Tesis sobre el tema "Mobile educational games"
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Ng, Matthew M. Eng Massachusetts Institute of Technology. "UbiqGames : casual, educational, multiplayer games for mobile and desktop platforms". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/61295.
Texto completoCataloged from PDF version of thesis.
Includes bibliographical references (p. 90).
The mission of the UbiqGames project is to develop a suite of casual, educational, multiplayer games that are playable across a wide variety of operating systems and devices. To accomplish this goal, we plan on making use of the expanding availability of wireless networks and the increasing capabilities of mobile browsers to build engaging and dynamic web-based games. This paper will document the progression of the UbiqGames project and take a deeper technical look at the first two games built under its heading: Virus and Weatherlings. Initial questions we wanted to answer were whether mobile browsers could handle complex web applications and whether the small screen size would significantly hinder game play. Results from multiple play tests have demonstrated that these games can be executed successfully, and user feedback has shown that players are receptive of the educational aspects of the game and enjoy the overall experience.
by Matthew Ng.
M.Eng.
Kuznetcova, Irina. "Video Games as Deweyan Worlds: A Desktop/Mobile VR Game-based Intervention to Improve Visuospatial Self-efficacy in Middle School Students". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588244345618764.
Texto completoFotouhi-Ghazvini, Faranak. "Mobile Learning using Mixed Reality Games and a Conversational, Instructional and Motivational Paradigm. Design and implementation of technical language learning mobile games for the developing world with special attention to mixed reality games for the realization of a conversational, instructional and motivational paradigm". Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5400.
Texto completoAgbaji, Unekwuojo Esther. "Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies". Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1284.
Texto completoStraight, Ryan M. "An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458.
Texto completoWilson, Gregory. "Experiences with the Mobile Interactive Learning Table: a custom table for education". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36090.
Texto completoMaster of Science
Damián, Ortega Eiderd Axcel, Osorio Ruth Stephany Gallardo, Amaya Mara Alejandra García, Diaz Lucia Jimena Lucar y Aguilar Müller Iván Yamunaqué. "History Games". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656925.
Texto completoThis research project consists of the development of the History Games application, which consists of the creation of the game with the theme of Peruvian history as a new learning methodology. This work allows us to see the viability of the project in the short, medium and long term, through the different studies carried out in metropolitan Lima, to children and young people from 8 to 17 years of age from the socioeconomic sector A and B. Therefore, it was possible to show that The target audience wants to learn a little more about our Peru through the experience of this application. When developing this project, online interviews, surveys and digital marketing were carried out on social networks. So it was an in-depth investigation of the educational games market in order to carry out this project, where interest has been seen on the part of educational institutions that want to adopt History Games as a teaching methodology. We analyze the project in depth as we seek to make it sustainable in all aspects in the long term and that it can meet the objectives set from the beginning. All the knowledge acquired during our university stage was applied in each part of the work such as the marketing, financial, and administrative part, among others. Being a diverse racing team, it gave us a broader picture of the points that we must continue to improve and implement as the project continues to grow. History Games is an idea that will undoubtedly help many people in their learning and in the new way of seeing history in each of their classes.
Trabajo de investigación
Jones, James R. "A Client-Server Architecture for Collection of Game-based Learning Data". Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51229.
Texto completoMaster of Science
Jamonnak, Suphanut. "LITTLE BOTANY: A MOBILE EDUCATIONAL GAME FOR GARDENING". University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479080799053076.
Texto completoXHEMBULLA, JETMIR. "Enhancing the museum experience with a sustainable solution based on contextual information obtained from an on-line analysis of users’ behaviour". Doctoral thesis, Politecnico di Torino, 2016. http://hdl.handle.net/11583/2643669.
Texto completoFergusson, Christopher, Daniel Karlsson y Festim Zuta. "Agent O - Utvecklingen av ett mobilt lärospel". Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23906.
Texto completoThis essay is a product of our bachelor of science in interactiondesign. Our focus in this project was to evaluate the mobile learning game from MIT and transform it so it would fit into Swedish schools and to redesign the interface from an interactiondesigners perspective and make it more goal-orientated for teenagers at the age of 13 to 16 years old. This resulted in the mobile learning game called Agent O. A learning game with the main purpose to evolve an interaction between the pupils and the pedagogical material through a handheld computer. Taking the learning procedure to a level where the learning part differs as when reading a textbook or solving a mathematic equation. Learning by doing may encourage the teenager to be active in the lecture in a progressive way.In this essay we present the theoretical basis by giving a background and context description of technology where it has been used as an educational complement. We will describe the limitations when designing an interface for mobile games, and look upon the possibilities for this kind of mobile learning game in Swedish schools. We have performed two main usertests at two schools in Malmö and the results of these tests are presented in the report.
Ghaed, Zahra. "Code Reading Dojo: Designing an Educationally-oriented Mobile Application Aimed at Promoting Code Reading Skills". Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/86189.
Texto completoMaster of Science
Shaw, Kristi L. "Is iTunes U a mobile learning game changer? A study of instructional design in mobile learning". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628727.
Texto completoThis qualitative multi-case study examined the instructional design and development processes utilized by instructional designers and designers by assignment in higher education that created mobile learning for iTunes U delivery. Current research into the instructional design practices for mobile learning delivery leaves a gap in the literature. This study aimed to identify the instructional design and development processes specific to mobile learning delivery within iTunes U. Ten participants from higher education were purposively selected for participation in the study. Each of the 10 participants met the selection criteria; participants designed or served on a design team that created an iTunes U course for a higher education audience. Five of the participants were instructional designers and the other five were instructional designers by assignment. Data was collected from three sources including the participants' iTunes U courses, sample model designs or processes, and in-depth participant interviews. The study identifies instructional strategies, instructional design processes, advantages, and constraints of instructional design and development for mobile learning through iTunes U delivery. Included in the findings is a design and development model for instructional design of mobile learning through iTunes U.
Lonsdale, Peter. "Design and evaluation of mobile games to support active and reflective learning outdoors". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12076/.
Texto completoDeniozou, Thaleia. "Investigating the potential of mobile games as learning environments for independent adult skill development". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.
Texto completoWilkinson, Kate. "The integration of mobile learning app-based quiz-games in higher education teaching of anatomical sciences". Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/22164/.
Texto completoShea, Andrea Misao. "Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619866.
Texto completoCommunication is a key component in learning a second language (L2). As important as the ability to communicate in the L2 is the willingness to use the L2 or, what has been identified in the literature as Willingness to Communicate (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.
Sasmaz, Yunus. "Extending the limits of Weatherlings: a ubiquitous, educational, multiplayer, web-based game for mobile and desktop platforms". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61514.
Texto completoThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 105).
UbiqGames is a project that aims to create ubiquitous, educational, multi-player games. Built under UbiqGames framework, Weatherlings is a web-based educational game, which allows players to collaborate in a networked virtual world, using a browser-enabled computer or handheld device. Weatherlings overcomes two of the most important limitations of educational games up to date: immobility and steep learning curves. It requires a small amount of initial time investment and can be played anywhere and anytime. Yet the first version of Weatherlings built in 2008-2009, lacked important features such as real-time integration which meant that the game could be further improved. This paper explains the extensions designed and implemented on top of this initial game in order to develop Weatherlings 2.0. This new version of the game designs, implements, and integrates real-time weather-forecasting games for US and Singapore with new modules helpful to the existing game; makes improvements on the existing features; builds tools to facilitate test results' analysis for teachers and others; and extends the previously defined framework for UbiqGames by adding important design decisions, features and guidelines from our experiences. This paper also discusses, analyzes and interprets the results of two test studies conducted in Singapore.
by Yunus Sasmaz.
M.Eng.
Bursztyn, Natalie. "The Colorado Plateau as a Virtual Laboratory for Mobile Games for Geoscience Education and Relations Between Rock Strength and River Metrics". DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4449.
Texto completoKaroui, Aous. "Jeux Éducatifs Mobiles : JEM Inventor, un outil auteur fondé sur une approche de conception gigogne". Thesis, Le Mans, 2018. http://www.theses.fr/2018LEMA1015/document.
Texto completoThe rise of mobile devices (e.g. tablets, smartphones) and their educational and recreational applications have contributed to the emergence of Mobile Learning Games (MLGs). Indeed, MLGs show great potential for increasing engagement, creativity and authentic learning. Yet, despite their great potential for education, the use of MLGs by teachers, remains very limited. This is partly due to the fact that MLGs are often designed to match a specific learning context, and thus cannot be directly reusable for other contexts. In addition, existing authoring tools are either feature-rich but require a significant investment by teachers to be used, or simple to use but do not offer enough features for the design of MLGs that meet pedagogical needs. To tackle these problems, we propose JEM iNVENTOR, a MLG authoring tool, based on a nested design approach, intended for teachers, museum curators, or any person without computer skills, wishing to script their own MLG and deploy them on mobile systems.The nested design model was approved through a series of experimentations with some twenty teachers from a wide range of expertise levels and teaching fields. We also conducted field experimentations with about 1500 students and pupils in order to evaluate the quality of MLGs created with JEM iNVENTOR as well as their impact on learners
Spikol, Daniel. "Playing and Learning Across Locations: : Indentifying Factors for the Design of Collaborative Mobile Learning". Licentiate thesis, Växjö University, School of Mathematics and Systems Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-3698.
Texto completoThe research presented in this thesis investigates the design challenges associated with the development and use of mobile applications and tools for supporting collaboration in educational activities. These technologies provide new opportunities to promote and enhance collaboration by engaging learners in a variety of activities across different places and contexts. A basic challenge is to identify how to design and deploy mobile tools and services that could be used to support collaboration in different kinds of settings. There is a need to investigate how to design collaborative learning processes and to support flexible educational activities that take advantage of mobility. The main research question that I focus on is the identification of factors that influence the design of mobile collaborative learning.
The theoretical foundations that guide my work rely on the concepts behind computer supported collaborative learning and design-based research. These ideas are presented at the beginning of this thesis and provide the basis for developing an initial framework for understanding mobile collaboration. The empirical results from three different projects conducted as part of my efforts at the Center for Learning and Knowledge Technologies at Växjö University are presented and analyzed. These results are based on a collection of papers that have been published in two refereed international conference proceedings, a journal paper, and a book chapter. The educational activities and technological support have been developed in accordance with a grounded theoretical framework. The thesis ends by discussing those factors, which have been identified as having a significant influence when it comes to the design and support of mobile collaborative learning.
The findings presented in this thesis indicate that mobility changes the contexts of learning and modes of collaboration, requiring different design approaches than those used in traditional system development to support teaching and learning. The major conclusion of these efforts is that the learners’ creations, actions, sharing of experiences and reflections are key factors to consider when designing mobile collaborative activities in learning. The results additionally point to the benefit of directly involving the learners in the design process by connecting them to the iterative cycles of interaction design and research.
Hernan, Colleen J. "Using an Antecedent Intervention and Interdependent Group Contingency to Decrease the Inappropriate Use of Mobile Devices in High School Classrooms". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin15047971539685.
Texto completoFotouhi-Ghazvini, Faranak, Rae A. Earnshaw, David J. Robison, A. Moeini y Peter S. Excell. "User Interface Design within a Mobile Educational Game". 2011. http://hdl.handle.net/10454/7259.
Texto completoA mobile language learning system is implemented using an adventure game. The primary emphasis is upon graphical design and rich interaction with the user. A wide range of functionalities are described, and an efficient navigation system is proposed that uses contextual information, allowing the players to move seamlessly between mobile real and virtual worlds. The game environment is designed to have consistent graphics, dialogue, screens, and sequences of actions. Quick Response (QR) codes provide the necessary shortcuts for the players and Bluetooth connections automatically send and receive scores between teams. A response for every action is produced depending on the screen type, while keeping the file size manageable. Similar user tasks were kept spatially close together with a clearly designated beginning, middle and end. The main sources of error such as entering and extracting contextual data are predicted and simple error handling is provided. Unexpected events in mobile environments are tolerated and allowed. Internal locus of control is provided by ‘automatic pause’, ‘manual pause’ and ‘save’ commands to help players preserve their data and cognitive progress. The game environment is configurable for novice or expert players. This game is also suitable for students with auditory problems and female students are also specifically addressed.
Ferreira, João Pedro Botequim. "Mobile image processing to support educational geometry games". Master's thesis, 2014. http://hdl.handle.net/10362/14746.
Texto completoFotouhi-Ghazvini, Faranak, Rae A. Earnshaw, David J. Robison y Peter S. Excell. "The MOBO City: A Mobile Game Package for Technical Language Learning" International Journal of Interactive Mobile Technologies". 2009. http://hdl.handle.net/10454/7069.
Texto completoIn this research we produced a mobile language learning game that is designed within a technical context. After conceptual analysis of the subject matter i.e. computer's motherboard, the game was designed. The action within the game is consistent to the theme. There is a story, simplifying and exaggerating real life. Elements of control, feedback and sense of danger are incorporated into our game. By producing an engaging learning experience, vocabularies were learned incidentally. Deliberate vocabulary learning games were also added to our package to help students solve their common errors.
Fotouhi-Ghazvini, Faranak, Rae A. Earnshaw, A. Moeini, David J. Robison y Peter S. Excell. "From E-Learning to M-Learning – the use of Mixed Reality Games as a New Educational Paradigm". 2011. http://hdl.handle.net/10454/7068.
Texto completoThis paper analyses different definitions of mobile learning which have been proposed by various researchers. The most distinctive features of mobile learning are extracted to propose a new definition for Mobile Educational Mixed Reality Games (MEMRG). A questionnaire and a quantifying scale are designed to assist the game developers in designing MEMRG. A new psycho-pedagogical approach to teaching is proposed for MEMRG. This methodology is based on the theme of "conversation" between different actors of the learning community with the objective of building the architectural framework for MEMRG.
Hoy, Trenton Edward. "There’s an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games". 2011. http://trace.tennessee.edu/utk_gradthes/883.
Texto completoΚαρπαθιωτάκη, Μαρία. "Σχεδίαση και ανάπτυξη κινητής εφαρμογής σε χώρο πολιτισμού". Thesis, 2012. http://hdl.handle.net/10889/6389.
Texto completoLocation sensitive mobile games, are usually ludic multiplayer activities where engaging the physical space in the game is of particular importance. They are designed to be played in specific physical spaces, using mobile devices, leading to a strong interplay between physical and virtual spaces. These games have features such as motion and action in physical space, awareness of the surroundings of the player, interaction between players, as well as interaction with objects of the real world in different ways. These characteristics make them particularly attractive for learning activities in real space and have been used in recent years in cultural spaces where social, experiential and situated learning can take place [de Souza, 06]. The basic idea is that such games motivate players to associate information with physical activity, and are attractive as learning tools because they help the integration of the physical and social space with the digital dimension. In this context, it is interesting to explore the design process of an activity of this type, the rules of the game and the development of the corresponding technology (software, appliances, etc.), as well as the involvement of a museum's collection and the related digital information. The objective of this thesis is to describe the design and development of Benaki MuseumScrabble (BMS), a location sensitive game for mobile devices, aimed for young visitor and designed for part of the collection of the Benaki Historical Museum, in Athens.
Lu, Chien-heng y 盧建亨. "Multi-Agent based Mobile Educational Game for On-the-Job Training". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/42130247685209674697.
Texto completo國立高雄第一科技大學
資訊管理研究所
100
I designed a context-aware mobile role playing game (CAM-RPG) that provides users with a series of learning activity and allows them to interact with specific real and virtual objects in the real world. The game generates quests based on the context and their chosen role and theme. These contexts are filtered using information theory and rough set and re-organized into a series of learning activities (i.e., a learning activity chain). Role-playing learning activities can make users interested and motivated to learn. The game is designed based on multi-agent architecture, which allows reusable and modular agents and makes the game much more flexible and scalable. The MAA design creates opportunities to solve mobile application development issues, such as compatibility with various mobile phone operating systems and brands, less memory and computing power than desktop computers, a small screen and keypad, high communication cost, and varied built-in features. The usefulness of the proposed CAM-RPG is evaluated with a pilot study. The interesting findings are: (1) female participants give higher scores in all factors of assessing a system’s usability than male participants, and (2) There are significant differences between male and female participants in the factors "Easy to Learn" and "Intention".
Lemos, Tiago Luís Fernandes. "An Educational Game about Math and Magic". Master's thesis, 2018. http://hdl.handle.net/10362/66166.
Texto completoHuang, Juichi y 黃瑞琪. "Applying Knowledge game learning and E-mobile Education Enhance Study Performance Research". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37824442674631803428.
Texto completo國立臺北教育大學
資訊科學系碩士班
100
The 21st century is the era of knowledge explosion, the dissemination of knowledge spread very quickly with mobile phones that continues to update and develop constantly, from past network transmission to wireless transmission, it is common using cell phones and all types of mobile devices access information or slove problems. Due to the maturity of the various objective factors, mobile education assures that you can learn anytime,and it can be seen everywhere in the class. In view of the above background, this study refers to mobile education-related research combined with the current education environment, and explores teachers’ expectation and the related content of the mobile education, How to present the content of mobile education conforming to teachers’ requirements ? What kinds of matters should be paid attention if you want to promote the mobile education on campus? This study is divided into two phases as research methods. The description of each phase are as follows: the first phase is to explore the mobile education and campus environment from reference analysis, and then to find the factors affecting the mobile education at school from the secondary data analysis. The second phase is having an in-depth interview to the primary school teachers to confirm the validity of the study. Then, conducting the questionnaire survey to use quantitative analysis to verify the research concepts and assumptions confirming the research findings. The objects of 200 questionnaires include Taipei City and New Taipei City primary school teachers. 166 questionnaires were distributed effective recycling. Data analysis is using SPSS statistical software package for statistical analysis method of this study. The implementation of the campus mobile education system is still at an early stage according to education research articles related to many of the mobile education so far, in Taiwan, the study of this topic is scarce. This is an exploratory study of the mobile education made to the background of Taipei primary schools. The results of this study will plan to develop the mobile education system to provide valuable information messages.
"The Effects of Mobile App Technology on Technique and Game Performance in Physical Education". Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62672.
Texto completoDissertation/Thesis
Doctoral Dissertation Physical Education 2020
LIU, YI-MENG y 劉怡蒙. "Effects of developing a decision-tree based mobile game system to improve learning performance inpostnatal childbirth education". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/674yz3.
Texto completo東吳大學
資訊管理學系
106
Parenting is the most significant thing in a mother's life. Most mothers start learning how to do postpartum care and baby care after giving birth. However, women who are first-time mothers are usually very tired and have difficulty in learning about postnatal care. Many studies have also proved that learning medical knowledge of postpartum can effectively help women reduce postpartum depression and produce a healthy mind. Therefore, how to design an effective learning model for postnatal medical education, constructing postnatal care and baby care knowledge for postpartum mothers has become an important issue in nursing education. In nursing education, however, few studies have paid attention to propose innovative teaching models with the use of mobile technology or game-based learning strategies, which extends the possibility of applied in nursing education. Thus, the study proposes a game-based mobile learning system with decision tree for postnatal medical, which provides mothers with different learning scenarios and materials to construct postnatal care knowledge. To examine the effectiveness of the proposed approach, a quasi-experiment was conducted with two groups. A total of 40 nursing staffs of maternity centers in hospital were voluntarily recruited. The experiment group was conducted the game-based mobile learning system with decision tree, while the control group learned with the conventional e-book mobile learning system. The experiment results show that the proposed game-based mobile learning approach could effectively promote learning achievement, learning perception, technology acceptance and self-efficacy in learning postnatal care knowledge.
Kolárová, Marta. "Nová média v hudebním vzdělávání". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352674.
Texto completoDai, Rong Sie y 謝岱融. "The Effect of Grouping Method between Face-to-Face and Online Synchronous Collaborative Learning on the Flow Experiences and Cooperative Learning''s Attitudes of Learner’s use of Educational Mobile Game ──A Factor of Personality". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7hn256.
Texto completo淡江大學
教育科技學系碩士班
106
Due to the popularity of smart phones in recent years, the download amount of educational mobile games has increased significantly. According to the literature, having learning partners will have more learning outcomes in game based learning. Effective and successful cooperative learning can awaken students’ needs for learning, improve students'' self-awareness learning concepts, and promote the realization of attitudes and values. When the learner’s skills and challenges are balanced, they can enter the flow state. The flow experiences created through the use of game-based learning can create a sense of accomplishment for learners and allow them to reach peak experiences. Different personalities produce their unique learning styles. The interactive models will be influenced by the personalities. Their interactive models will affect the effectiveness of cooperative learning and the difference in the flow experiences . Therefore, this study took college students as research objects, a total of 180 people were divided into four groups were respectively different-type personality group face-to-face mode, different-type personality group online synchronous mode, same-type personality group face-to-face mode, same-type personality group online synchronous mode. 20 minutes after using educational mobile games,they were asked to fill in the cooperation attitude and the flow experiences questionnaire. The basis for the personality grouping in this study is five types, which is divided into same-type and different-type group. The cooperation model is divided into online synchronization cooperation and face-to-face cooperation. Use of educational mobile game is Quiz RPG: The World of Mystic Wiz. The purpose of this study is to explore the impact of different cooperate mode and personality grouping methods on leaners’ use of educational movile games in the flow experiences and cooperative learning''s attitudes, the study provided the suggestions for future educators using educational mobile games by cooperative models to group. Study results are summarized as below: 1. There are no significant difference in the effect of different cooperation modes and personality grouping methods on the flow experiences 2. There are statistically significant differences in the effect of different cooperation modes and personality grouping methods on cooperative learning''s attitudes 3. In a cooperative attitude, different-type personality group face-to-face mode is the best, same-type personality group online synchronous mode is second of all,third same-type personality group face-to-face mode, the worst is different-type personality group online synchronous mode. The following suggestions were made for the future practice and research: 1. When you use the network cooperation mode, game time can be elongated. 2. The grouping of different-type personality must be more rigorous. 3. Increase rankings and incentives in educational mobile games.
Sousa, Ana Margarida Duarte de. "Learning Chemistry by Playing". Master's thesis, 2020. http://hdl.handle.net/10362/116776.
Texto completoA química pertence às áreas STEM (science, technology, engineering and mathematics), que são frequentemente rotuladas como difíceis. Esta ideia é um ponto de partida para criar desmotivação por parte das crianças mesmo antes destas aprenderem a matéria na escola. Para além disso, as matérias escolares são cada vez mais extensas e as estratégias comuns de ensino estão a tornar-se cada vez menos cativantes. Por outro lado, hoje em dia as crianças têm uma forte ligação com a tecnologia, em particular com os jogos de telemóvel, que são uma boa maneira de passar o tempo com pouco esforço e ao mesmo tempo providenciam uma experiência agradável. A evolução da tecnologia permite-nos também tirar partido de ferramentas como a realidade aumentada, que tem apresentado um grande potencial na área da educação e na criação de motivação. Outro assunto de grande importância diretamente relacionado com a química são as alterações climáticas. Tendo em conta que as crianças são a geração do futuro, é importante que estas estejam a par das causas e impactos que estas alterações têm e terão no nosso planeta, e ainda das soluções e medidas a serem implementadas, de forma a não agravar os seus efeitos. Como tal, foi criado um jogo educacional para dispositivos móveis destinado a crianças dos 9 aos 12 anos, pretendendo explorar a sua utilização na transmissão de conhecimentos de química, bem como na criação de motivação e na sensibilização relativamente às alterações climáticas. O jogo contém uma história única, e é baseado em tecnologias de realidade aumentada e interfaces tangíveis, de forma a enriquecer a experiência de aprendizagem. De acordo com nossas descobertas, o jogo proporcionou uma experiência agradável aos participantes do estudo, que melhoraram significativamente o seu conhecimento em relação a conceitos básicos de química abordados no jogo. Para além disso, o jogo promoveu uma atitude mais positiva relativamente ao tema da química e uma conscientização relativamente à problemática das mudanças climáticas.
Borges, Cynthia Anastacya Mendes. "Desenvolvimento de videojogo para o ensino da língua inglesa". Master's thesis, 2020. http://hdl.handle.net/10071/22105.
Texto completoThe proactivity of users to be self-taught has been much more common thanks to availability of information in the current days. With the digitalization, information appears not only in its conventional state, as blogs, articles, newspapers, or e-books, but also in more interactive and enticing ways, as on service applications, digital encyclopedias or museums virtual tours, capturing the interest of even the least attentive people. Videogames, be it on computer or mobile devices, besides their ludic nature, also became a transmission vehicle of information and knowledge, but they require a specific treatment on their presentation and on the way that users interact with them. This treatment includes usability guidelines and heuristics that give to the videogame properties favorable to a better user experience, conducive to captivate the user and to assimilate the content. In this dissertation, usability guidelines and heuristics, complemented with recommendations from educational videogames studies, are gathered and studied in order to apply in a solution, a videogame for English language learning called EnLang4All, also developed in the scope of this dissertation, and evaluate its reception by the users. The solution EnLang4All is a mobile videogame for all ages with a beginner level of English language. The usability tests results with EnLang4All solution performed with 24 users point out a tendency in positive feedback about the experience with the videogame and that the elements, functionalities and characteristics implemented based on the usability heuristics contributed positively to the quality and overall appreciation of the videogame.
(8803076), Jordan M. McGraw. "Implementation and Analysis of Co-Located Virtual Reality for Scientific Data Visualization". Thesis, 2020.
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