Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Abstract

ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

Flexible learning itinerary vs. linear learning itinerary

“…This implies that the game is suitable for the transmission of knowledge. This result is in line with previous works that have demonstrated this trend using new technologies [51] [52]. Different arguments have been offered to justify this trend.…”

“…They stated that gamers are expert when they control their own learning alongside more knowledgeable peers, and children as gamers are more likely to learn effectively by acting as mentors to novice learners. Furió et al [51] combined mobile technology with augmented reality by developing a game where children could learn about multiculturalism, tolerance, and solidarity by transmitting knowledge about three of the world's poorest continents (Africa, Asia, and Central and South America). They carried out a study to determine whether the mobile game had better learning outcomes than a traditional game.…”

Towards Design Patterns for Augmented Reality Serious Games

“…Bacca et al (2014) performed a detailed systematic review of the state of the art in AR, analysing the field of education, the target group, the type of AR, the reported purposes, advantages, limitations, affordances and effectiveness of AR in educational settings. While a number of successful AR-cases can be found according to this re-view, only limited research has been devoted to analysing the combination of AR and Serious Games with respect to realizing professional training for adults (Furió et al 2013). Especially, while systematic approaches towards the design of AR games are emerging (Wetzel, 2013), their underpinning with empirical research is still missing.…”

Developing an M-Learning Application for iOS

“…Around the world there are several projects ongoing or finalized that aim the development of mobile learning applications for different mobile platforms or Web based applications optimized for mobile devices, like [1], [2], [3] and [4] Mobile learning applications could include modules for:  Content presentation (lessons); content include text, video, audio, graphics; it could as simple as displaying only text or loading PDF or other files or very complex, using multimedia components [5];  Short assessments (quizzes); these are available to students in order to test their knowledge; the user can take these tests whenever they want and they are not time-restricted;  Final assessments (tests); these tests are given at a specific date and time and they have a limited duration;  Trainer-student communication; this involves the use of well known components (e-mail or social networks) or by using a dedicated component based on a specific protocol.  Content sharing (e-mail, social networks, cloud etc.…”