In the Eye of the Beholder: Promoting Learner-Centric Design to Develop Mobile Games for Learning

Schmitz, Birgit; Kalz, Marco; Klemke, Roland; Specht, Marcus

doi:10.1007/978-3-319-13416-1_10

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…The set of expert studies we conducted confirm our view that gamification concepts should also support intrinsic motivational factors, engagement, community-building and personalization. In line with previous results [37,[41][42][43][44][45], the designs created by our participants indicate that gamification can be helpful in education only if it is carefully selected and designed chosen according to the application scenario at hand (problem to be solved/addressed, target group, topic, domain, content).…”

Section: Discussionsupporting

confidence: 56%

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

2018

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Abstract:Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs) for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs' design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.

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Section: Discussionsupporting

confidence: 56%

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

2018

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“…Nine [12], [6], [46], [47], [48], [49], [50], [51] and [52] of the 50 studies indicated that there were challenges that related to a need for identifying and using instructional design guidelines to design mobile training content. Seventeen studies [6], [53], [54], [55], [44], [56], [57], [58], [59], [60], [61], [62], [63], [64], [65], [66], and [67] mentioned challenges related to adapting and appropriating mobile learning technology to learn in a compatible way with suitable learning theories, objectives and actual training/learning needs.…”

Section: Discussionmentioning

confidence: 99%

Designing Mobile Training Content: Challenges and Open Issues

et al. 2020

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Mobile training is an evolution of electronic training and is based on mobile learning technology, which is used to design mobile learning courses. Due to the widespread deployment of mobile devices and the need to remain current with developments in mobile technology, it is important to consider the design of appropriate mobile training content to increase learners' engagement in mobile learning courses. However, studies have emphasized the challenges in this area. Therefore, we conducted a systematic mapping study that offers an overview of the current literature in this domain based on a thorough search of the literature by using a process of selection that involves criteria for inclusion and exclusion, data extraction and synthesis strategies. Of the 194 journal articles identified in the initial search stage, 58 were selected as primary studies; they were published between 2009 and 2019. We applied a classification scheme to answer our research questions. Our study examines the current challenges in the design of mobile training content, identifies the key open issues, determines the trends in publication and emphasizes the most widely researched topics in recent years related to the design of mobile training content. Our study identifies the existing challenges and suggests further work on key open issues. Our study also suggests that, considering the major issues related to pedagogical challenges, the research focus should shift toward the design of attractive, interactive and motivating mobile content that is based on a theoretical framework for mobile training courses, and other technological and managerial challenges that can be addressed should be investigated in order to overcome the existing difficulties in the design of mobile training content and to provide better solutions for the continuity of this research domain.

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“…That is the case shown by the example FoldagerGame, being Foldager (author's first name) + Game. NatalieCharlierGame [47] AEDApp [48] PULSE [49] BlindCPR [50] Relive [51] FoldagerGame [52] SeGTE [53] HeartRun [54][55][56][57] Staying Alive [58] LA-VIE [59] The Held Game…”

Section: Methodsmentioning

confidence: 99%

“…Tables 3.2, 3.3 and 3.4 present more detailed results. [52], [54][55][56][57], [61], [63,64], [66,67] Narrative 3 (14 %) [65], [59], [51] Relationships 4 (19 %) [54][55][56][57], [71][72][73][74][75][76][77][78], [47], [51] Players Progression 7 (33 %) [46], [52], [61], [63,64], [66,67] [46], [52], [65], [54][55][56][57], [59], [61], [63,64], [66,67], [47], [49],…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Gamifying Autonomous CPR Training

Santos

Sa-Couto

Vieira‐Marques

2019

2019 14th Iberian Conference on Information Systems and Technologies (CISTI)

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I want to thank everyone that in some way contributed to this work's development making it possible to finish. Special thanks to my supervisors, Dr. Pedro Marques and Dr. Carla Sá Couto, for all the help and sharing that they have provided me throughout this thesis development, and also for all demonstrated patience. To my parents and sister, for the provided loving support. I am eternally grateful for making all this possible. To my boyfriend, I want to show all my gratitude for encouraging me and help me take this to the very end. An enormous thank you to Raquel Marques and Abel Nicolau for collaborating with this project. Not to forget all my friends for supporting me whenever I needed. Would also like to thank professionals from Intermediate care Unit from Hospital de São João and students from Faculdade de Medicina da Universidade do Porto, that took part in the study. Finally, to the company I work with, STI Medical, that provided me flexibility with my working schedule allowing me to work on this thesis.

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In the Eye of the Beholder: Promoting Learner-Centric Design to Develop Mobile Games for Learning

Cited by 5 publications

References 25 publications

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

Designing Mobile Training Content: Challenges and Open Issues

Gamifying Autonomous CPR Training

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