This chapter will describe the evolution of mobile games and learning by first discussing whether media can support learning. This chapter will address the affordances and limitations of mobile gaming and the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and implementation of mobile games in schools is discussed. In addition, this chapter introduces positions on the issue of mobile games in the classroom, and explores mobile games for social change, their prevalence and their role in facilitating learning.
People are thought to lie somewhere along the spectrum between two opposing theories of intelligence, the incremental theory and the entity theory. Individuals with a growth mindset tend to believe that intelligence and ability can grow with effort and practice, while individuals with a fixed mindset tend to believe that peoples' level of skill and intelligence is predetermined and innate. Individual differences in beliefs and perceptions about intelligence and ability manifest themselves through differences in motivation and goal-seeking behavior. Typically, individuals who hold a growth mindset have been linked to be more mastery goal oriented, as opposed to fixed mindset individuals, who are associated with more performance orientation. Research has shown that individuals exposed to a growth mindset significantly perform better on mathematics tasks than individuals with a fixed mindset (Dar-Nimrod & Heine, 2006). The primary goal of this study was to analyze how participants' implicit theories, goal orientations and goal seeking behaviors differ with respect to how they approach number line estimation problems in the MathemAntics Sort and Estimate (MASE) software. Participants' mindset and goal orientations were evaluated using a self-response questionnaire, and their performance and behavior were assessed using computer log files from the MASE activity. The results showed that higher performance-avoid goal orientation was related to less accurate estimations on the MASE activity. Surprisingly, the results did not detect significant associations between mindset and goal orientation, nor were differences between growth and fixed mindset performance and behavior observed in the present study.
The evolution of mobile games and the subsequent evolution of designing mobile gaming experiences to support learning is captured in this chapter. The authors will address the affordances and limitations of mobile gaming as well as the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and the implementation of mobile games in schools are discussed. In addition, this chapter explores mobile games for social change, their prevalence, and their role in facilitating learning. The chapter also discusses differing perceptions on the issue of mobile games in and out of the classroom as well as the potential for marketability.
The evolution of mobile games and the subsequent evolution of designing mobile gaming experiences to support learning is captured in this chapter. The authors will address the affordances and limitations of mobile gaming as well as the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and the implementation of mobile games in schools are discussed. In addition, this chapter explores mobile games for social change, their prevalence, and their role in facilitating learning. The chapter also discusses differing perceptions on the issue of mobile games in and out of the classroom as well as the potential for marketability.
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