Combining Physical Activities and Mobile Games to Promote Novel Learning Practices

Spikol, Daniel; Milrad, Marcelo

doi:10.1109/wmute.2008.37

Cited by 34 publications

(14 citation statements)

References 10 publications

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“…Mobile games for learning have potential to involve children in different tasks of learning such as content generation, collaboration, problem solving or navigation in space and may thus supporting a wide variety of cognitive and social skills (Spikol & Milrad, 2008). Also, Wong & Looi (2011) in their review on mobile--assisted seamless learning argue in favour of integrating a variety of inquiry tasks into the mobile-assisted seamless learning flows in order to nurture 21st century skills and competencies.…”

Section: Integrating Learning Tasksmentioning

confidence: 99%

Attuning a mobile simulation game for school children using a design-based research approach

Schmitz

Klemke

Walhout

et al. 2015

Computers & Education

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Attuning a mobile simulation game for school children using a design--based research approach AbstractWe report on a design--based research study that was conducted over nine months. It chronicles the development and implementation of HeartRun, a cardiopulmonary resuscitation (CPR) training approach for school children. Comparable to an unexpected emergency, HeartRun consists of authentic activities involving different roles, game tasks, locations and physical objects to support process--oriented learning for first responders. It aims to enhance the psychological preparedness of the rescuer and thus promotes a more prompt and appropriate response. In this paper, we describe a cycle of three design--based research (DBR) studies in which HeartRun was explored with school children. In order to better understand how to design mobile game environments that support dimensions of seamless learning, we analysed children and their knowledge--building practices while learning with HeartRun. The mobile game has evolved significantly from its initial conception through an iterative process of (re) designing and testing the synchronization between physical and digital worlds, learner collaboration and ubiquitous knowledge access, i.e. dimensions of mobile seamless learning activities. Based on our experiences, we conclude by discussing challenges and shortcomings of mobile game-based learning environments.

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Section: Integrating Learning Tasksmentioning

confidence: 99%

Attuning a mobile simulation game for school children using a design-based research approach

Schmitz

Klemke

Walhout

et al. 2015

Computers & Education

View full text Add to dashboard Cite

show abstract

“…For example, Savannah (Facer et al, 2004) aimed at children, who use devices with GPS to navigate and study animal behavior in a virtual savannah. Education is also the goal of Skattjakt (Treasure Hunt), (Spikol and Milrad, 2008), which encourages players to get physically active by solving a mystery surrounding a castle. It considers that mobile outdoor games are well suited for novel learning activities that involve physical motion, problem solving, inquiry and collaboration.…”

Section: Related Workmentioning

confidence: 99%

O-Mopsi: Mobile Orienteering Game using Geotagged Photos

Tabarcea

Wan²,

Waga

et al. 2013

Proceedings of the 9th International Conference on Web Information Systems and Technologies

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Location-based mobile gaming combines gameplay with physical activity. We have developed a game, O-Mopsi, based on the concept of orienteering, which can be played on mobile phones with GPS receiver and Internet connection. In order to complete a game, a player must visit a set of targets that are photos chosen from a user-generated geotagged database. Game creation, management and live tracking can be done using a web interface. The game was presented at an annual international festival which is aimed at introducing science and technology to school children and the overall feedback received from the players was positive.

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“…Games are considered an interactive form of learning, able to capture pupils' attention and engage them in their activities. The literature reports numerous examples of educational games to help pupils learn various topics, such as mathematics [Shin et al 2006] (we report only one reference as example), physics [Wieman et al 2008], logic [Lanzilotti and Roselli 2007], science [Rogers et al 2005], history [Spikol and Milrad 2008], national cultures [Garzotto 2007], music [Read and Beale 2009], art [Cabrera et al 2005], shape writing [Kristensson and Zhai 2007], and reading [Revelle and Reardon 2009].…”

Section: Educational Gamesmentioning

confidence: 99%

Enriching Archaeological Parks with Contextual Sounds and Mobile Technology

Ardito

Costabile

Angeli

et al. 2012

ACM Trans. Comput.-Hum. Interact.

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The importance of cultural heritage in forging a sense of identity is becoming increasingly evident. Information and communication technologies have a great potential to promote a greater awareness and appreciation of cultural heritage. This article presents some findings on how mobile technology can be used to foster a better understanding of an archaeological site by reconstructing the ancient environment and life. Children aged 11-13 years old are the target of our research. To motivate and engage them, a pervasive educational game has been developed and implemented in Explore!, a system aimed at supporting children exploring sites of cultural interest. Special attention has been devoted to the design of a soundscape that may improve players' navigation in degraded physical environments and enrich their overall experience. A field study indicated that children judged their experience both useful and entertaining: not only did they enjoy playing the game, but they also learned historical notions and facts related to ancient Roman life. Contextual sounds were found to have a facilitating effect on space navigation, reducing the need for map reading and improving spatial orientation. This work provides insights into the design of educational games for use with cultural heritage and a model to enrich historical sites through the creation of soundscapes which can help visitors to navigate a site and feel its historical atmosphere.

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Combining Physical Activities and Mobile Games to Promote Novel Learning Practices

Cited by 34 publications

References 10 publications

Attuning a mobile simulation game for school children using a design-based research approach

Attuning a mobile simulation game for school children using a design-based research approach

O-Mopsi: Mobile Orienteering Game using Geotagged Photos

Enriching Archaeological Parks with Contextual Sounds and Mobile Technology

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