Готові списки джерел за темами / Mobile educational games

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Автор: Grafiati
Опубліковано: 14 березня 2023

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Статті в журналах з теми "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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Анотація:
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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3

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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4

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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Анотація:
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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5

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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Анотація:
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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Дисертації з теми "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.

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Анотація:
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
Cataloged 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.
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2

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.

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3

Fotouhi-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.

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Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A 'Conversational Framework' is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a 'conversation' between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform iii is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners' enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions.
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Agbaji, Unekwuojo Esther. "Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1284.

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Анотація:
A field of research that is quickly becoming more prominent is the one related to embodied cognition, which states there is an important association between physical activity and cognition. However, research on the application of embodied cognition to education is still at its infancy. More research needs to be done to understand how motion can contribute to student learning, and even further, research is needed on how learning technologies might support physical activity while learning. This research sits at the intersection of embodied cognition, learning technologies, mobile devices, and mathematics education. It implements a novel learning technology platform created at WPI, called the Wearable Learning Cloud Platform (WLCP). Thanks to a child friendly app thats connect to the central web based system, the experience of elementary school children playing physically active games might be improved. This research also analyzes the importance of motor action in students’ math learning: By using three different conditions of a game called the Tangrams Race requiring different levels of physical activity (i.e. embodiment), we compared differences between fine and gross motor actions in regards to learning. Results indicated that physically active mobile games can and do improve math learning. Results also show marginal significant effect in favor of the physically active mobile games (p<0.1, Partial Eta Sq.=0.1) over traditional tutoring systems on a computer.
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Straight, 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.

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6

Wilson, Gregory. "Experiences with the Mobile Interactive Learning Table: a custom table for education." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36090.

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Анотація:
Multi-touch technology on tabletop displays lets children interact with digital objects in collaborative and competitive ways. Multi-touch tables are not a part of classroom instruction because of high cost and lack of meaningful applications. This thesis explores possible solutions to building hardware and software that support the engagement of children. Outlined is a demonstration of our Mobile Interactive Learning Table (MILT), a custom hardware system that can be built for a cost well below current commercial implementations. Experiences with transporting the table to schools and similar settings are discussed, as well as proposed advantages to this do-it-yourself custom approach. Additionally, digital card games were created to encourage elementary and middle school student engagement in meaningful learning. Observations of children collaborating and competitively playing these games, and a comparison study comparing gameplay using different input devices were conducted.
Master of Science
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7

Damián, Ortega Eiderd Axcel, Osorio Ruth Stephany Gallardo, Amaya Mara Alejandra García, Diaz Lucia Jimena Lucar, and Aguilar Müller Iván Yamunaqué. "History Games." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656925.

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El presente proyecto de investigación consiste en el desarrollo del aplicativo History Games, el cual consiste en la creación del juego con temática de historia del Perú como una nueva metodología de aprendizaje. Este trabajo nos permite ver la viabilidad del proyecto a corto, mediano y largo plazo, a través de los distintos estudios ejecutados en Lima metropolitana, a niños y jóvenes de 8 a 17 años del sector socioeconómico A y B.  Por ello se pudo evidenciar que el público objetivo desea aprender un poco más de nuestro Perú a través de la experiencia de este aplicativo. Al desarrollar este proyecto se realizaron entrevistas online, encuestas y marketing digital en redes sociales. De manera que fue una investigación a fondo sobre el mercado de juegos educativos para poder llevar a cabo este proyecto, donde se ha podido ver interés por parte de las instituciones educativas que desean adoptar History Games como metodología de enseñanza. Analizamos a profundidad el proyecto ya que buscamos que sea sostenible en todos los aspectos a largo plazo y que pueda cumplir con los objetivos planteados desde el inicio. Todos los conocimientos adquiridos durante nuestra etapa universitaria fueron aplicados en cada parte del trabajo como es la parte de marketing, financiera, administrativa, entre otras. Al ser un equipo de diversas carreras, nos brindó un panorama más amplio de los puntos que debemos seguir mejorando e implementando conforme el proyecto siga creciendo. History Games es una idea que sin duda ayudará a muchas personas en su aprendizaje y en la nueva forma de ver la historia en cada una de sus clases.
This 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
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8

Jones, James R. "A Client-Server Architecture for Collection of Game-based Learning Data." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51229.

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Анотація:
Advances in information technology are driving massive improvement to the education industry. The ubiquity of mobile devices has triggered a shift in the delivery of educational content. More lessons in a wide range of subjects are being disseminated by allowing students to access digital materials through mobile devices. One of the key materials is digital-based educational games. These games merge education with digital games to maximize engagement while somewhat obfuscating the learning process. The effectiveness is generally measured by assessments, either after or during gameplay, in the form of quizzes, data dumps, and/or manual analyses. Valuable gameplay information lost during the student's play sessions. This gameplay data provides educators and researchers with specific gameplay actions students perform in order to arrive at a solution, not just the correctness of the solution. This problem illustrates a need for a tool, enabling educators and players to quickly analyze gameplay data. in conjunction with correctness in an unobtrusive manner while the student is playing the game. This thesis describes a client-server software architecture that enables the collection of game-based data during gameplay. We created a collection of web services that enables games to transmit game-data for analysis. Additionally, the web application provides players with a portal to login and view various visualization of the captured data. Lastly, we created a game called "Taffy Town", a mathematics-based game that requires the player to manipulate taffy pieces in order to solve various fractions. Taffy Town transmits students' taffy transformations along with correctness to the web application. Students are able to view several dynamically created visualizations from the data sent by Taffy Town. Researchers are able to log in to the web application and see the same visualizations, however, aggregated across all Taffy Town players. This end-to-end mapping of problems, actions, and results will enable researchers, pedagogists, and teachers to improve the effectiveness of educational games.
Master of Science
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9

Jamonnak, Suphanut. "LITTLE BOTANY: A MOBILE EDUCATIONAL GAME FOR GARDENING." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479080799053076.

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10

XHEMBULLA, 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.

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Human computer interaction has evolved in the last years in order to enhance users’ experiences and provide more intuitive and usable systems. A major leap through in this scenario is obtained by embedding, in the physical environment, sensors capable of detecting and processing users’ context (position, pose, gaze, ...). Feeded by the so collected information flows, user interface paradigms may shift from stereotyped gestures on physical devices, to more direct and intuitive ones that reduce the semantic gap between the action and the corresponding system reaction or even anticipate the user’s needs, thus limiting the overall learning effort and increasing user satisfaction. In order to make this process effective, the context of the user (i.e. where s/he is, what is s/he doing, who s/he is, what are her/his preferences and also actual perception and needs) must be properly understood. While collecting data on some aspects can be easy, interpreting them all in a meaningful way in order to improve the overall user experience is much harder. This is more evident when we consider informal learning environments like museums, i.e. places that are designed to elicit visitor response towards the artifacts on display and the cultural themes proposed. In such a situation, in fact, the system should adapt to the attention paid by the user choosing the appropriate content for the user’s purposes, presenting an intuitive interface to navigate it. My research goal is focused on collecting, in a simple,unobtrusive, and sustainable way, contextual information about the visitors with the purpose of creating more engaging and personalized experiences.
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Книги з теми "Mobile educational games"

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Mobile media learning: Amazing uses of mobile devices for learning. Pittsburgh, PA]: ETC Press, 2011.

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2

Klopfer, Eric. Augmented learning: Research and design of mobile educational games. Cambridge, Mass: MIT Press, 2008.

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3

Klopfer, Eric. Augmented Learning: Research and Design of Mobile Educational Games. MIT Press, 2011.

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4

Klopfer, Eric. Augmented Learning: Research and Design of Mobile Educational Games. MIT Press, 2011.

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5

Klopfer, Eric. Augmented Learning: Research and Design of Mobile Educational Games. MIT Press, 2011.

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6

Augmented Learning: Research and Design of Mobile Educational Games. The MIT Press, 2008.

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7

Klopfer, Eric. Augmented Learning: Research and Design of Mobile Educational Games. MIT Press, 2011.

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8

Schrier, Karen. We the Gamers. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190926106.001.0001.

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The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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9

Gibbons, William. Gamifying Classical Music. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190265250.003.0011.

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This chapter addresses the ways in which classical music lends itself to gamification, a pervasive trend in contemporary culture in which aspects of games are applied to non-game activities to encourage desired behaviors. The chapter presents two case studies of recent mobile applications that illustrate different approaches to the gamification of classical music. The first of these discusses the Young Person’s Guide to the Orchestra, an app that updates traditional, and problematic, approaches to music education, namely, music appreciation. The second case study considers Steve Reich’s Clapping Music, an app that embraces the interactivity of games to blur the lines between education and musical performance.
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10

Electronic Devices in Schools Issues That Concern You. Greenhaven Press, 2012.

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Частини книг з теми "Mobile educational games"

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Laine, Teemu H., and Haejung Suk. "Designing Educational Mobile Augmented Reality Games Using Motivators and Disturbance Factors." In Augmented Reality Games II, 33–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15620-6_2.

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Crompton, Helen, Yi-Ching Lin, Diane Burke, and Alana Block. "Mobile Digital Games as an Educational Tool in K-12 Schools." In Mobile and Ubiquitous Learning, 3–17. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6144-8_1.

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Vagelatos, Aristides, John Stamatopoulos, Maria Fountana, Monica Gavrielidou, and Christos Tsalidis. "Natural Language Processing Environment to Support Greek Language Educational Games." In New Realities, Mobile Systems and Applications, 525–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_47.

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Tlili, Ahmed, Fathi Essalmi, and Mohamed Jemni. "Design of Educational Games: The Evolution from Computers to Mobile Devices." In Lecture Notes in Electrical Engineering, 151–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30298-0_16.

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Fernández-Panadero, Carmen, Mar Pérez-Sanagustín, Abelardo Pardo, Raquel M. Crespo García, and Carlos Delgado Kloos. "A Framework to Design Educational Mobile-Based Games Across Multiple Spaces." In Design for Teaching and Learning in a Networked World, 407–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_32.

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Nosu, Kiyoshi, Akira Goshima, Takayuki Imamura, and Kenji Mitsumoto. "Mobile Terminal-Based Tennis Instruction Support System for Beginners." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 376–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_66.

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Wang, Lu, Xiaoting Wang, Qiang Ju, Quanwei Li, Manyi Li, and Wei Zhang. "Game-Based Mobile Learning System for Campus on Android Platform." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 55–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_12.

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Chen, Po-Ming, Cheng-Ho Chen, Wen-Hung Liao, and Tsai-Yen Li. "A Service Platform for Logging and Analyzing Mobile User Behaviors." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 78–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_15.

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Kuo, Jen-Ho, Cheng-Ming Huang, Wen-Hung Liao, and Chun-Chieh Huang. "HuayuNavi: A Mobile Chinese Learning Application Based on Intelligent Character Recognition." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 346–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_63.

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Lin, Tzu-Min, Sheng-Chih Chen, and Pei-Jeng Kuo. "Motivations for Game-Playing on Mobile Devices – Using Smartphone as an Example." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 101–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_18.

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Тези доповідей конференцій з теми "Mobile educational games"

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Inan Kaya, Gamze. "Educational Use of Games: A Mobile Serious Game For History Education." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.123.

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Xie, Jingming. "The research on mobile educational games." In 2012 7th International Conference on System of Systems Engineering (SoSE). IEEE, 2012. http://dx.doi.org/10.1109/sysose.2012.6333551.

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Cartagena, Angela, Rowel Atienza, Tyrone Tai, and Rica Cruz. "Experiences in developing mobile educational games." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360337.

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Torres-Jimenez, Eloisa, Catalina Rus-Casas, Fernando Cruz-Peragón, and Rubén Dorado-Vicente. "SIMPLE RECIPES FOR CONSTRUCTING EDUCATIONAL ENGINEERING MOBILE GAMES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2083.

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Ceconello, Mauro Attilio, Davide Spallazzo, and Martina Scianname'. "Taking students outside the classrooms. Location-based mobile games in education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.

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Анотація:
The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Zhiyong, Xiong, Wang Jiani, and Jiang Lijun. "How Game Tutorials in Mobile Online Games Affect User Adoption." In 2021 10th International Conference on Educational and Information Technology (ICEIT). IEEE, 2021. http://dx.doi.org/10.1109/iceit51700.2021.9375593.

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Longstreet, C. Shaun, and Kendra Cooper. "Curriculum design factors for constructing serious educational game: A learning objective centric approach." In 2014 Computer Games: AI, Animation, Mobile, Multimedia, Educational and Serious Games (CGAMES). IEEE, 2014. http://dx.doi.org/10.1109/cgames.2014.6934156.

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Preston, Jon A., Joshua L. Skelton, William D. Forsyth, and Jeffrey D. Greene. "Generating dynamic narratives with real time interactions utilizing mobile technology." In 2014 Computer Games: AI, Animation, Mobile, Multimedia, Educational and Serious Games (CGAMES). IEEE, 2014. http://dx.doi.org/10.1109/cgames.2014.6934140.

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Gestwicki, Paul, and Kaleb Stumbaugh. "Observations and opportunities in cybersecurity education game design." In 2015 Computer Games: AI, Animation, Mobile, Multimedia, Educational and Serious Games (CGAMES). IEEE, 2015. http://dx.doi.org/10.1109/cgames.2015.7272970.

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Звіти організацій з теми "Mobile educational games"

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Анотація:
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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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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Анотація:
We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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