Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms (touch-screen interaction and accelerometer) and combined Augmented Reality (AR) mini-games with non-AR mini-games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty-eight children from 8 to 10 years old participated in the study. The analyses of the pre-test and the post-tests showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.

ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn 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.

ElsevierFurió Ferri, D.; González Gancedo, S.; Juan Lizandra, MC.; Seguí, I.; Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers and Education. 64:24-41. doi:10.1016/j.compedu.2012.12.015. The effects of the size and weight of a mobile device on an educational game AbstractIn this paper, we present an educational game for an iPhone and a Tablet PC. The main objective of the game was to reinforce children's knowledge about the water cycle. The game included different interaction forms like the touch screen and the accelerometer and combined AR mini-games with non-AR mini-games for better gameplay immersion. The main differences between the two devices were screen size and weight. A comparative study to check how these differences affect different aspects was carried out. Seventy-nine children from 8 to 10 years old participated in the study. From the results, we observed that the different characteristics (screen size and weight) of the devices did not influence the children's acquired knowledge, engagement, satisfaction, ease of use, or AR experience. There was only a statistically significant difference for the global score in which the iPhone was scored higher. We would like to highlight that the scores for the two devices and for all the questions were very high with means of over 4 (on a scale from 1 to 5). These positive results suggest that games of this kind could be appropriate educational games and that the mobile device used may not be a decisive factor.

As new technologies have emerged in the last few years, the learning process has been changing. New and powerful e-learning systems are being developed and new teaching methods can be used in classrooms. In this paper, we present a computer-based game with an educational background that is played on a large-size tabletop display. The game can be used as reinforcement for educational content related to historical ages. The game uses natural interaction. A study to compare the traditional learning method with a collaborative learning method using the game was carried out. A group of up to 12 children could learn together using the game. The experience of children in large groups was also compared with the experience of children playing in pairs. One hundred children between 8 and 11 years old participated in the study; they were divided into three groups (LGroup, Pairs, TClass). When the pretest and the post-test results were compared, it was shown that the children learned the contents in all three groups. The results also showed that there were statistically significant differences between the traditional method and the game played in a large group in favour of children who played the game in the large group. The knowledge acquired was independent from gender and age. There were no statistically significant differences between learning in large groups or learning in pairs. In both cases, the children expressed their satisfaction for the game and found it easy to use. Therefore, playing games of this type collaboratively in large groups or in pairs can be a valuable learning method that can be combined with traditional methods.

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