Corrigendum to “Mobile English learning: An evidence-based study with fifth graders” [Computers &amp; Education 57 (2011) 1334–1347]

Sandberg, Jacobijn; Maris, Marinus; Geus, Kaspar de

doi:10.1016/j.compedu.2011.08.009

Cited by 5 publications

(1 citation statement)

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“…(2011) discover that a lot of kids applied a trial-anderror tactic on play the games [22]. For this purpose, gamifying a lesson would be a genial aid to primary apprentice' s by taking benefit of the motivational rule of games and apply it to the motivational problems in teaching and as a result we will have an effective learning [23]. On the other hand, many researches in this field affirm that Mobile technologies can be used as an influential reasoning tool inside constructivist method to resolve difficult problems and to involve learners in realistic and significant events [24], gamification is still founded on technology, and it's practically always functional with desktop, web or Smartphone application [25].…”

Section: Gamification and Game Mechanicsmentioning

confidence: 99%

From Learning Game to Adaptive Ubiquitous Game Based Learning

Bennis

Amali

2019

Int. J. Emerg. Technol. Learn.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.

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Section: Gamification and Game Mechanicsmentioning

confidence: 99%