Journal articles: 'Mobile educational games'

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Minovic, Miroslav, Miloš Milovanovic, and Dušan Starcevic. "Delivering Educational Games to Mobile Devices." International Journal of Knowledge Society Research 2, no. 2 (April 2011): 47–58. http://dx.doi.org/10.4018/jksr.2011040105.

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A new generation of students is accustomed to daily use of mobile devices, and educating them in the proper way is a complicated task. Video games are an ideal tool for communicating with students, and finding the right combination of using mobile devices with educational games is important for educating them. This paper describes a novel approach to educational game defining and interpretation. Application of a model-driven approach to educational game interpretation enables the use of the same game on different devices and platforms. The authors enable the interpretation of an educational game on any mobile device. These games take learning outside the classroom and provide a fun and interesting way of learning anytime, anywhere. The authors use an adventure game as an example using this methodology.

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Escudeiro, Paula, and Nuno Escudeiro. "Evaluating educational games in mobile platforms." International Journal of Mobile Learning and Organisation 7, no. 1 (2013): 14. http://dx.doi.org/10.1504/ijmlo.2013.051571.

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Szegletes, Luca, and Bertalan Forstner. "Applications of Modern HCIs in Adaptive Mobile Learning." Journal of Advanced Computational Intelligence and Intelligent Informatics 18, no. 3 (May 20, 2014): 311–14. http://dx.doi.org/10.20965/jaciii.2014.p0311.

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Our paper shows how the evolution of HCI devices progresses as a mobile learning tool. Mobile devices provide interesting applications for cognitive infocommunication. Our principal objective is to assist in developing educational games on these devices. Working with different educational institutes, we designed a flexible biofeedback-controlled self-rewarding framework. Several promising approaches and methods are proposed outside the box of educational games in this paper. The attention of players is regulated by changing rewards. We show both how educational games can be improved and how adaptive entertainment games may be developed in the near future.

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Ilnytska, Ganna, Victoria Klymenchenko, and Oksana Konovalenko. "Implementation of introduction of innovative mobile games in the educational process of foreign students in higher education institutions." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 49–53. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).10.

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The proposed article is devoted to the introduction of innovative mobile games in the educational process of foreign students of higher education institutions to identify interest in innovative author's creation of mobile games for use in the educational process during academic physical education classes. The purpose of the work is to implement the introduction of innovative mobile games into the educational process of foreign students of higher education institutions. A scientific novelty consists of a creative approach in the use of 16 new mobile games with standard sports equipment and non-sports equipment during academic physical education classes. The team of authors of this article are scientific and pedagogical workers of three Kharkiv Universities and have been working on the creation of an author’s complex of the most modern universal mobile games for students with different levels of physical fitness and di fferent levels of health. The objectives of the study were to identify students' interest to innovative author's creation of mobile games for use in the educational process during academic physical education classes. Conclusions. An objective analysis of the results obtained from the previous questionnaire provided specific data for the rapid management decisions to optimize the educational process of physical education. The questionnaire conducted after the experiment proved that the students liked the lessons with the use of new moving games, and the students noted the creative approach of teachers to their work. The introduced author's mobile games of a wide range helped teachers to establish relationships with students, to establish communication and interaction between students of different nationalities, to promote the development of motor skills, to involve students in academic classes who enjoy attending them. Thus, the purpose of the research is realized and the efficiency and social benefit of using modern, new mobile games in the educational process of students is proved.

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Song, Doo Heon, Kwang Baek Kim, and Jong Hee Lee. "Analysis and evaluation of mobile rhythm games : Game structure and playability." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 6 (December 1, 2019): 5263. http://dx.doi.org/10.11591/ijece.v9i6.pp5263-5269.

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The rhythm game is an action simulation game adapted to the presented music. While it is expected to have an educational effect as a functional game, the relationship between the operability and rhythm education under the mobile platform is still questionable. In Korea, it seems that mobile rhythm game is a minority maniac genre that are played mostly among teenagers and early twenties. In this paper, we select three mobile rhythm games that are most played by Korean gamers in analysis. First, we analyze the user interface layout, note control, evaluation style and level of difficulty for three games – Deeno, Cytus, and Lanota. Then, we take a user survey in order to evaluate the playability of those games. All three games obtain high scores but there exust several statistically significant differences among games in analysis.

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Mulhem, Ahmed Al, and Mohammed Amin Almaiah. "A Conceptual Model to Investigate the Role of Mobile Game Applications in Education during the COVID-19 Pandemic." Electronics 10, no. 17 (August 30, 2021): 2106. http://dx.doi.org/10.3390/electronics10172106.

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During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

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Abdulrahman, Tryanti R., and Muhammad Harris Jullian. "ENGAGING YOUNG LEARNERS IN LEARNING VOCABULARY: A STUDY ON LEARNERS’ PERCEPTION." Akademika 9, no. 01 (May 19, 2020): 139–53. http://dx.doi.org/10.34005/akademika.v9i01.805.

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This study examines students’ perception on the implementation of mobile games to engage young learners in learning English vocabulary. Thirty young learners in Islamic elementary school MI As-Syahid, Bekasi were the participant of the study. This qualitative study applied observation, survey, and interview. The findings revealed that: 1) young learners perceived that educational mobile games are effective in improving students’ activeness in learning and boost their motivation to learn vocabulary. 2) Young learners expand their vocabulary knowledge through mobile games, and.3) Learners have positive attitudes towards the use of educational mobile games as a supplementary medium of English learning. Additionally, mobile games can also be a potential tool to stimulate the motivation of children who experience failure in learning. This study contributes to the literature regarding vocabulary learning media and the use of mobile game in Indonesia. It highlights young learners’ perception of learning using mobile games.

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Gocheva, Margarita, Elena Somova, Nikolay Kasakliev, and Vladimira Angelova. "Mobile Math Game Prototype on the Base of Templates for Primary School." Mathematics and Informatics LXIV, no. 2 (April 30, 2021): 141–52. http://dx.doi.org/10.53656/math2021-2-2-mob.

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The paper presents the first steps in the creation of a package with mobile math educational games for primary school. Examples of mobile math learning games in primary school are examined. The role of games and especially mobile games in learning and game specific elements are presented. Classification of game problems with 13 types, suitable for mobile software development, is shown. For each type, the software template is designed and developed, appropriate for the target group. The prototype of an educational game on the base of the templates is created, where learners have to pass levels, solve math problems and receive bonuses and virtual rewards.

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Lin, Yujia, and Yuzhi Liu. "An Empirical Study on the Influence of Mobile Games and Mobile Devices for Contemporary Students' Education and Learning Behavior." Journal of Organizational and End User Computing 34, no. 8 (March 22, 2022): 1–25. http://dx.doi.org/10.4018/joeuc.315620.

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This paper aims to realize the impact of mobile educational games on contemporary students' learning behavior. Firstly, the research status of educational games is analyzed. Secondly, an online game acceleration method is designed based on deep learning technology. Mobile games and learning behaviors are combined. College students and primary school students are selected as research samples. The main reasons for students' usage of mobile phones are analyzed through a questionnaire survey. In addition, the impact of different social media on students' learning behavior is analyzed. Finally, the experiment is carried out by integrating game elements into the teaching process of primary school students. The results show that about 60% of college students rarely or occasionally play mobile games. The remaining 13% never play games. It shows that many college students play games, but not many have been addicted to games for a long time.

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Petley, Rebecca, Guy Parker, and Jill Attewell. "The Mobile Learning Network." International Journal of Game-Based Learning 1, no. 4 (October 2011): 37–48. http://dx.doi.org/10.4018/ijgbl.2011100104.

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The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and over 7,000 staff. MoLeNET projects have procured a range of handheld devices and supporting technologies since the initiative began in 2007, with a significant increase in purchases of games technologies (mainly the Nintendo DS and Sony PSP, but also the Nintendo Wii) observed in the second year of the programme. Colleges and schools across England have exploited both the gaming potential of these devices for teaching and learning and the numerous opportunities afforded by their impressive additional functionality. This paper explores the key findings from the MoLeNET research and evaluation strand in relation to mobile games technologies and games based learning and the contribution of these to improvements in teaching practice and learning experiences.

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Al-Razgan, Muna, and Hind M. Alotaibi. "Integrating Mobile Games in Arabic Orthography Classrooms." Arab World English Journal, no. 8 (July 25, 2022): 146–65. http://dx.doi.org/10.24093/awej/call8.10.

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Considerable advances in the capabilities of modern mobile devices have enabled their use as powerful educational tools. Today, mobile learning games are widely used as creative platforms for teaching and learning, offering enjoyable and ubiquitous educational content. This study describes the design and evaluation of a mobile Arabic orthography game aimed at improving Arabic orthographical skills among young learners. In particular, 52 female fourth-grade students participated in this study to answer the following research questions: what impact does the use of mobile Arabic orthography games have on students’ performance, and how do students perceive this learning approach? A mixed-method research design was adopted to answer these research questions, including pre-and post-tests, interviews, and classroom observations. Analysis of the data revealed that, although there were a few challenges involved in using mobile games as a learning tool, significant improvements were found in students’ performance and engagement, and positive attitudes were developed towards using the mobile game. In addition, there was an overall increase in students’ motivation and interaction. The pedagogical implications of these findings can be linked to the gamification of the teaching and learning environments. Teachers are encouraged to consider integrating mobile educational games into their instructional approaches, as they can serve as great incentives to learning (especially for young students).

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Nygren, Eeva Liisa, Teemu H. Laine, and Erkki Sutinen. "Dynamics between Disturbances and Motivations in Educational Mobile Games." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 3 (July 20, 2018): 120. http://dx.doi.org/10.3991/ijim.v12i3.8490.

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Understanding engagement in games provides great opportunities for developing motivating educational games. However, even good games may induce disturbances on the learner. Therefore, we go further than presenting only results and discussion related to the motivation aspects and disturbance factors of the playing experience in UFractions (Ubiquitous fractions) storytelling mobile game. Namely, we define the dynamics between these two important game features. Sample of the case study was 305 middle school pupils in South Africa, Finland, and Mozambique.Guidelines for game developers, users and educators were derived from the interplay of disturbance factors and motivations. Furthermore, we defined six different learning zones deriving from disturbances the player is facing and the player’s motivation level.

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Alhuhud, Ghada, and Wejdan Altamimi. "Quality Evaluation of Mobile Game: Miftah Alfasaha." Mobile Information Systems 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/4581279.

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Due to evolution of digital games towards mobile platforms, a large exposure to mobile games is nowadays recorded. This is because of the availability of the cell phone with individuals anytime anywhere. Hence, a vital role of game quality assessment is raised. This is for the purpose of serving as a guide for developing healthy games. Accordingly, the mobile games would help in boosting the educational entertainment, healthy diets control, and behavioral sciences studies and research. This paper presents quality assurance and quality models for ISO based educational game. In this paper, an ISO quality model is presented and quality application behavioral impact measures are justified to evaluate the development quality of Miftah Alfasaha game. The quality model and proposed quality assessment plan are tested through a CodePro Analytix tool and six sigma evaluations.

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Campbell, Laurie O., Glenda A. Gunter, and Robert F. Kenny. "Evaluating Social Change Games." International Journal of Game-Based Learning 9, no. 4 (October 2019): 31–44. http://dx.doi.org/10.4018/ijgbl.2019100103.

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The RETAIN Model is a game design and evaluation model for serious games. In this study, educators evaluated social change web-based and mobile app games using the RETAIN model rubric. In general, web-based games scored higher on the RETAIN rubric than their mobile app counterparts. In addition, the educators analyzed the social change games for their “hidden curriculum.” In some cases, the rubric and “hidden curriculum” contributed to educators altering the way they used the games they had appraised by supplementing context, incorporating discussion, or not using the games at all. The RETAIN model rubric offered educators a tool to evaluate digital games.

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Alkhateeb, Mohammad Ahmad. "Effect of Mobile Gaming on Mathematical Achievement among 4th Graders." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (April 11, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i07.10315.

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This study aimed at identifying the effect of the mobile gaming in the mathematical achievement among the 4th graders. The study instrument was a math achievement test consisted of (30) items of the multiple choice type (4 alternatives). The sample consisted of (66) students of the 4th grade in the City of Zarqa (Jordan), which was distributed over two groups: experimental groups (n=34), and control group (n=32). The researcher employed the experimental method on both groups. The experimental group was taught using the educational mobile games, and the control group was taught by the conventional method. The study found that the use of mobile games is an effective practice for providing educational support to the students in mathematics. In addition, the size of the effect of using the mobile games was significant, which supports the effectiveness of the mobile games in math achievement among the 4th graders.

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Selwyn, Neil. "Augmented Learning: Research and Design of Mobile Educational Games." Information, Communication & Society 13, no. 5 (August 2010): 788–90. http://dx.doi.org/10.1080/13691181003792616.

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Ribeiro, Fernando Reinaldo, Arlindo Silva, Ana Paula Silva, and José Metrôlho. "Literature Review of Location-Based Mobile Games in Education: Challenges, Impacts and Opportunities." Informatics 8, no. 3 (June 28, 2021): 43. http://dx.doi.org/10.3390/informatics8030043.

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With the universal use of mobile computing devices, there has been a notable increase in the number of mobile applications developed for educational purposes. Gamification strategies offer a new set of tools to educators and, combined with the location services provided by those devices, allow the creation of innovative location-based mobile learning experiences. In this literature review, we conduct an analysis of educational mobile location-based games. The review includes articles published from January of 2010 to October of 2020, and from 127 records screened, 26 articles were analysed in full-text form. This analysis allowed us to answer the following six predefined research questions: Who are the target audiences for location-based games? In which subjects are location-based games most used? Which strategies are implemented with mobile devices to improve the student’s learning process? What are the main impacts of location-based games on students’ learning? What are the main challenges to the development of location-based games for education? What future tendencies and research opportunities can be identified from the analysis of the current state of the art?

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Retnowati, Nurcahyani Dewi, and Yanti Alif Al-Afiah. "GAME MOBILE ANDROID PEMBELAJARAN NILAI-NILAI PANCASILA." Prosiding Seminar Nasional Ahlimedia 1, no. 1 (April 20, 2021): 98–108. http://dx.doi.org/10.47387/sena.v1i1.43.

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Knowing and understanding Pancasila as the basic of the state is mandatory for all Indonesian people, especially for children in the life of nation and state in order to maintain unity and unity of the Republic of Indonesia. Pancasila learning can be applied through games that will introduce and provide understanding for elementary school. Introduction and understanding of Pancasila values for elementary school in the form of android-based educational game using game maker studio software that support in making educational game. The results of the study show that the Educational Game has become a new alternative in learning as well as playing media. The results of testing on the android platform indicate that this game can be installed on several android platforms ranging from KitKat, Lollipop, Marshmallow, and Oreo. In using the game also shows good performance on each button. This game has been through several stages of design and testing and the results of questionnaires from 50 respondents indicate the level of feasibility of Educational Games to be used with a percentage of 86.28% which means that most users consider this game interesting and can play and understand Education Games.

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Budiharto, Widodo, Michael Yoseph Ricky, and Ro’fah Nur Rachmawati. "The Novel Method of Adaptive Multiplayer Games for Mobile Application using Neural Networks." International Journal of Mobile Computing and Multimedia Communications 5, no. 1 (January 2013): 10–24. http://dx.doi.org/10.4018/jmcmc.2013010102.

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The rapid development of the games industry and its development goals were not just for entertainment, but also used for educational of students interactively. Unfortunately the development of adaptive educational games on mobile platforms in Indonesian language that interesting and entertaining for learning process is very limited. This paper shows the research of development of novel adaptive multiplayer games for students who can adjust the difficulty level of games based on the ability of the user, so that it can motivate students to continue to play these games. The authors propose a method where these games can adjust the level of difficulty, based on the assessment of the results of previous problems using neural networks with three inputs in the form of percentage correct, the speed of answer and interest mode of games (animation / lessons) to produce 1 output. The experimental results are presented and show the adaptive multiplayer games are running well on mobile devices based on BlackBerry platform.

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Gholizadeh, Mehran, Fattaneh Taghiyareh, and Saeed Alvandkoohi. "Toward a Propensity-Oriented Player Typology in Educational Mobile Games." International Journal of Game-Based Learning 8, no. 2 (April 2018): 55–67. http://dx.doi.org/10.4018/ijgbl.2018040105.

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The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.

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Panfilova, Valentina, Valentina Spichak, and Anargul Zhumakhanova. "Educational Mobile Games as a Tool for Increasing Vocabulary When Learning a Foreign Language." International Journal of Web-Based Learning and Teaching Technologies 17, no. 1 (January 2022): 1–27. http://dx.doi.org/10.4018/ijwltt.298624.

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The study considers the features of the algorithms of educational mobile games. The research analyzes the main functions and characteristics of 55 educational mobile games. The system of each mobile application for learning a foreign language consists of 13 key algorithms. An experiment involving three Russian (342 participants) higher educational institutions and two Kazakh (158 participants) universities was conducted. The experiment was based on the analysis and comparison of the effectiveness of Quizlet and Memrise (the first stage of the study), Tandem and ELSASpeak (the second stage of the study) with traditional learning methods (textbooks, notes, classroom lessons with teachers). The results indicate that students memorize 80-90% of vocabulary with the help of mobile applications. The synthesis of traditional learning methods and mobile pedagogy is the most effective. The results of the study can be used as an aid when using mobile learning methods in teaching foreign languages.

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Pombo, Lúcia, and Margarida M. Marques. "An App that Changes Mentalities about Mobile Learning—The EduPARK Augmented Reality Activity." Computers 8, no. 2 (May 10, 2019): 37. http://dx.doi.org/10.3390/computers8020037.

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The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.

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Suryani, Ela, and Kartika Yuni Purwanti. "Pengenalan Game Edukasi Android Sebagai Penunjang Perkembangan Kognitif Anak." Aksiologiya: Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (June 4, 2019): 148. http://dx.doi.org/10.30651/aks.v3i2.1486.

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Community service activities performed in PKK Payungan Village, Kaliwungu District Semarang Regency help to parents understand educational games android decent child consumed. Educational games to support cognitive development of children so that parents must understand the various types of educational game applications, how to choose the right educational game, and how to install on the phone The implementation method used was presentation, demonstration, practice, brainstorming, and sharing about educational game to PKK Payungan Village. This activity is done through three stages: 1) socialization, 2) mentoring, 3) monitoring and evaluation.The results of the implementation of this activity was : 1) understanding educational games android as supporting the cognitive development of children in very good category. This is indicated by the percentage of achievement indicators of educational games (96%), choosing educational games (89%), installing educational games (93%), and implementing educational games (86%); 2) get positive response seen from indicator attendance reaches 93% of target and enthusiastic participant during activity from beginning to end of activity. The final goal of the introduction of educational games was IT literacy parent so as to be able to monitor their children in using mobile phones especially when playing games.

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Prasad, Shreyas, Urmika Kasi, and Rithika Shivakumar. "A Comprehensive Analysis and Design of Addictive Educational Mobile Games." International Journal of Computer Applications 176, no. 36 (July 15, 2020): 43–48. http://dx.doi.org/10.5120/ijca2020920547.

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Gu, Yan, and Na Tian. "Research on Transplanted Design of Mobile-Terminal-Based Educational Games." Open Journal of Social Sciences 02, no. 05 (2014): 17–21. http://dx.doi.org/10.4236/jss.2014.25005.

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Vee Senap, Nur Marissa, and Roslina Ibrahim. "A Review of Heuristics Evaluation Component for Mobile Educational Games." Procedia Computer Science 161 (2019): 1028–35. http://dx.doi.org/10.1016/j.procs.2019.11.213.

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Koivisto, Antti, Sari Merilampi, and Andrew Sirkka. "Mobile Games Individualise and Motivate Rehabilitation in Different User Groups." International Journal of Game-Based Learning 5, no. 2 (April 2015): 1–17. http://dx.doi.org/10.4018/ijgbl.2015040101.

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Trials on Mobile Games are presenting a huge potential in cognitive, physical and mental rehabilitation. This paper is to discuss user viewpoints of trials with mobile games combining cognitive stimulation and physical exercise in rehabilitation: Game#1 controlled by tilting the mobile phone embedded in a balance board; Game#2 controlled by tilting the tablet pc; and Game#3 a modified game version of Trail Making A -memory test played by tapping figures on the tablet pc touch screen. The total amount of participants was 89 of which 74% were older adults (women=24; men=33; average age 85.9 years) and 26% people with learning disabilities (n=23; a 38.9 years). The gameplay setting was similar for all target groups, although the game graphics (Game#1) were slightly modified based on each user group. Mobile devices were used as the game platform to create easily approachable games of low costs and suitable for the majority of people.

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Omarali, Pengiran Shaiffadzillah Pengiran. "Considerations of Game Dynamics and Mechanics in College Students' Use of Mobile Games for Learning." International Journal of Mobile and Blended Learning 14, no. 2 (April 1, 2022): 1–12. http://dx.doi.org/10.4018/ijmbl.309739.

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Mobile phone ownership has grown exponentially over the years with the development of many forms of mobile applications that replicate, if not replace, existing real-world technologies. The mobile games market follows this trend, usurping the video games console and computer games market with mobile game apps offering multiplayer and networked mobility. Educational mobile games have their own niche, but at the same time many games made for self-entertainment can be re-purposed into teaching and learning, provided the game dynamics and mechanics are sufficiently present for active learning to take place. This paper is an early literature review and preliminary study on identifying students' perception of certain game dynamics and game mechanics so that in turn any decision in introducing mobile game apps into learning is able to measure their relevance and appropriateness to the target student user. The study employed factor analysis to construct a six-factor model that can be used in measuring students' preferences for, and aversions to, specific game dynamics and mechanics.

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. "Educational digital games: models and implementation." CTE Workshop Proceedings 6 (March 21, 2019): 74–89. http://dx.doi.org/10.55056/cte.369.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

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Kamarazaman, Nadzirah, Roslina Ibrahim, Rasimah C. M. Yusoff, Norziha M. M Zainudin, Suraya Yaacob, Yazriwati Yahya, and Husna Hafiza R. Azami. "Mobile Educational Games For Learning Sirah Nabi: Development And Usability Evaluation." UMRAN - International Journal of Islamic and Civilizational Studies 8, no. 3 (October 26, 2021): 107–21. http://dx.doi.org/10.11113/umran2021.8n3.508.

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The pervasive use of the internet and mobile phone among the age group 5 – 17 years old makes learning through these media an attractive proposition. Mobile learning presents a flexible and inventive way of learning as well as the new normal. On the other hand, learning Sirah is an essential part of every Muslim in the world in order to understand what has happened in the past regarding our beloved prophet and to learn from his behaviour and follow his sunnah. However, past studies shown that the traditional learning approach seems dull and not interesting enough. Mobile learning thus offers a new solution in learning the Sirah and similar subjects most students find of low interest and dull. The study used a quantitative approach using survey for data collection; and was divided into two phases: Sirah Game Prototype Design and Usability Evaluation phase. The ADDIE model was adapted as a model to guide instructional design process and development of the Sirah mobile applications with five phases throughout the process. An evaluation model consisted of seven components namely Game Usability, Mobility, Learning Content and Playability, Satisfaction, Efficiency was implemented. The findings suggested that students are highly interested in the use of the games for learning, able to learn Sirah subject in better ways by using the games and learning with games was found as enjoyable way to learn. This study adds more to Islamic digital content and enhances the learning approach for Sirah subject. We hope to contribute more towards Islamic digital content in the future for the benefit of our ummah and community.

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Göksu, İdris, Alper Aslan, and Yiğit Emrah Turgut. "Evaluation of mobile games in the context of content: What do children face when playing mobile games?" E-Learning and Digital Media 17, no. 5 (June 26, 2020): 388–407. http://dx.doi.org/10.1177/2042753020936785.

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The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents.

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Pombo, Lúcia, and Margarida M. Marques. "The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App." Education Sciences 10, no. 10 (October 16, 2020): 287. http://dx.doi.org/10.3390/educsci10100287.

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New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

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Huang, Jian, Gege Fang, Yang Liu, and Menghan Zhang. "The Impact of Mobile Educational Games on Contemporary Users' Learning Behavior." Journal of Global Information Management 30, no. 11 (April 7, 2022): 1–22. http://dx.doi.org/10.4018/jgim.313196.

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The purpose is to cope with mobile educational game users' low continuous utilization rate. This thesis innovatively introduces the deep learning technology to study and the relationship between the mobile educational game and learners' learning behavior. It is found that learners' game experience is significantly correlated with game satisfaction. The estimation algorithm is designed based on the convolutional neural network (CNN), and the questionnaire method is adopted. The design tool of the estimation algorithm is a computer system, and the social software is used for the questionnaire. The dataset source used in the estimation algorithm design is “World Sudoku Championship.” The game satisfaction questionnaire and learning behavior questionnaire subjects are 60 primary school students and 300 college students, respectively.

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Holden, Christopher L., and Julie M. Sykes. "Leveraging Mobile Games for Place-Based Language Learning." International Journal of Game-Based Learning 1, no. 2 (April 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011040101.

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This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

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Wong, Seng Yue, and Simin Ghavifekr. "User Experience Design of History Game." International Journal of Distance Education Technologies 16, no. 3 (July 2018): 46–63. http://dx.doi.org/10.4018/ijdet.2018070103.

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User experience (UX) and user interface design of an educational game are important in enhancing and sustaining the utilisation of Game Based Learning (GBL) in learning history. Thus, this article provides a detailed literature review on history learning problems, as well as previous studies on user experience in game design. Future studies on educational history games will benefit from this systematic review and analysis of current educational history games, as this article examines in detail which game features are the most effective in promoting engagement and supporting the process of learning Malaysian history. The results have revealed that mobile game applications with historical content can indeed be a meaningful way to create gaming experience, learning experience, adaptivity and usability, which can facilitate history learning through UX of playing history mobile games. The correlation results of these four dimensions have indicated four positive and significant relationships.

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MOROZ, Y. "MOVING GAMES AS ONE OF THE FORMS OF RECREATIONAL ACTIVITIES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 130–33. http://dx.doi.org/10.33989/2075-146x.2018.21.206171.

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The article examines the influence of mobile games on the recreational component of personality development. A mobile game is a deliberate activity aimed at achieving the goal. Mobile games occupy a leading place both in physical education and in the process of physical rehabilitation, recreation, allowing to effectively solve medical and educational tasks at a high emotional level. A mobile game as a recreational tool has a number of qualities, among which the most important place is high emotionality. Emotions in the game are complex. This is a pleasure from the muscular work in the game, from the feeling of vivacity and energy, from the possibility of friendly communication in the team, from achieving the goal set in the game. During a mobile game, complex effects on motor activity and the nervous system are realized. The mobile game refers to such manifestations of gaming activity, in which the role of movements is clearly expressed. For mobile games characterized by creative, active motor actions, motivated by the plot. They are aimed at overcoming various difficulties on the way to achieving the goal. The advantage of mobile games before exercises is that the game is always associated with initiative, fantasy, creativity, proceeds emotionally, stimulates motor activity. The game uses natural movements for the most part in an entertaining, unobtrusive form. Moving games, as a rule, do not require participants of special training. The same mobile games can be played under different conditions, with a greater or lesser number of participants, according to different rules. The most important result of the game is the emotional upsurge. It is thanks to this wonderful feature that mobile games, especially with the elements of the competition, more than other forms of physical education, meet the needs of the body. In the course of mobile games, self-control, self-control, correct response to failure are formed.

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Kirilova, Irina Vladimirovna, and Anastasia Igorevna Suetina. "LAPTA: INTERACTIVE MOBILE GAMES WITH THE RUSSIAN EDUCATIONAL CONTENT: PROJECT REVIEW." Pedagogical Education in Russia, no. 2 (2019): 56–60. http://dx.doi.org/10.26170/po19-02-06.

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Karimovna, Alimova Zulfiya. "Education of children through national mobile games in preschool educational institutions." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 486–90. http://dx.doi.org/10.5958/2249-7137.2021.01426.9.

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Ketelhut, Diane Jass. "Eric Klopfer: Augmented Learning: Research and Design of Mobile Educational Games." Journal of Science Education and Technology 19, no. 2 (July 18, 2009): 212–14. http://dx.doi.org/10.1007/s10956-009-9184-0.

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Silva, Rubens Anderson de Sousa, Rossana Maria de Castro Andrade, João Bosco Borges Aragão Filho, Ismayle De Sousa Santos, Joseane De Oliveira Vale Paiva, and Bruno Sabóia Aragão. "Design and Evaluation of a Mobile Application for an Educational Card Game." Journal on Interactive Systems 11, no. 1 (December 9, 2020): 110–24. http://dx.doi.org/10.5753/jis.2020.763.

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Educational games can provide players with rich learning and socializing experiences through different interac-tion paradigms, such as board games, card games, and, more recently, hybrid (physical-digital) games. However, the process of making, maintaining, and evolving an educational analog game is not a trivial task. Balancing the game mechanics and dynamics to provide a pleasant and educational gaming experience can be very difficult to achieve. Furthermore, adding a digital component in the gameplay can disturb the experience of the game and learning ob-jectives, and this kind of insertion should be evaluated. This work then aims to report the process of developing and evaluating a mobile application for helping the gameplay of a card game that focuses on on teaching software testing concepts. Our primary concern during the development of the application was whether its insertion would compromise the learning process or the social experience of the card game. The developed application has the fol-lowing functionalities: point counter, dice scrolling, timer, and a summary of the rules. We designed and developed a first version of the application. Then, we evaluated the impact of its insertion on gameplay by applying the game assisted with the application with students from Computer Science and Computer Engineering courses and, after the end of the game, the participants answered questionnaires about the players’ experience and their impressions about the application. Based on the results, we perceived that the use of the application provided benefits to the players’ experience, although the evaluation highlighted some opportunities for improvement. Thus, we evolve the mobile application based on the comments gathered in this evaluation. This new version has improvements on user’s interface, aiming to provide a better user experience, and new functionalities. Furthermore, we assessed the second version and compared both versions of the mobile app in order to collect evidence regarding improvements in the game experience.

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Fathoni, Kholid, Rizky Yuniar Hakkun, and Wildan Andaru. "Mobile Game Based Chemical Bond Learning Application." DoubleClick: Journal of Computer and Information Technology 3, no. 2 (February 4, 2020): 99. http://dx.doi.org/10.25273/doubleclick.v3i2.5840.

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Mobile game technology is growing rapidly and this is directly proportional to the increasing number of mobile games in circulation. The growing market of the mobile game industry is not accompanied by the number of games that have educative content in them. The challenging, fun, and addictive nature of the game has a negative impact if no educational content is provided. Therefore, educational content needs to be present in a game so that the game can have a positive impact on the players. This research makes a chemical educational game to study chemical bonding material that aims as an interactive learning media for students and the general public. This game is made based on mobile with 2D characters consisting of 5 levels. Level 1 contains material for salt compounds, level 2 contains material for acid compounds, level 3, 4 and 5 contains material for basic compounds. The results of this game trial show that all the features of this game application run well, can be run on several smartphones, and most users from 20 audiences stated that this game is comfortable and easy to use.

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Brendina, N. V. "EDUCATIONAL CHALLENGES AS ACTIVITY MOTIVATORS." Informatics in school, no. 4 (June 23, 2019): 2–7. http://dx.doi.org/10.32517/2221-1993-2019-18-4-2-7.

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The article describes modern motivational schemes aimed at the initiation, formation and development of learning and cognitive motivation of students. The schemes were developed using elements of gamification based on mobile technologies, which made it possible to increase the overall involvement of students in the search for solutions to the problems posed. The didactic potential of the games-сhallenges is considered. The structure of the challenge "Explanation", and stages of a QR-quest are presented. The model is concretized by educational products and student feedback, successfully tested.

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Setiawan, Albertus Prana, Bernardinus Harnadi, and Erdhi Widyarto Nugroho. "Game Guesspic Sebagai Media Game Edukasi Mengenal Benda Hidup Dan Benda Mati Bagi Anak." Journal of Business and Technology 1, no. 3 (February 12, 2022): 74–81. http://dx.doi.org/10.24167/jbt.v1i3.4347.

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Learning to recognize understanding of the home environment, school, the benefits of helping parents and teachers in the way of educational media games. Where children in the current era love games as hobbies one of them is Guesspic games that can help children to recognize living objects and inanimate objects by coloring objects and with sounds and images - interesting animated images make children fun to play. Educational game is very interesting to develop. There are several advantages of educational games compared to conventional education methods. One of the main advantages of the educational game is the visualization of real problems. Massachusetts Institute of Technology (MIT) succeeded in proving that games are very useful for improving the logic and understanding of players about a problem through a game project called Scratch. Based on the results of previous studies, there is no doubt that educational games can support the educational process. The application of this game is designed using software or applications, namely unity. Unity is a game engine that can help make games on mobile (Smartphone) in the form of 2D games. The advantages of guesspic games can help children to recognize living objects and inanimate objects by coloring objects and with sounds and pictures - interesting animated images make children fun to play. Testing of the game to 40 users said it was easy to play, felt useful, and the child had facilities.

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Radchuk, Olga, Wolfgang Kerbe, and Markus Schmidt. "Homo Politicus meets Homo Ludens: Public participation in serious life science games." Public Understanding of Science 26, no. 5 (June 13, 2016): 531–46. http://dx.doi.org/10.1177/0963662516653030.

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Public participation in science and gamification of science are two strong contemporary trends, especially in the area of emerging techno-sciences. Involvement of the public in research-related activities is an integral part of public engagement with science and technologies, which can be successfully achieved through a participatory game design. Focusing on the participatory dimension of educational games, we have reviewed a number of existing participation heuristics in light of their suitability to characterize available mobile and browser science games. We analyzed 87 games with respect to their participatory and motivational elements and demonstrated that the majority of mobile games have only basic participative features. This review of the landscape of participative science games in the domain of life sciences highlights a number of major challenges present in the design of such applications. At the same time, it reveals a number of opportunities to enhance public engagement using science games.

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Nordin, Nur Amira Atika, Nazatul Aini Abd Majid, and Noor Faridatul Ainun Zainal. "Mobile augmented reality using 3D ruler in a robotic educational module to promote STEM learning." Bulletin of Electrical Engineering and Informatics 9, no. 6 (December 1, 2020): 2499–506. http://dx.doi.org/10.11591/eei.v9i6.2235.

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Robotics education is gaining popularity among school children in line with the government desire to promote creative thinking in students through STEM based activities. However, the robots for educational games are usually made up of components and its description is usually one-way and static. Additionally, students find it difficult to visualize distances from robot movements when playing educational robotic games. Augmented reality (AR) technology is a viable tool to connect between in-context information and physical activities. The objective of this research is to design and develop an AR based application that can visualize the distance between two robots for supporting learning process in a game-based module. The application consists of three parts; the first part use AR in identification of components related to robots, while the second part involves the addition of real-time visualization in the form of AR, enabling students to learn the distance from the robot's movements. The third part used AR in providing the description of the robotic games through videos. The development of the application is based on the Agile model. The results show that the application has received positive feedbacks from students as it can increase their interest in playing robotic educational games.

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Guribye, Frode, Jo Dugstad Wake, and Barbara Wasson. "The Practical Accomplishment of Location-Based Game-Play." International Journal of Mobile Human Computer Interaction 6, no. 3 (July 2014): 32–50. http://dx.doi.org/10.4018/ijmhci.2014070103.

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Location-based games are believed to be one promising way to exploit the educational potential of mobile technology. In such games, the physical and cultural surroundings become an integrate part of a game space and provide a way to tie content to a game activity and create immersive learning experiences. To explore the properties of such games, and how they are played out in practice we have designed, deployed and analysed a location-based game for learning history embedded in a pedagogical scenario based on collaborative mobile learning. In the video-based, detailed analysis of actual game-play, we study the practical accomplishment of a collaborative gaming activity with mobile technology. In focus are how the participants make use of the resources available in the game space and how these resources, including the historical narrative, feature in the participants' practical accomplishment of the game. In the analysis we identify a number of implications for design of location-based games.

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dos Santos, Paulo Ricardo, Débora N. F. Barbosa, Eduardo G. Azevedo Neto, Jorge L. V. Barbosa, Sérgio D. Correia, and Valderi R. Q. Leithardt. "Learning and Well-Being in Educational Practices with Children and Adolescents Undergoing Cancer Treatment." Education Sciences 11, no. 8 (August 18, 2021): 442. http://dx.doi.org/10.3390/educsci11080442.

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The use of information communication technologies (ICT) in education brings up new possibilities of promoting learning and health experiences. In this sense, education contexts of the 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices developed with mobile devices and games in order to improve learning and well-being in children and adolescents undergoing cancer treatment in a non-formal educational setting. The methodology is based on qualitative case studies with content-based data analyses, involving informal interviews and observation methods. The study considers data from five patients who participated in the research between 2015 and 2019. The results demonstrate a positive influence of the practices with mobile technologies and games in terms of learning and in the well-being experience of patients during the treatment.

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Rosdiani, Amelia, and Jhoni Warmansyah. "Perancangan Game Edukasi Berhitung Berbasis Mobile Aplikasi Inventor." JOSTECH: Journal of Science and Technology 1, no. 2 (September 30, 2021): 198–206. http://dx.doi.org/10.15548/jostech.v1i2.3103.

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Technological advances that are developing very rapidly have a positive impact on the development of various educational games that can be designed as a tool to stimulate aspects of early childhood development. This study aims to design a numeracy educational game based on the inventor's mobile application that can be used in early childhood education units. The method used is Educational Design Research (EDR) which is limited to a design model with stages; 1) Preliminary research; 2) Prototyping stage; 3) Phase assessment. This study resulted in the design of a numeracy educational game that can be used by PAUD units to improve numeracy skills, which is one of the aspects of cognitive development. Teachers can also design using the Inventor mobile application to improve other aspects of child development.

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Ardito, Carmelo, and Rosa Lanzilotti. "An EUD Approach to the Design of Educational Games." International Journal of Distance Education Technologies 9, no. 4 (October 2011): 25–40. http://dx.doi.org/10.4018/ijdet.2011100103.

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Distance education has experienced profound changes due to the introduction of new technologies, especially mobile devices of different types. It is necessary to define new learning techniques which are able to capture students’ attention and to engage them in their learning activities, reducing problems like distraction generated by the use of the device itself and/or by the surrounding environment. Game-based learning is a valuable possibility. The excursion-game has been recently proposed to support pupils learning history during visits to historical sites; its goal is to make the visit and the overall experience of cultural heritage more engaging. This paper describes the approach followed in the design of the system implementing the excursion-game; it takes into account an end-user development perspective in order to allow domain experts, i.e., experts in history and cultural heritage, contributing to design excursion-games for a wide set of historical sites.

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Marques, Margarida M., and Lúcia Pombo. "Teacher readiness to adopt game-based mobile learning with augmented reality." Interaction Design and Architecture(s), no. 43 (December 20, 2019): 68–85. http://dx.doi.org/10.55612/s-5002-043-004.

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Mobile augmented reality (AR) games have potential in Education, as they can enhance learning experiences, by offering to learners contextualized information. This study aim is to reveal teachers’ readiness to adopt these strategies, after training. Hence, this is a case study of two editions of a workshop under the EduPARK project, designed to support teachers’ adoption of strategies involving game-based mobile learning with AR. The workshops required collaborative exploration of the EduPARK app and educational resource planning. Data collected from individual questionnaires and focus group interviews were analysed through content analysis, descriptive statistics, and computing of the Educational Value Scale and of the System Usability Scale. The 45 teacher-trainees consider they are ready to integrate mobile AR games in their practices, but they are foreseeing difficulties that need to be addressed. This work presents a typology of teacher training that, according to the participants, is successful in promoting their readiness to adopt innovative practices.

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Journal articles on the topic 'Mobile educational games'

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