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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерела
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Wilson, Gregory. "Experiences with the Mobile Interactive Learning Table: a custom table for education." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36090.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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Jones, James R. "A Client-Server Architecture for Collection of Game-based Learning Data." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51229.
Повний текст джерелаАнотація:
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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Jamonnak, Suphanut. "LITTLE BOTANY: A MOBILE EDUCATIONAL GAME FOR GARDENING." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479080799053076.
Повний текст джерела
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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.
Повний текст джерелаАнотація:
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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Fergusson, Christopher, Daniel Karlsson, and 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.
Повний текст джерелаАнотація:
I denna rapport vill vi lyfta fram de möjligheter och begränsningar som finns för att skapa nya engagerande läromiljöer genom att implementera ett mobilt lärospel i ett svenskt skolsammanhang. För att exemplifiera detta har vi i vårt projekt skapat ett mobilt lärospel kallat Agent O, som två högstadieskolor med ungdomar mellan 15-16 år gamla fått testspela.This 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.
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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.
Повний текст джерелаАнотація:
In recent years, much attention has been directed to the use of educational games for learning computer science concepts. The motivation of game-based learning with positive experience has been deeply studied in the literature, but game design for improving code reading skills have much room for improvement. Being good at the reading code is important to a professional developer. To address this issue, we defined a new educationally-oriented mobile game application, aimed at promoting the development of code reading skills in a new and fun way. The strategy of this game is to find errors in pieces of codes. At each level, students should find all syntactic and semantic errors in the code in a certain time in order to advance to the next level.
Of the numerous programming languages, we chose Java because it is one of the most popular programming languages. In many colleges, Java plays a major role in introductory courses. Our vision is to allow instructors to employ the game in their introduction to programming in Java course. In addition, we hope it could be adapted for use in introductory courses using different programming languages.
Data collected during the project helps us evaluate the impact of game-based learning on code reading in programming languages. We asked undergraduate students at the department of computer science at Virginia Tech to play with the game during Spring 2017 semester. The collected data analyzed, and students believe that Code Reading Dojo improves their code reading skills in Java and overall programming ability, in additions to help them find errors in their own program.Master of Science
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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.
Повний текст джерелаАнотація:
This 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.
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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/.
Повний текст джерелаАнотація:
This thesis explores the use of situated, location-based mobile games for supporting learning in the field, to determine how these types of activity can support learners with reference to specific curricular aims, beyond just providing highly engaging and motivating activities. A software toolkit was developed to support the design and deployment of situated mobile learning activities. This was used to design and deploy mobile learning activities for two field studies. The first study used the critical incident technique to identify specific benefits and problems arising from outdoor mobile learning. We found that whilst learners were highly engaged by an outdoor learning activity facilitated by mobile devices, they were engaged only in the surface level of the activity and did not reflect on what they were doing. The second study comprised a grounded theory analysis of learner behaviour in the context of a location-based, enquiry-led learning game designed to overcome the problems found in Study 1 and in other projects. We present an analysis of learner interactions with the environment during an enquiry-led learning activity. Compared to an equivalent paper-based activity, the game helped to coordinate the learners’ activities and unexpected results from game actions prompted learners to reflect on their actions and what they observed. The physical environment also prompted discussion and reflection, but we saw specific problems arising from learners becoming distracted by their previous experience of the environment and by the proximity of environmental features. We discuss these findings and present implications for the design of future mobile learning games.
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Deniozou, 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.
Повний текст джерелаАнотація:
The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.
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Wilkinson, 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/.
Повний текст джерелаАнотація:
Background: Mobile learning (mLearning) and gamification are two potential pedagogical tools that are continuously evolving in Higher Education. Their efficiency as learning tools is not fully understood and their use by staff is sporadic and sometimes viewed poorly compared to traditional methods. Aim: To determine a framework of best practice for the integration of mLearning app based quiz-games into the Higher Education (HE) teaching of anatomical sciences. This thesis presents three studies, which aim to 1) evaluate mLearning quiz-games as a revision tool for an anatomy online examination 2) and 3) investigate the effect of pre-seminar mLearning quiz gameplay on knowledge acquisition, retention and engagement in anatomy. Method: The data collection was performed over a two year period in a level 4 anatomy module for Sport and Exercise Science students. All three studies employed an experimental mixed methods approach within an action research framework to allow the development of the project in a naturalistic way. Study One was completed over two cohorts, 2014-15 (n=125) and 2015-16 (n=121). The module has four assessment points, A1, A2, A3, A4 where A1-3 are online assessments with a mixture of Multiple Choice Questions, labelling and matching questions and A4 is a viva voce. Students did A1, A2 and A4 as normal but at A3 they were offered a choice to revise as normal, the control group (n= 164) or to play mLearning games (n=87) for 15 minutes prior to the assessment on a tablet or smartphone device. All students completed a modified Study Process Questionnaire (SPQ) post-assessment and then for triangulation of data online focus groups were completed (n=84) as well as extended semi-structured interviews (n=9). Study Two was completed in 2015-16 using the same module as Study One. Over two consecutive weeks students were videoed in a two hour seminar session where in week one they did 15 minutes of no formal class preparation (n=87) and in week two they did 15 minutes of mLearning games (n=87). Students did a plenary and recap class Socrative quiz every week where the plenary scores indicate knowledge acquisition and the difference between the plenary and recap scores of subsequent weeks indicates knowledge retention. Observational behavioural engagement analysis was completed using an adapted coding system and students completed the National Survey of Student Engagement following each seminar. Study Three was completed on the same cohort in semester two using a randomised repeated measures design for the knowledge acquisition and knowledge retention scores over three weeks with three 15 minute interventions; Games, Control and Games plus question generation before class. Results: Study One found that the Games group performed better at A3 with no difference at A2 or A1 (p < 0.0.01) but no differences were found in the SPQ surface and deep learning motives and strategies. Students revealed reasons for using mLearning quiz-games were primarily the fun, visual stimulation, instant feedback and accessibility. Study Two found that playing quiz-games prior to class increased on-task behaviours and peer interaction and improved knowledge acquisition and retention scores (p < 0.01). Study Three agreed but found no difference in the Games-plus questions group compared to the control or games groups. Conclusions: The studies reveal the positive effect that mLearning quiz-games can have on achievement and engagement both in class and as a revision tool prior to assessment. The results of all three studies have been used to inform the proposed Mobigames framework for the integration of mLearning quiz-games in HE teaching. The framework has four key aspects: Information, Facilitation, Learning and Timing.
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Shea, 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.
Повний текст джерелаАнотація:
Communication 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.
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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.
Повний текст джерелаАнотація:
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.This 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.
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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.
Повний текст джерелаАнотація:
This dissertation encompasses two studies: one developing virtual field trips for mobile devices for an innovative approach to lower-division geoscience education, and the other examining the role of rock strength in river erosion and landscape evolution.
The education study involves the development of three virtual field trip modules (Geologic Time, Geologic Structures, and Hydrologic Processes, all free on iTunes and Google Play) that lead students down a virtual Colorado River through Grand Canyon by physically moving around their campus quad, football field or other location, using their GPS-equipped smart phone or tablet. As students reach each location in the scaled down and geo-referenced virtual Grand Canyon, an informative video appears with a themed geological question and an interactive touchscreen activity. The effectiveness of these three modules in terms of student engagement and learning was tested at five U.S. Colleges with a range of missions and student demographics. Results show that the virtual field trip modules are effective at increasing student interest across races and genders in the geosciences, do not detract from student learning, and have the potential to increase content comprehension.
The second study is the examination of the relation between rock strength and topography in the Colorado Plateau. This work contributes empirical data to the age-old debate over the mechanisms and patterns of stream erosion through statistical relations between rock strength and stream power, river steepness, and valley width along the Green-Colorado River system. Estimates of an “effective” tensile strength were calculated for units too incompetent to test directly, such as the shales prevalent in the region. Results indicate bedrock strength is a first-order control on river erosion in this landscape, as suggested by John Wesley Powell in 1896: “where the rocks are firm and stable, corrasion [sic] of the stream is slow; where the rocks are soft, corrasion [sic] is more rapid,” which is intuitive yet frequently overlooked.
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Karoui, 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.
Повний текст джерелаАнотація:
L’essor des périphériques mobiles (ex. tablettes, smartphones) ainsi que leurs applications pédagogiques et ludiques ont contribué à la naissance des Jeux Éducatifs Mobiles (JEM). De nombreux chercheurs ont prouvé les effets positifs de ces JEM sur la motivation des apprenants et même sur certains apprentissages. Cependant, l’utilisation de JEM en contexte scolaire reste très limitée. En effet, les JEM existants, parfois assez coûteux, sont souvent conçus pour un domaine très spécifique, et n’offrent donc pas de possibilités de réutilisation. De plus, les outils auteur existants sont, soit riches en fonctionnalités mais nécessitent un investissement important des enseignants pour être pris en main, soit simples à utiliser mais ne permettent pas de concevoir des JEM qui répondent aux besoins pédagogiques. Pour s’attaquer à ces problématiques, nous proposons JEM iNVENTOR, un outil auteur de JEM, fondé sur une approche de conception gigogne, destiné aux enseignants, conservateurs de musée, ou toute personne non-informaticienne, qui souhaitent scénariser leurs propres JEM et les déployer sur les systèmes mobiles.Le modèle de conception gigogne a été validé par une série d’expérimentations auprès d’une vingtaine d’enseignants ayant des niveaux d’expertises et des domaines d’enseignement très variés. Nous avons également mené des expérimentations de terrain, auprès d’environ 1500 étudiants et élèves, afin d’évaluer la qualité des JEM créés avec JEM iNVENTOR ainsi que leur impact sur les apprenantsThe 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
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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.
Повний текст джерелаАнотація:
The 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.
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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.
Повний текст джерела
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Fotouhi-Ghazvini, Faranak, Rae A. Earnshaw, David J. Robison, A. Moeini, and Peter S. Excell. "User Interface Design within a Mobile Educational Game." 2011. http://hdl.handle.net/10454/7259.
Повний текст джерелаАнотація:
NoA 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.
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Ferreira, João Pedro Botequim. "Mobile image processing to support educational geometry games." Master's thesis, 2014. http://hdl.handle.net/10362/14746.
Повний текст джерелаАнотація:
The mobile IT era is here, it is still growing and expanding at a steady rate and,
most of all, it is entertaining. Mobile devices are used for entertainment, whether
social through the so-called social networks, or private through web browsing,
video watching or gaming. Youngsters make heavy use of these devices, and even small children show impressive adaptability and skill. However not much attention is directed towards education, especially in the case of young children.
Too much time is usually spent in games which only purpose is to keep children
entertained, time that could be put to better use such as developing elementary
geometric notions.
Taking advantage of this pocket computer scenario, it is proposed an application
geared towards small children in the 6 – 9 age group that allows them to consolidate knowledge regarding geometric shapes, forming a stepping stone that leads to some fundamental mathematical knowledge to be exercised later on.
To achieve this goal, the application will detect simple geometric shapes like squares, circles and triangles using the device’s camera. The novelty of this application
will be a core real-time detection system designed and developed from the ground up for mobile devices, taking into account their characteristic limitations such as reduced processing power, memory and battery. User feedback was be gathered, aggregated and studied to assess the educational factor of the application.
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Fotouhi-Ghazvini, Faranak, Rae A. Earnshaw, David J. Robison, and 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.
Повний текст джерелаАнотація:
NoIn 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.
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Fotouhi-Ghazvini, Faranak, Rae A. Earnshaw, A. Moeini, David J. Robison, and 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.
Повний текст джерелаАнотація:
NoThis 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.
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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.
Повний текст джерелаАнотація:
There is no doubt that the video game industry is undergoing a major upheaval, yet in spite of the recent reconceptualization of video games, educational games as a whole remain the pariah of the industry. Very little has been done in the wake of recent social and industry trends to adapt instruction of academic subjects, especially foreign language, for delivery through video games. Prior studies discussing the potential of games developed specifically for language learning have focused primarily on general principles and have offered no recommendations for platform, genre, or other aspects of design. Through an online survey as well as qualitative analysis of gaming forum discussions and student evaluations of an existing educational language game, this study goes straight to the learners and players themselves in order to determine the opinions and behavioral intentions of potential customers. By synthesizing these insights into consumer demand with theory and industry trends, this study argues that mobile or casual games that are intrinsically social and communicative hold the most potential for success, both in academia and in the industry.
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Καρπαθιωτάκη, Μαρία. "Σχεδίαση και ανάπτυξη κινητής εφαρμογής σε χώρο πολιτισμού". Thesis, 2012. http://hdl.handle.net/10889/6389.
Повний текст джерелаАнотація:
Η εξέλιξη της τεχνολογίας στον τομέα του κινητού και διάχυτου υπολογισμού έχει δημιουργήσει πολλές δυνατότητες για πρόσβαση μέσω φορητών συσκευών σε πληροφορίες που σχετίζονται με συγκεκριμένο χώρο και αντικείμενα. Οι τεχνολογίες αυτές είναι ιδιαίτερα ελκυστικές για χώρους πολιτισμού όπου μπορούν να αποτελέσουν το υπόβαθρο για μαθησιακές εμπειρίες με παιγνιώδη χαρακτηριστικά. Η διπλωματική αυτή εργασία, που εκπονήθηκε στο Εργαστήριο της Ερευνητικής Ομάδας Αλληλεπίδρασης Ανθρώπου Υπολογιστή, του Τμήματος Ηλεκτρολόγων Μηχανικών και Τεχνολογίας Υπολογιστών του Πανεπιστημίου Πατρών, υπό την επίβλεψη του καθηγητή Νικόλαου Αβούρη, περιγράφει τη μελέτη, ανάπτυξη και αξιολόγηση μίας κινητής εφαρμογής σε χώρο πολιτισμού. Συγκεκριμένα, αφορά το Benaki MuseumScrabble (BMS), ένα χώρο-ευαίσθητο παιχνίδι για φορητές συσκευές, το οποίο απευθύνεται σε επισκέπτες του Μουσείου Μπενάκη. Στόχος του παιχνιδιού είναι να εμπλέξει τους παίχτες σε μια διαδικασία παιγνιώδους εξερεύνησης της έκθεσης του μουσείου και να αναδείξει τα εκθέματα αλλά και υλικό που ανήκει στο τμήμα της συλλογής που δεν εκτίθεται.Location 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.
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Lu, Chien-heng, and 盧建亨. "Multi-Agent based Mobile Educational Game for On-the-Job Training." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/42130247685209674697.
Повний текст джерелаАнотація:
碩士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".
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Lemos, Tiago Luís Fernandes. "An Educational Game about Math and Magic." Master's thesis, 2018. http://hdl.handle.net/10362/66166.
Повний текст джерелаАнотація:
Every year, technology keeps expanding and progressing, which leads to new ideas and new uses of technology in all kinds of areas, and education is no exception. The concept of using games as a mean of education is old, however, due to the recent advances of technology and the creation of videogames, the concept became more popular. With benefits ranging from a deeper understand-ing of the subject taught in the game, to various other skills obtained passively from playing games, educational games are an idea that should be focused on and developed further.
Students spend a very big portion of their free time interacting with their phones. Mobile games are a great way to pass the time with little effort and are enjoyable for being simple and fun. However, most of the mobile games have no real educational purpose. Meanwhile, most students struggle with some school subjects and end up losing the motivation to study, which leads to them failing classes or losing important knowledge. Therefore, we decided to create a game that would appeal to them, while also helping them obtain or solidify their math knowledge.
We created the game in a way that takes the focus from the educational as-pects, using a unique story, characters and challenges that keep the player enter-tained. With math questions being answered in different ways like leaning the phone one way or another to make the character reach the right answer, drawing the answer to a question on the screen with a finger like a magic spell, or even having a math duel with an evil wizard, the player can have fun while answering them. To help the player learn from their mistakes the game also offers, after they answer a question, a small explanation of what the right answer was and why.
The game was found to have a positive effect on the students, creating inter-est and improving their knowledge, and we were able to create a few guidelines to help increase the success of future educational games.
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Huang, Juichi, and 黃瑞琪. "Applying Knowledge game learning and E-mobile Education Enhance Study Performance Research." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37824442674631803428.
Повний текст джерелаАнотація:
碩士國立臺北教育大學
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.
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"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.
Повний текст джерелаАнотація:
abstract: Informed by Behavioral Ecological Model (BEM), Technological Pedagogical Content Knowledge (TPACK) framework, and Model for Learning With Digital Video, this project assessed: (a) the effects of mobile application (App) technology on students’ skill and game play development during a badminton sport education season and (b) a physical education teacher and students’ perceptions about the use of the App technology. Two eighth grade classes participated in the study (the teacher only used the App in Class A; students used the App in Class B). The Poole forehand overhead clear shot skill test, game performance assessment instrument (GPAI), and opportunity to respond (OTR) observation tool were used to measure skill development and game improvement in the first study. Students’ practices and game play performance were recorded. Critical incident sheets, the teacher’s daily reflections, and interviews with the teacher were used in second study. In the first study, students in both intervention classes, regardless of the App use condition (i.e., teacher vs students), improved in the clear shot skill, tactical dimensions of their game performance (i.e., skill execution, decision-making, and base position), and opportunities to respond rates (i.e., success and acceptability). In the second study, there was evidence that a physical education teacher can effectively integrate the use of a motion analysis App and complement his instructional skills during regular instruction in a middle school badminton context. Also, it was evident that the App provided students with active learning opportunities through instant feedback on skill and game performance. Further research on the use of such App technologies should focus on: (a) how the App technology can be innovative to foster student learning in game play in Physical Education settings and (b) how teachers understand the use of technology along with their pedagogical skills.Dissertation/Thesis
Doctoral Dissertation Physical Education 2020
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LIU, YI-MENG, and 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.
Повний текст джерелаАнотація:
碩士東吳大學
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.
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Kolárová, Marta. "Nová média v hudebním vzdělávání." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352674.
Повний текст джерелаАнотація:
The theme of this master thesis is new media in music education. The theoretical part focuses on the description of the current situation - how and in what quantities are modern technology used in music education and what is their potential. In the introduction are defined the basic terms relating to those themes (new media, music 3.0, e-learning etc.) and a review of the literature regarding changes in music education in recent years. This introductory part is based on researches and papers on the subject of changes in today's music world and new possibilities that pupils and students have in the time of ubiquitous internet and freely available new media (application, online courses, educational games, specialized social networks). The theoretical part includes a brief overview of complimentary and free available technologies, which could be implemented into czech music education, including the proposal of integration to the classrooms. The main part of this master thesis consists of qualitative research with music teachers working in czech music schools (at all levels - from elementary art schools to music universities). The aim of the research is mapping current usage and potential interest in technologies in music school education and simultaneously the capabilities and willingness of educators...
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Dai, Rong Sie, and 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.
Повний текст джерелаАнотація:
碩士淡江大學
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.
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Sousa, Ana Margarida Duarte de. "Learning Chemistry by Playing." Master's thesis, 2020. http://hdl.handle.net/10362/116776.
Повний текст джерелаАнотація:
Chemistry belongs to the STEM fields (science, technology, engineering and mathemat ics), which are often labelled as hard subjects of matter. This idea is a starting point
to demotivate children even before they learn the subject at school. In addition, school
subjects are increasingly extensive and common teaching strategies are becoming less
captivating.
On the other hand, nowadays children have a strong relationship with technology,
particularly with mobile games, which are a good way to pass the time with small e↵ort
while providing an enjoyable experience. The evolution of technology also allows us
to take advantage of certain tools such as augmented reality, which has presented great
potential in the educational field and in the creation of motivation.
Another important subject that is directly related to chemistry is climate change. Tak ing into account that children are the generation of the future, it is relevant that they are
aware of Climate Change causes and the impacts that those changes have and will have
in our planet, as well as the solutions and measures to be implemented, so that the e↵ects
won’t be aggravated.
Hence, we created an educational mobile game targeting 9 to 12-year-old children
to explore its utilization in the transmission of chemistry knowledge, as well as in the
creation of motivation and in sensitization regarding climate change subjects. The game
contains a unique storyline, and it is based on augmented reality technologies and tangi ble interfaces, that enrich the learning experience.
According to our findings, the game provided a pleasant experience to the users, who
significantly improved their knowledge regarding basic chemistry concepts addressed
in the game. In addition, the game promoted a more positive attitude regarding the
chemistry field and awareness regarding the climate change problematic.A 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.
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Borges, Cynthia Anastacya Mendes. "Desenvolvimento de videojogo para o ensino da língua inglesa." Master's thesis, 2020. http://hdl.handle.net/10071/22105.
Повний текст джерелаАнотація:
A proatividade dos utilizadores como autodidatas tem sido cada vez mais comum graças à disponibilização da informação nos dias hoje. Com a digitalização, a informação tem surgido não apenas no seu formato convencional, como em blogs, artigos, jornais ou e-books, mas também por formas mais interativas e aliciantes, como aplicações de serviços, enciclopédias digitais ou visitas virtuais em museus, captando o interesse até dos menos atentos. Os videojogos, seja para computadores ou para dispositivos móveis, além da sua natureza lúdica, também se tornaram um veículo de transmissão de informação e conhecimento, mas estes necessitam de um tratamento específico de apresentação e na forma com que os utilizadores interagem. Este tratamento engloba diretrizes e heurísticas de usabilidade que atribuem ao videojogo propriedades propícias a uma experiência de utilizador melhor quanto possível.
Neste trabalho são recolhidas e estudadas as diretrizes e heurísticas de usabilidade, complementadas com recomendações de estudos sobre videojogos didáticos, de modo a aplicar numa solução, um videojogo para ensino da língua inglesa chamado EnLang4All, também desenvolvida no âmbito desta dissertação, e avaliar a sua receção pelos utilizadores. A solução EnLang4All é um videojogo didático, para dispositivos móveis, abrangendo todas as idades com o conhecimento da língua inglesa no nível principiante.
Os resultados dos testes de usabilidade da solução EnLang4All realizados com 24 utilizadores indicam uma tendência em respostas positivas sobre a experiência com o jogo e que os elementos, funcionalidades e características implementados com base nas heurísticas de usabilidade contribuíram positivamente para a qualidade e apreciação global.The 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.
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(8803076), Jordan M. McGraw. "Implementation and Analysis of Co-Located Virtual Reality for Scientific Data Visualization." Thesis, 2020.
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Advancements in virtual reality (VR) technologies have led to overwhelming critique and acclaim in recent years. Academic researchers have already begun to take advantage of these immersive technologies across all manner of settings. Using immersive technologies, educators are able to more easily interpret complex information with students and colleagues. Despite the advantages these technologies bring, some drawbacks still remain. One particular drawback is the difficulty of engaging in immersive environments with others in a shared physical space (i.e., with a shared virtual environment). A common strategy for improving collaborative data exploration has been to use technological substitutions to make distant users feel they are collaborating in the same space. This research, however, is focused on how virtual reality can be used to build upon real-world interactions which take place in the same physical space (i.e., collaborative, co-located, multi-user virtual reality).
In this study we address two primary dimensions of collaborative data visualization and analysis as follows: [1] we detail the implementation of a novel co-located VR hardware and software system, [2] we conduct a formal user experience study of the novel system using the NASA Task Load Index (Hart, 1986) and introduce the Modified User Experience Inventory, a new user study inventory based upon the Unified User Experience Inventory, (Tcha-Tokey, Christmann, Loup-Escande, Richir, 2016) to empirically observe the dependent measures of Workload, Presence, Engagement, Consequence, and Immersion. A total of 77 participants volunteered to join a demonstration of this technology at Purdue University. In groups ranging from two to four, participants shared a co-located virtual environment built to visualize point cloud measurements of exploded supernovae. This study is not experimental but observational. We found there to be moderately high levels of user experience and moderate levels of workload demand in our results. We describe the implementation of the software platform and present user reactions to the technology that was created. These are described in detail within this manuscript.