Learning through play in pervasive context: A survey

Technology is now a vital part of our society and with such a significant impact on the educational system, information and communication technologies (ICT) cannot be dissociated from the educational process (Ramos and de Andrade, 2016). While the implementation of digital technologies in society and more specifically among young people represents a challenge for teachers, it might also provide the opportunity to improve academic performance. In this context, pervasive games have established a new trend and present a new way for people to interact with each other in a real environment by means of virtual worlds and the elements they bring to the table. Students are therefore able to enjoy a learning process with fun graphics on their mobile devices, as well as stories or other features common to pervasive games. In this paper, we focus our attention on the results of pervasive learning games, results which we had previously obtained from a systematic literature review (Arango-López et al., 2017a), as well as from a review of specific literature to identify different research projects for improving the learning process.

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“…• Context-based learning (Frias-Martinez et al, 2012;Köhlmann et al, 2012;Zender et al, 2014;Lemcke et al, 2015;Lamrani and Abdelwahed, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…• Meaningful learning (Shih and Chen, 2012;Ferreira et al, 2015;Ahmad and Rahman, 2015;Lamrani and Abdelwahed, 2016).…”

Section: Resultsmentioning

confidence: 99%

Using pervasive games as learning tools in educational contexts: a systematic review

Arango‐López

Collazos

Velas

et al. 2018

IJLT

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“…A serious game is a computer application that combines with consistency, both serious aspects such as learning, or communication intent, with playful springs from the video game like collaboration, competition and strategy [26,27]. Actually, their main use aims to improve users' skills, engagements and performances [28,29].…”

Section: Gamification and Serious Gamesmentioning

confidence: 99%

Game-based learning and gamification to improve skills in early years education

Lamrani

Abdelwahed

2020

ComSIS

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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.

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“…However, the use of digital games and technologies that gamify learning content has not yet been sufficiently investigated within the Moroccan classroom. So far, much of the work on the use of digital games or gamification within the Moroccan context has been focused on theory-based propositions with no recorded data form the classroom (Lamrani & Abdelwahed, 2016;Zeroual, El Kah, & Lakhouaja, 2017). Therefore, more empirical research is needed to investigate the effectiveness of these technologies within the Moroccan classroom and particularly from the perspective of the primary stakeholders, students.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Mimouni

Tamer

2020

IJLLS

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Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.

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Learning through play in pervasive context: A survey

Cited by 9 publications

References 19 publications

Using pervasive games as learning tools in educational contexts: a systematic review

Using pervasive games as learning tools in educational contexts: a systematic review

Game-based learning and gamification to improve skills in early years education

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

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