A museum mobile game for children using QR-codes

Ceipidor, U. Biader; Medaglia, Carlo Maria; Perrone, Amedeo; Marsico, Maria De; Romano, Giorgia Di

doi:10.1145/1551788.1551857

Cited by 36 publications

(17 citation statements)

References 4 publications

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“…Some examples are Environmental Detectives (Klopfer & Squire, ) that investigates a simulated chemical spill on a college campus; Mad City Mystery (Squire & Jan, ) that investigates a death caused by murder, suicide or the combination of several interacting toxic chemicals; Reliving the Revolution (Schrier, ), aiming to teach historical thinking and inquiry skill around the Battle of Lexington; Savannah (Facer et al , ), focused on exploring the opportunities and risks to being lions; Alien Contact! (Dunleavy, Dede & Mitchell, ), intended to teach maths, language arts and scientific literacy skills by playing collaboratively; Frequency 1550 (Huizenga, Admiraal, Akkerman & ten Dam, ) that helps students playfully acquire historical knowledge of medieval Amsterdam; and Blåtannkoden (Ceipidor, Medaglia, Perrone, De Marsico & Di Romano, ), focused on solving different riddles related to the topics of a museum of telecommunications. However, these studies did not report teachers' involvement in the design of these location‐based learning activities.…”

Section: Introductionmentioning

confidence: 99%

How was the activity? A visualization support for a case of location‐based learning design

Melero¹,

Hernández‐Leo²,

Sun³

et al. 2014

Brit J Educational Tech

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Over the last few years, the use of mobile technologies has brought the formulation of location‐based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet analysing the implementation of the activities with students is also critical, not only for assessment purposes but also for enabling the identification of learning design elements that should be revised and improved. This paper studies a case that applies visualizations to support students' self‐assessment and teachers' inquiry of a mobile learning design. The design is a gamified location‐based learning activity composed by geolocated questions and implemented with the “QuesTInSitu: The Game” mobile application. The activity was designed by seven teachers and enacted by 81 secondary education students organized in a total of 23 groups. Log files, gathered from “QuesTInSitu: The Game,” provided the data for the visualizations, which represented relevant aspects of the group activity enactment (both time used to answer questions and to reach the geographical zone of the questions, scores obtained per zone, etc). On the one hand, the visualizations were discussed with the teachers as a learning analytics tool potentially useful to consider when redesigning the activity, if needed. On the other hand, the study shows that the visualizations led students to make a better diagnosis of their own activity performance.

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Section: Introductionmentioning

confidence: 99%

How was the activity? A visualization support for a case of location‐based learning design

Melero¹,

Hernández‐Leo²,

Sun³

et al. 2014

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…While working on a task, a user can see a short task description as well as his progress. Referring to this, a possible task could be to find specific parts of a car such as the wheel or a battery as in scavenger hunts (Ceipidor et al 2009). Regarding tasks to train procedural knowledge, a problem is presented to the students, for instance: "The street is not illuminated enough.…”

Section: Figure 2 Process Steps Of the Mobile Learning Applicationmentioning

confidence: 99%

How to Gamify a Mobile Learning Application A Modularization Approach

et al. 2017

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Countless possibilities of usage make it more and more difficult to engage and motivate users in a regular use of mobile learning applications. However, users must be convinced to complete and explore every given option within the application. Considering this, gamification seems to be a promising approach to engage and motivate users. Gamification refers to the use of game-like elements in a non-entertainment-based context. Regarding previous research, most game design elements are randomly selected and combined. This is why we use modularization to systematically select and combine game design elements. Following the design science approach and the cognitive evaluation theory, we aim to define a new way of gamifying a mobile learning application. We, therefore, present an approach for the combination of game design elements. Contributions will be given by providing guidance in how to systematically select and combine game design elements.

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“…QR codes are also used in digital government services to effectively distribute valuable information to the public. According to [9], QR codes are used to increase citizen participation and to navigate users through park trails and museums [33], [41]. Furthermore they are used as supplementary material for education and within games.…”

Section: Uses Of Qr Codesmentioning

confidence: 99%

QR Code Security: A Survey of Attacks and Challenges for Usable Security

Krombholz

Frühwirt

Kieseberg

et al. 2014

Lecture Notes in Computer Science

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Abstract. QR (Quick Response) codes are two-dimensional barcodes with the ability to encode different types of information. Because of their high information density and robustness, QR codes have gained popularity in various fields of application. Even though they offer a broad range of advantages, QR codes pose significant security risks. Attackers can encode malicious links that lead e.g. to phishing sites. Such malicious QR codes can be printed on small stickers and replace benign ones on billboard advertisements. Although many real world examples of QR code based attacks have been reported in the media, only little research has been conducted in this field and almost no attention has been paid on the interplay of security and human-computer interaction. In this work, we describe the manifold use cases of QR codes. Furthermore, we analyze the most significant attack scenarios with respect to the specific use cases. Additionally, we systemize the research that has already been conducted and identified usable security and security awareness as the main research challenges. Finally we propose design requirements with respect to the QR code itself, the reader application and usability aspects in order to support further research into to making QR code processing both secure and usable.

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A museum mobile game for children using QR-codes

Cited by 36 publications

References 4 publications

How was the activity? A visualization support for a case of location‐based learning design

How was the activity? A visualization support for a case of location‐based learning design

How to Gamify a Mobile Learning Application A Modularization Approach

QR Code Security: A Survey of Attacks and Challenges for Usable Security

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