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A critical review of 13 years of mobile game-based learning

Published on Apr 1, 2018in Educational Technology Research and Development
· DOI :10.1007/s11423-017-9552-z
Filippos Giannakas3
Estimated H-index: 3
(University of the Aegean),
Georgios Kambourakis27
Estimated H-index: 27
(University of the Aegean)
+ 1 AuthorsStefanos Gritzalis33
Estimated H-index: 33
(University of the Aegean)
Sources
Abstract
With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well.
  • References (79)
  • Citations (11)
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A collaborative m-learning experience conducted at higher education in the Northwest of Argentina is described in this article. It was implemented in a postgraduate course using Educ-Mobile, an interactive mobile game. The educational practice was designed using the framework for the Analysis, Design and Assessment of m-learning Experiences (MADE-mlearn). This framework allows the analysis and assessment of existing m-learning experiences and the design of new ones. The results of this experienc...
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Although only recently mobile augmented reality (AR) games have been adopted for educational purposes, research recognizes their potential and offers guidelines for their use in education, to create smart-learning ecosystems. It is time for teachers to adopt these technologies, but are they receptive to them? The aim of this study is to reveal teachers’ readiness to adopt mobile AR technologies in their practices, after training, bridging the gap between educational practices and research in edu...
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#1Filippos Giannakas (University of the Aegean)H-Index: 3
#2Andreas Papasalouros (University of the Aegean)H-Index: 10
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ABSTRACTFor elementary students, security and privacy education is anticipated to be more joyful when the knowledge is delivered in the form of a digital game-based learning activity. This paper de...
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#1Lúcia Pombo (University of Aveiro)H-Index: 10
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The EduPARK is a research and development project that intends to promote interdisciplinary mobile learning, supported by the development of an application to be used in an urban park, providing students’ involvement, motivation and engagement to enhance authentic and contextualized learning. The EduPARK project follows a qualitative interpretative methodology fitting in a design-based research, a useful framework for developing technology-enhanced learning resources comprising various cycles of...
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