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

Giannakas, Filippos; Kambourakis, Georgios; Papasalouros, Andreas; Gritzalis, Stefanos

doi:10.1007/s11423-017-9552-z

Cited by 73 publications

(70 citation statements)

References 65 publications

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“…To combat this problem, theories of technology acceptance have to provide a theoretical basis, such as the Technology Acceptance Model (TAM) [5], the Theory of Planned Behavior (TPB) [6], the Unified Theory of Acceptance and Use of Technology (UTAUT) [7], etc. For instance, Giannakas, Kambourakis, Papasalouros, and Gritzalis introduced and applied a six-dimensional framework which consisted of Spatiotemporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy to scrutinize the contributions published from 2004 to 2016 in the field of mGBL [8]. Specifically, the TAM is one of the influential models for explaining technology acceptance and adoption.…”

Section: Introductionmentioning

confidence: 99%

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Yang

Liu

et al. 2019

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Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

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Section: Introductionmentioning

confidence: 99%

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Yang

Liu

et al. 2019

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“…This approach refers to the promotion of knowledge and skills acquisition through the use of games (Qian & Clark, 2016) and has the potential to increase learner motivation, self-directedness, and social and inquiry skills (Giannakas et al, 2018), particularly if it activates prior knowledge and offers instant feedback (Ketelhut & Schifter, 2011). Mobile educational games can provide opportunities to meaningfully engage students in learning of relevant educational content (Liu et al, 2014); however, this teaching methodology requires a carefull balance of the play and the learning outcomes (Giannakas et al, 2018) or it is not likely to be effective (Sung et al, 2016). The EduPARK is using geocaching principles to enhance the gameplay experience for the app users, by finding hidden treasures to promote curiosity, a powerful intrinsic motivator.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Educational Mobile Augmented Reality Edupark Game: Does It Improve Students Learning?

Pombo¹,

Marques²

2019

Proceedings of the 15th International Conference on Mobile Learning 2019

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Mobile devices are being intensively used by the Portuguese youth in their daily life, but not in school activities. Despite this gap, research shows that technology can promote student learning in non-high education contexts. This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the 2 nd or 3 rd Cycles of Basic Education (CBE). The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Nevertheless, students acknowledged difficulties in the use of mobile devices to learn, such as requiring an internet connection, its slowness, not being allowed to use mobile devices in schools as they facilitate access to distractions. The EduPARK game achieved an average Educational Value Scale of 83.8 and an average System Usability Scale of 80.2, indicating its high educational value and usability for students. This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based AR approaches in 2 nd and 3 rd CBE to promote students learning. It also includes an example of excellent interdisciplinary educational materials that comprises a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.

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“…The present work hypothesizes that mobile technology is a viable solution for the delivery of quality education equally to urban, rural and remote regions in developing countries. Analysis of the literature reveals that mobile technology has the potential to increase learning outcomes (Caudill, ; Giannakas, Kambourakis, Papasalouros, & Gritzalis, ; Sharples, ; Valk, Rashid, & Elder, ) but no evidence exists that mobile technology can help mitigate the urban–rural educational gap and provide equal education for all. Mobile learning (M‐learning) is a new field of study among other educational technologies (Giannakas et al., ; Piper et al., ; Sharples, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

Khan¹,

Hwang²,

Abbas³

et al. 2018

Brit J Educational Tech

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One form of educational inequality is the disparity that exists between urban and rural settings. Equal distribution of quality education is a challenge for developing countries due to the unavailability of resources. Various approaches to equal distribution are distance learning, telecast learning and e‐learning; however, these approaches cannot achieve the desired objectives due to their limitations. This research aimed to investigate the interesting question of whether mobile technology can bring urban and rural settings closer together. A mobile application for learning Urdu grammar was designed to measure the learning gains of fourth‐grade students at two different schools from urban and rural settings. A quantitative technique, the quasi‐experimental pre‐test and post‐test method, was used to measure the effectiveness of the mobile application. The comparison of the students’ performances at the urban and rural schools illustrated the role of mobile technology in mitigating the educational gap. The present study provides evidence that children from different social backgrounds may benefit equally from mobile technology.

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

Cited by 73 publications

References 65 publications

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Educational Mobile Augmented Reality Edupark Game: Does It Improve Students Learning?

Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

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