New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

Aim/PurposeFrom an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the 'As alterações climáticas nos média escolares -Clima@EduMedia' course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings This work major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for PractitionersThe proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for ResearchersThis work's relevance is also based on its contribution to increasing empirical research on MOOCs. MOOC Success Factors 234 Impact on SocietyBy providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future ResearchFuture work should refine further the proposed framework, by testing it against data collected in other MOOCs.

There is a discussion on the potential of augmented reality (AR), mobile technologies to enhance learning. This article presents: 1) the EduPARK project's first cycle of design-based research for the development of a mobile AR game-like app that aims to promote learning in an urban park, and 2) an experience of students using it in loco. The focus is the students' perceptions regarding the usability and functionality of the app. Data collection involved focus groups, questionnaires and app usage information. Data was submitted to content analysis and descriptive statistics. Results revealed an excellent usability of the EduPARK app, with an average system usability scale of 85.6. Overall, students reported that the app was enjoyable, easy to use and promoted learning; however, improvements and more evaluation experiences are needed to better understand mobile AR game-like learning in urban parks.

The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers' previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games.

The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.

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Purpose The purpose of this paper is to present a survey study that analyzes mobile learning through students’ opinion regarding the use of mobile devices for learning, including their advantages and difficulties, as well as the educational value of a specific mobile learning strategy, reified in the EduPARK game, after an experience of exploring it in formal and non-formal educational contexts. Design/methodology/approach This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the second or third cycles of basic education. The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Findings Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Difficulties are related to the use of mobile devices, such as requiring an internet connection, its slowness and prohibition of mobile devices in schools. The EduPARK game achieved an average educational value scale of 83.8 and an average system usability scale of 80.2, indicating its high educational value and usability for students. Originality/value This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based augmented reality approaches in basic education to promote students’ learning. It also includes an example of excellent cross-subjects educational materials comprising a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.

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