Effects of mobile gaming patterns on learning outcomes: A literature review
Within the past decade, a growing number of educational scientists have started to recognise the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechnisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive. Biographical notes: Birgit Schmitz holds a position as a Researcher and PhD student at the Centre for Learning Sciences and Technologies (CELSTEC) of the Open University of the Netherlands. She is doing empirical research on the educational potential of serious games and mobile learning games. Additionally, she works with the Humance AG, where she manages research projects, develops training concepts and produces multimedia trainings. She received her diploma in Business Education in 1997 and qualified as a teacher for vocational education and training in 2000.
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The effects of mobile games on High School student's academic performance.
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Effects of mobile gaming patterns on learning outcomes: A literature review
Within the past decade, a growing number of educational scientists have started to recognise the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechnisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive. Biographical notes: Birgit Schmitz holds a position as a Researcher and PhD student at the Centre for Learning Sciences and Technologies (CELSTEC) of the Open University of the Netherlands. She is doing empirical research on the educational potential of serious games and mobile learning games. Additionally, she works with the Humance AG, where she manages research projects, develops training concepts and produces multimedia trainings. She received her diploma in Business Education in 1997 and qualified as a teacher for vocational education and training in 2000.
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#CARRY ON LEARNING