A ludological view on the pervasive mixed-reality game research paradigm

Montola, Markus

doi:10.1007/s00779-010-0307-7

Cited by 71 publications

(37 citation statements)

References 26 publications

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“…It thus faces the same perils than the underlying practical papers with regard to validity and reliability. Montola (2011) in his review on mixed-reality game prototypes analogically refers to problems frequently related to such settings, e.g. the fact that the introduction of a novel approach always leads to bias in an evaluation.…”

Section: Discussionmentioning

confidence: 99%

“…A core characteristic of pervasive games is that they enmesh the virtual worlds of computer games with the everyday world around us (Benford, Magerkurth, & Ljungstrand, 2005). "While the structure of these games is derived from a digitally created gameworld, the games are framed by the players' real-life physical surroundings and the players' interactions with these surroundings" (Thomas, 2006, p. 41) often blurring "the boundary of game and ordinary life so much that it is hard to tell where the game starts and ordinary life begins" (Montola, 2011). To depict the range of possible genres, the Integrated Project in Pervasive Games (IPerG Project) has produced pervasive game types ranging from treasure hunts and alternate reality games to smart street sports and massively multiplayer mobile games.…”

Section: Pervasive and Augmented Reality Games For Learningmentioning

confidence: 99%

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A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz

Klemke

Specht

2013

International Journal of Mobile and Blended Learning

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Mobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, we propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework we aim at understanding how pervasive game content may support learning. Findings from our research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work perorates with a discussion on the shortfalls and potentials, which our framework for analysis provides.

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Section: Discussionmentioning

confidence: 99%

Section: Pervasive and Augmented Reality Games For Learningmentioning

confidence: 99%

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz

Klemke

Specht

2013

International Journal of Mobile and Blended Learning

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“…Johnson et al (2012) indicated that students' cognitive activities could help the development of self-regulated learning ability, especially self-monitoring which not only could help acquire knowledge, but could also enhance the generalization and transfer of knowledge and skills (Liu et al, 2010). Montola (2011) regarded self-regulated learning ability as students actively participating in cognition, motivation, and behaviors in the learning process. Chen & Lee (2011) proposed the three dimensions of goal setting, planning and strategy selection, and performance execution and evaluation for self-regulated learning ability.…”

Section: Self-regulated Learning Abilitymentioning

confidence: 99%

Correlation Research on the Application of E-Learning to Students’ Self-Regulated Learning Ability, Motivational Beliefs, and Academic Performance

Liu

2016

EURASIA J MATH SCI T

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Delivering knowledge and economic information through the Internet has been so popular that a lot of countries make major information technology construction plans to enhance competitiveness. In this case, sharing educational resources and narrowing the rural-urban education divide with computer networks have become a common trend globally. Educational reform in past years does not simply focus on memorizing materials, but learning practical knowledge so that the importance of cognition in learning processes is highlighted. When engaging in a task, a person has to know the resources which he/she owns, the task requirements, the timing for using strategies, solving problems, regulating oneself, and monitoring personal working conditions in order to effectively complete the tasks. This study focuses on universities students majoring in hospitality management in Taiwan. A total of 600 copies of the questionnaire were distributed to college students and 396 valid copies were collected, with the retrieval rate of 66% for this study. The research results reveal that: 1. Self-regulated learning shows significant positive effects on motivational beliefs; 2. Motivational beliefs present remarkably positive effects on academic performance; and 3. Self-regulated learning appears to have notably positive effects on academic performance. According to the research results, conclusions and suggestions are proposed at the end of this study, intending to enhance teachers' instruction and students' academic performance.Keywords: E-Learning, Self-Regulated Learning Ability, Motivational Beliefs, Academic Performance INTRODUCTIONThe popularity of the Internet and world-wide-web in the 21 st century, and the application of network technology have changed the communication among peopleby breaking through the restraints of time and space. It becomes commonplace for a teacher to integrate information technology into subjects in order to diversify materials, teaching approaches, and teaching media to assist students in learning. It will be the common responsibility of educators to utilize new technologies and network information in order to make instruction more efficient, allowing students to enjoy learning and cultivate new generations with creativity, rational communication, and critical thinking.Modern educational psychology no longer considers learners as passive knowledge accepters, but active knowledge constructors. Moreover, educational reform in past years does not simply stress memorizing material, but learning practical knowledge. As a result, the importance of cognition in the learning process is highlighted (Ibrahim et al.,2015).Cognition plays a critical role in learning in various fields. A person has to know the resources which he/she owns, the task requirements, the timing for using strategies, how to solve problems in difficulties, self-regulation, and monitoring personal working conditions, when engaging in a task so as to effectively complete that task. The basis of science education is to cultivate people able to t...

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“…Reconfigurations of material and digital elements, which are increasingly mobile, 'pervasive', 'locative', 'augmented' and 'mixed' (Montola 2011), can be characterised as postdigital in terms of gaming that is continuous with the digital, yet also exceeding the digital through conditions that are embodied, technical and historical (Berry 2014;Schinkel 2014). Broadly, then, the postdigital 'describes the messy state of media, arts and design after their digitisation…a media aesthetics which opposes such digital high-tech and high-fidelity cleanness' (Schinkel 2014), in which 'the historical distinction between the digital and the non-digital becomes increasingly blurred… [and] computation is part of the texture of life itself which can be walked around, touched, manipulated and interacted with in a number of ways and means' (Berry 2014, n.p.…”

Section: Hybrid Dimensions: Synchrony and Dependencementioning

confidence: 99%

Postdigital Interfaces and the Aesthetics of Recruitment

Jayemanne

Nansen²,

Apperley³

2016

ToDIGRA

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This paper analyses reconfigurations of play in emergent digital materialities of game design. It extends recent work examining dimensions of hybridity in playful products by turning attention to interfaces, practicesand spaces, rather than devices. We argue that the concept of hybrid playrelies on predefining clear and distinct digital or material entities that then enter into hybrid situations. Drawing on concepts of the ‘interface’ and ‘postdigital’, we argue the distribution of computing devices creates difficulties for such presuppositions. Instead, we propose thinking these situations through an ‘aesthetic of recruitment’ that is able to accommodate the intensive entanglements and inherent openness of both the social and technical in postdigital play.

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A ludological view on the pervasive mixed-reality game research paradigm

Cited by 71 publications

References 26 publications

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Correlation Research on the Application of E-Learning to Students’ Self-Regulated Learning Ability, Motivational Beliefs, and Academic Performance

Postdigital Interfaces and the Aesthetics of Recruitment

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