Leveraging Mobile Games for Place-Based Language Learning

Abstract

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

Integration and Language Learning of Newly Arrived Migrants Using Mobile Technology

“…One such routine is, for instance, implementing elements of social means of engaging with others or gamification in the app (see e.g. Holden & Sykes, 2011;Thorne, 2013).…”

“…In other words, augmenting puts an emphasis on extending opportunities to practice language in a variety of social settings and observe how language is used by various speakers. It is claimed that user-generated opportunities for social interaction are increasing due to social networking and using game-based features (Holden & Sykes, 2011;Thorne, 2013).…”

“…Learning in such mobile contexts implies that a learner moves across multiple sites of learning (Dyson & Litchfield, 2011;Thorne, 2013). It is claimed that user-generated opportunities for social interaction are increasing due to social networking and using gamebased features (Holden & Sykes, 2011;Thorne, 2013). There is some research related to the integration of mobile devices into everyday life (Conole, 2010;Merchant, 2012).…”

Rapid Prototyping of Interactive Storytelling and Mobile Augmented Reality Applications for Learning and Entertainment – The case of “k-Knights”

“…Serious games are one of the most popular choices for spending free time [4]. MAR technology has great potential in education and entertainment applications [13]. MAR serious games are obviously consistent with the situated learning theory [20] which advocates that learning is more effective through collaborative authentic problem solving, in the natural environment where the constructed knowledge is used.…”

“…In addition, Mobile Augmented Reality (MAR) technology matures, making feasible new kinds of applications with great potential for learning and entertainment. MAR apps take advantage of the awareness of time, position, and user state context for digital interaction with the environment [13], [18], [19]. This kind of applications dynamically overlay digital information on the natural environment, enhancing the interaction with space, natural or structured.…”