Attuning a mobile simulation game for school children using a design-based research approach

Abstract

Attuning a mobile simulation game for school children using a design--based research approach AbstractWe report on a design--based research study that was conducted over nine months. It chronicles the development and implementation of HeartRun, a cardiopulmonary resuscitation (CPR) training approach for school children. Comparable to an unexpected emergency, HeartRun consists of authentic activities involving different roles, game tasks, locations and physical objects to support process--oriented learning for first responders. It aims to enhance the psychological preparedness of the rescuer and thus promotes a more prompt and appropriate response. In this paper, we describe a cycle of three design--based research (DBR) studies in which HeartRun was explored with school children. In order to better understand how to design mobile game environments that support dimensions of seamless learning, we analysed children and their knowledge--building practices while learning with HeartRun. The mobile game has evolved significantly from its initial conception through an iterative process of (re) designing and testing the synchronization between physical and digital worlds, learner collaboration and ubiquitous knowledge access, i.e. dimensions of mobile seamless learning activities. Based on our experiences, we conclude by discussing challenges and shortcomings of mobile game-based learning environments.

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

“…It is notable that there were several games [8,[23][24][25][26][27][28][29][30][31][32] that were referred to as AR games, but that were excluded from the final results because they did not satisfy my definition of AR. These games are essentially educational location-based mobile games based on the ARIS (Augmented Reality Interactive Storytelling) [33], ARLearn [8], or FreshAiR (http://www.playfreshair.com/) platforms, but their concept of AR is merely location-awareness without virtual content being augmented on top of a real-world view.…”

Incorporating android conversational agents in m‐learning apps

“…The second part of the evaluation was focused on the assessment of the naturalness, pedagogical potential and technical quality of the system. The opinion survey shown in Table 3 was defined for the evaluation taking into account recent studies for the evaluation of these important aspects in educative e-learning and m-learning initiatives (Lucia et al, 2009;Kearney et al, 2015;O'Bannon and Thomas, 2015;Schmitz et al, 2015). The responses to the questionnaire were measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).…”

CPRforblind: A video game to introduce cardiopulmonary resuscitation protocol to blind people

“…(), Laerdal (), Ilumens () and Wattanasoontorn, Boada, Sbert, Olivet, and Juvinya (), and in the context of serious games, in Semeraro et al . (), VivaGame (), Schmitz, Klemke, Walhout, and Specht () and Boada, Rodríguez‐Benítez, García‐González, Thió‐Henestrosa, and Sbert (). Unfortunately, visually impaired players have many difficulties to access these applications, since most of them rely on impressive graphics and immersive visual experiences.…”

“…The strategies proposed to teach CPR range from classical teaching with mannequins, through interactive videos to 3D simulation scenarios and serious games. Examples of virtual scenarios can be found in Ponder et al (2002), Laerdal (2012), Ilumens (2011) and Wattanasoontorn, Boada, Sbert, Olivet, and Juvinya (2014), and in the context of serious games, in Semeraro et al (2014), VivaGame (2013), Schmitz, Klemke, Walhout, and Specht (2015) and Boada, Rodr ıguez-Ben ıtez, Garc ıa-Gonz alez, Thi o-Henestrosa, and Sbert (2016). Unfortunately, visually impaired players have many difficulties to access these applications, since most of them rely on impressive graphics and immersive visual experiences.…”