Mobile technology and Gamification: The future is now!

Chin, Sylvia

doi:10.1109/dictap.2014.6821671

Cited by 8 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mobile learning, which is frequently encountered, is defined by Quinn (2000) as a means of learning that is free of the limitations of time and space, enables easy access to resources, and allows intense interaction and performance-oriented assessment. While this type of learning is based on mobility (Shepherd, 2001), many researchers emphasized that learning becomes more fun and effective by combining the opportunities offered by mobility with those offered by gamification (Brophy, 2015;Chin, 2014;Khaddage et al, 2014). Studies on gamification in m-learning employed an experimental research design and were primarily conducted in the field of language learning, followed by programming and the education of children with special needs.…”

Section: How?mentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

View full text Add to dashboard Cite

Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.

show abstract

Section: How?mentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

View full text Add to dashboard Cite

show abstract

“…Mobile technology is a term that is generally used to refer to such technologies that are mobile and portable. Mobile technologies are escalating transformations of technologymediated teaching and learning pedagogy [9]. The rapid advances in mobile technologies provide great potential that can facilitate people to be able to work in a dynamic mobile environment [10].…”

Section: A Categories Of Mobile Technologymentioning

confidence: 99%

Mathefunic: A Mobile Based Game for Engaging Children with ADHD

Ahmad

Aliyu

et al. 2020

IJPCC

View full text Add to dashboard Cite

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurobehavioral disorder that is prevalent in children and adolescents. ADHD affects student’s learning due to its symptoms which are inability to stay focused, hyperactivity, and challenges in self-control. In this paper, we explore the use of mobile games to engage children diagnosed with ADHD. Mobile games are now widely used in learning, which is part of mobile learning. Previous studies have shown a positive relationship between digital games and learning for children with ADHD. Therefore, we designed and developed a mobile game based on existing literature on techniques used to retain the attention and engage children with ADHD. The study was evaluated based on the duration of time the children spent playing the game and their activities and interactions while playing the game. Our findings showed that mobile-based games can be used to engage children with ADHD.

show abstract

“…Chin [34] argues that the use of mobile technologies and social networks -alongside gamification -can be used to provide learners with improved interaction. Learners are changing and naturally using these methods of interacting, so they form a natural platform upon which to use gamification interaction techniques.…”

Section: Interactionmentioning

confidence: 99%

Using motivation derived from computer gaming in the context of computer based instruction

Brayshaw

Gordon

2016

2016 SAI Computing Conference (SAI)

View full text Add to dashboard Cite

this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player's perception; (ii) the game designers' model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning.

show abstract

Mobile technology and Gamification: The future is now!

Cited by 8 publications

References 15 publications

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Mathefunic: A Mobile Based Game for Engaging Children with ADHD

Using motivation derived from computer gaming in the context of computer based instruction

Contact Info

Product

Resources

About