JEM Inventor: a mobile learning game authoring tool based on a nested design approach

Karoui, Aous; Marfisi-Schottman, Iza; George, Sébastien

doi:10.1080/10494820.2020.1753214

Cited by 10 publications

(8 citation statements)

References 35 publications

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“…Indeed, MLGs combine all the ingredients necessary to attract students' attention and engage them in learning activities [1]- [3]: game mechanics such as competition, rewards and exploration, situated learning in real contexts and the physical effort necessary to go to the right place. Several MLG authoring tools have recently been proposed [4], [5]. The conception, development and administration of such authoring tools are arguably challenging and time-consuming tasks for researchers.…”

Section: Designing Mobile Learning Game Authoring Toolsmentioning

confidence: 99%

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Gicquel

Marfisi-Schottman

George

2019

Lecture Notes in Computer Science

Self Cite

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Students and schools are increasingly equipped with smartphones and tablets. These mobile devices can enhance teaching in many ways. Mobile Learning Games (MLGs) for example, have shown great potential for increasing student's motivation and improving the quality of situated learning. For the past few years, the research community has been working on authoring tools that allow teachers to create and distribute their own MLGs. The development of these authoring tools is challenging and time consuming and even more so if the objective is for these tools to actually be used in classrooms. The Design-Based Research (DBR) paradigm was precisely developed to address these central issues of Technology Enhanced Learning. It involves co-designing and testing with end-users from the beginning of the project. Although DBR increases the acceptance of new educational tools, it also adds several challenges, including the complexity of involving teachers and students in real-world situations and creating several versions of the tools that will be improved iteratively. In this paper, we aim at providing design principles and practical guidance on the way to develop such authoring tools, based on our experience. We conclude on lessons learned from this project and discuss some systematic issues we faced.

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Section: Designing Mobile Learning Game Authoring Toolsmentioning

confidence: 99%

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Gicquel

Marfisi-Schottman

George

2019

Lecture Notes in Computer Science

Self Cite

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“…The use of this teaching method has a number of advantages, including the possibility of learning anywhere and at any time (NIKOLOPOULOU et al, 2021), promotes instant interaction between all educational agents involved (SWANSON, 2020), encourages collaborative learning and cooperative learning (MITRA, 2020), promotes exploratory learning (KUMAR; SHARMA, 2020), improves student academic performance (KAROUI et al, 2020), increases creativity (BUABENG-ANDOH, 2021) and facilitates language learning (WANG et al, 2020). Although the success of their implementation depends on students' expectations regarding effort, academic performance, expectations, confidence and selfmanagement of learning (CHAO, 2019).…”

Section: Introductionmentioning

confidence: 99%

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Rodríguez¹,

Díaz²,

Torres³

et al. 2021

RCO

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The use of mobile learning is becoming increasingly widespread among university teachers, thanks to its many benefits. Moreover, its application is associated with good teaching practices. The aim of this study is to analyse the development of good teaching practices in the use of m-learning by university teachers from the Department of Didactics of Language and Literature, as well as to identify the factors that influence the development of best practices. The research method developed is based on a transversal design. 110 teachers from the Department of Language and Literature Didactics participated in the study. The instrument used is the scale of Analysis of M-learning practices at the University (APMU). The results show that more than half of the teachers use the teaching method based on mobile learning. It can be concluded that in the development of best practices, gender is not influential, but age and teaching experience are. In addition, personal concern and experience in the use of mobile devices by teachers is a key factor in the appropriate development of the m-learning method.

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“…A first step toward an authoring tool that is both features-rich and usable has been made with the "JEM Inventor mobile learning game authoring tool" [21]. But JEM Inventor is limited to mobile learning games and Android devices.…”

Section: Existing Authoring Toolsmentioning

confidence: 99%

“…None of the existing authoring tools integrate the following features: possibility of collaborative development by a multidisciplinary team, wide range of features and possible game models, ease of use for non-computer scientists, and specific educational features [8], [20], [21].…”

Section: Existing Authoring Toolsmentioning

confidence: 99%

Design Principles for Serious Games Authoring Tool

Laurent¹,

Monnier²,

Huguenin³

et al. 2022

IJSG

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Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.

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JEM Inventor: a mobile learning game authoring tool based on a nested design approach

Cited by 10 publications

References 35 publications

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Design Principles for Serious Games Authoring Tool

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