémon Go. Higher educators are watching students engage with schools in their community as they search for elusive Pokémon characters on mobile devices. But, technology is not without risk (i.e. privacy, physical harm) that must be considered. This article reports results of a mixed-methods study, in which 452 college students revealed their motivations for using the mobile augmented reality game Pokémon Go. The authors examined student survey data to find whether race, gender, or age influenced who played the game. In addition, the authors' findings included student perceptions as to Pokémon Go's risks and benefits, learning, and student recommendations for improving the game. Furthermore, based on their findings, the authors discuss how augmented reality games can be useful for learning, building community and social capital.
Learning by Walking - Pokémon Go and Mobile Technology in Formal Education
ICERI2017 Proceedings, 2017
Peripatetic group learning has a long history that dates back to the walking sessions that Plato and Aristotle led in the Lyceum of Athens. Other teachers in ancient Greece also frequently used play and physical training didactically. Pokémon Go has a relatively short history (starting in the summer of 2016), but this location-based game had a faster global spread than anyone could have imagined. In the first week after its release, the game became the most downloaded app in history. In Pokémon Go, the players use real-world maps on which buildings, roads and water are correctly indicated. The game is played on mobile devices; the Pokémon figures pop up on maps and can be captured with virtual balls. To catch the Pokémon figures, players must physically move to the place where the figure is located; thus, unlike most other digital games, Pokémon Go involves outdoor activities such as long walks. With its high degree of physical activity, Pokémon Go has attracted researchers' attention for use as an exergame. Several researchers are also looking at Pokémon Go's use as an augmented-reality game. In this study, the focus is on Pokémon Go's use as a mobile-learning game and on the potential for outdoor activities in formal education. In this study, two primary school classes used the game for learning sessions in mathematics and social science. The aim of this study is to discuss students' expressions regarding how a location-based game such as Pokémon Go could be used as a tool for outdoor activities in formal education. Each primary school class was divided into groups of three to four students each for planned lessons that included walks. Each group had one or two smartphones to stimulate collaboration between students. The walks included PokéStops where teachers conducted planned sessions; later, the teachers followed up on the outdoor lessons within a traditional classroom setting. Data were gathered from group interviews with the students who participated in the outdoor sessions involving Pokémon Go. The collected data were then analysed and categorised via a thematic analysis. The findings show that Pokémon Go can be seen as a learning-stimulating game that could augment traditional teaching sessions in formal education. Students reported that they enjoyed catching the Pokémon figures the most, but some students also mentioned that they appreciated the math assignments and liked learning about the statues that they passed during the walkings. The most positive findings were that there were concrete learning outcomes and that this mobile, game-based educational setting seemed to encourage students to engage in collaborative learning. However, Pokémon Go is not an all-encompassing solution for the ongoing digitalisation of primary school. The conclusion is rather that location-based games have the potential to vitalise formal education, provided that they are carefully integrated into the curriculum.
Understanding the Pokemon Go Phenomenon Through Augmented Reality Research (Oct. 1, 2016)
Pokemon Go is a game app that successfully introduced augmented reality (AR) to mass consumers due to its user friendly game design, as the AR game app offers ease of use, the free-to-play (F2P) marketing model, and the childhood nostalgia factor by referencing the well-established Pokemon manga, toys, and media franchise that has become globally popular since 1995. However, academics and game designers have been researching and creating augmented environments with augmented reality technology for decades, focusing on the use of AR technology to enhance the social experience of working in private and public sectors beyond entertainment, such as journalism, surgery and medicine, archeological exploration, and other uses (for example, see Geogia Teehs Augmented Environments Research Lab bibliography for a list of scholarly research on AR design and use cases). Due to the popularity of Pokemon Go, more AR apps will proliferate in the mobile market, and become regular staple installs on mass consumer devices. Several implications and forecasts can be made for the future of education given the popularity of Pokemon Go. Since the majority of students are mobile device consumers, this means that in the very near future, students will be using augmented reality (AR) apps, and later on virtual reality (VR) and mixed reality (MR) apps (as they become more affordable), as an inextricable part of daily life. Given that the use of mobile devices in education is becoming a trend, as more digitally connected educators are encouraging students to use mobile devices to conduct research and complete assignments, educators will need to begin considering the educational implications of AR, and how to utilize AR apps for educational purposes, such as the inclusion of AR apps usage as part of the requirements for achieving digital citizenship literacy.
Beyond Pokemon Go: Mobile Ar & VR in Education
2016
The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) – how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokémon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user genera...
Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool
SAGE Open
The success of Pokémon Go is demonstrating that augmented reality (AR) is reaching the masses quickly and can be a robust tool to enhance student engagement and learning. Leveraging AR for instructional purposes has the potential to become a powerful medium for Universal Design for Learning (UDL) by providing new tools for multiple means of representation, action and expression, and engagement. One of the advantages of using AR applications and AR platforms is the ability to display context relevant digital information to support students’ needs in real time and in specific contexts. Although many educational AR applications are in their developmental stages, the rapid growth of AR is likely to continue. The examples presented in this article focus on how educators can use mobile devices and AR to apply the principles of UDL. Combining AR with the principles of UDL can help educators create lessons that are accessible, engaging, and powerful for a diverse range of learners.
STEM Inquiry Through INPLACE Mobile Games
Optimizing STEM Education With Advanced ICTs and Simulations, 2017
To make STEM learning meaningful, students need to feel the relevance and authenticity of the learning activity. Games—particularly mobile games—offer a unique opportunity for students to be immersed in collaborative STEM inquiry. INPLACE mobile games combine the best practices of what the games and learning field knows about using the affordances of mobile devices to engage students, to support collaboration, and to promote authentic practice in a discipline. INPLACE is an acronym that stands for Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. School Scene Investigators is a game series designed according to the INPLACE framework; students playing it demonstrated higher engagement and scientific inquiry than students in a control activity. Ultimately, INPLACE provides a design framework that teachers and researchers can use for building mobile games that heightens engagement and increases inquiry-based learning.
Media Education, 2021
AR technology creates the possibility of overlapping two realities. It is a space used, among others, in education. AR increases the visual attractiveness of the game and the involvement of its users. However, some applications were not created with the intention of using them for this purpose, although they have the potential not only to entertain but also to teach. One of such games is "Pokemon Go!". which The following research methods were used in the study: 1) in-depth interview to learn about the specifics of the game "Pokemon Go!" and its potential educational opportunities; 2) observation allowing to write down the behavior of players while using the game; 3) a survey to find out the motivations and thoughts of the players. It was attempted to determine whether there will be any interaction between the players and the physical locations used in the game, using the format of the game chosen for the study, which was the passage along the proposed route. It turned out that thanks to the players' suggestions, a potentially optimal way of using the game was determined, which could be used in further research on the phenomenon of the educational dimension of the "Pokemon Go!" game.
Families, resources, and learning around Pokemon Go
E-learning and Digital Media, 2018
n this study, I detail three families who play the popular mobile augmented reality game Poke ́mon Go together. I discuss the parents’ perceptions of the game’s educational merits and potential drawbacks and detail how learning occurs around the game. Using the framework of Distributed Teaching and Learning Systems, I argue that Poke ́mon Go and other games and digital media experiences that families engage with at home can be powerful resources, which connect and integrate with other sites and resources, both in-school and out-of-school. In the case of these families, parents engage in explicit teaching around the game and share information that they have learned online. The findings presented here have implications for researchers, educators, and designers.
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 ...