A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India

Kim, Paul; Buckner, Elizabeth; Kim, Hyun-Kyung; Makány, Tamás; Taleja, Neha; Parikh, Vallabhi

doi:10.1016/j.ijedudev.2011.05.008

Cited by 67 publications

(39 citation statements)

References 17 publications

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“…There are various uses of game-based learning that involve mobile technologies, such as using mobile games for learning and game-based augmented reality (AR) (e.g., Dunleavy, Dede, & Mitchell, 2009;Kim, Buckner, Kim, Makany, & Teleja, 2012). However, there are no models or frameworks on using or designing game-based mobile augmented reality.…”

Section: Gaps In the Research: What Are We Missing?mentioning

confidence: 99%

“…In a recent study, Kim et al (2012) reported the success of applying their game-based mobile learning approach in providing opportunities for children from marginalized communities in India. They found that children could familiarize themselves with the provided technologies, develop problem-solving abilities, and learn math through mobile games without much adult intervention.…”

Section: Gaps In the Research: What Are We Missing?mentioning

confidence: 99%

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A review of models and frameworks for designing mobile learning experiences and environments

Hsu

Ching

2015

CJLT / RCAT

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Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, which makes ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners' profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; 4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

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Section: Gaps In the Research: What Are We Missing?mentioning

confidence: 99%

Section: Gaps In the Research: What Are We Missing?mentioning

confidence: 99%

A review of models and frameworks for designing mobile learning experiences and environments

Hsu

Ching

2015

CJLT / RCAT

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“…Furthermore, the new model provides a foundation to successfully implement 21 st century learning capabilities [10], in Kuwait. It is noted that there is a lack of m-learning models and the frameworks are grounded in empirical research conducted in developing countries' contexts [11]. In addition, Traxler concluded that research on m-learning in developing countries should be valued to understand the challenges related to its unique cultures, infrastructure, and learning environment [12].The proposed model contributes in filling the gap through providing an efficient model for m-learning implementation in the region.…”

Section: Introductionmentioning

confidence: 99%

A New Mobile Learning Model in the Context of the Smart Classrooms Environment: A Holistic Approach

Al-Hunaiyyan¹,

Al-Sharhan²,

Alhajri³

2017

Int. J. Interact. Mob. Technol.

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Abstract-This paper proposes a comprehensive mobile learning model in the context of smart classroom environment as a part of a holistic approach to implement an efficient Technology Enhanced Learning (TEL) environment. In this proposed model, the components of the mobile learning as being essential parts of a smart classroom and systematically integrate the mobile features with teaching and learning environment. However, there are many challenges to generalize about this type of learning in any educational system. One of the major causes of these challenges is the lack of an integrated model in a holistic approach to smart classroom and TEL environment. Another critical challenge is not adopting an efficient m-learning inside the smart classrooms. In addition, incorporating many pedagogical and technological elements becomes a new dimension of complexity. The new model is introduced not only to implement a holistic m-learning approach capable of overcoming these challenges, but also to assist the schools and the stakeholders responsible for the national e-learning initiatives.

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“…Experiences of working with the MSM have shown that the peer educators often travel distances and work at different locations to guard their MSM identities from families and local communities. Research show that mobile devices have the potential to widen access and supplement education even in the most remote and underserved areas and even the most marginalized communities such as the MSM (Sinha, 2005;Zurita & Nussbaum, 2004;Attewell, 2005;Kim et al, 2012). Therefore mobile learning potentially fits the profile of this group.…”

Section: Reality Of Being An Msm Peer Educatormentioning

confidence: 99%

Mobile Game Based Learning

Roy

Sharples

2015

International Journal of Mobile and Blended Learning

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This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based game was designed using participatory approaches as a learning support, upholding their real life experiences in game form. The game was designed on an existing platform which provides text role-play games accessed through SMS messages. This paper examines the learning benefits.The findings show that after the intervention the peer educators had better understanding of peer education and organizational support. They also learnt to think critically.

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A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India

Cited by 67 publications

References 17 publications

A review of models and frameworks for designing mobile learning experiences and environments

A review of models and frameworks for designing mobile learning experiences and environments

A New Mobile Learning Model in the Context of the Smart Classrooms Environment: A Holistic Approach

Mobile Game Based Learning

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