Mindergie: A Pervasive Learning Game for Pro-environmental Behaviour at the Workplace

Kalz, Marco; Börner, Dirk; Ternier, Stefaan; Specht, Marcus

doi:10.1007/978-981-287-113-8_20

Cited by 6 publications

(8 citation statements)

References 19 publications

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“…To allow remote access to the system and the data, the web server functionality had been activated. A similar network set-up was earlier realized in the Mindergie game [17].…”

Section: Fig 2 Android Device Displays Featuring Exemplary Arlearn mentioning

confidence: 97%

“…To allow remote access to the system and the data, the web server functionality had been activated. A similar network set-up was earlier realized in the Mindergie game [17].Personal mobile devices. According to an inventory held at the beginning of the school year 80% of the students had personal mobile devices with Internet access through Wi-Fi.…”

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confidence: 98%

“…Thus, mobile devices become effective tools during exploratory activities outdoors and during the process of sense-making of these activities [15]. As demonstrated by Börner and colleagues [16,17], a serious location-based mobile game and ambient displays can help raising awareness of the energy consumption patterns at the workplace and can lead to behavior change.Implementing pedagogical approaches that focus on the links between formal school learning and everyday life experiences, such as inquiry learning, has been known to present challenges for curriculum designers and teachers [18]. Edelson, Gordon and Pea [19] indicate that student learning will be undermined in case of failure to address several challenges, including that of sustaining the learner's motivation throughout the inquiry process.…”

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confidence: 99%

“…ARLearn, a toolkit for designing mobile and location-based learning games [24] was used to design and deliver instructional scripts to guide inquiries and provide just-in-time access to relevant information to the players. Experiences from Mindergie, a mobile game on energy consumption awareness at the workplace [17], were used to implement a sensor network in the school building, to provide input for inquiry activities and to act as triggers for learning.The study focussed on testing feasibility of integrating such an activity and new technologies as mobile devices and sensors in classroom learning. It also aimed at evaluating whether students were and remained motivated to learn and conduct mobile-led activities at school.…”

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confidence: 99%

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confidence: 99%

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Mobile Inquiry-Based Learning with Sensor-Data in the School: Effects on Student Motivation

Firssova

Kalz

Börner

et al. 2014

Open Learning and Teaching in Educational Communities

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Abstract. The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption in their direct environment. The design was based on a model of inquiry-based science learning with social and open mobile tools developed in the European research project weSPOT. The pilot indicated that using an ubiquitous tool does not necessarily help sustain student motivation. There are indications of gender differences in motivation related to use of mobile devices for learning. These differences should be taken into account in the design of activities. Implementation of the inquiry-based learning model in conjunction with a mobile game scenario into the school practice confirmed the importance of good design with sufficient testing and teacher ownership.Keywords: mobile learning, motivation, inquiry-based learning, environmental literacy, energy consumption, design, implementation. IntroductionIn the last ten years social and mobile media have become an important, if not a primary communication channel for young people and a stable part of their daily life and daily routines. The potential of mobile media for learning is not disputed and a body of knowledge on affordances of mobile devices as learning support tools keeps growing [1,2,3]. However, instantiations of mobile learning in school practice are still scarce in European countries. Teachers do not feel comfortable using these technologies and mobile devices remain more often banned from classrooms than used for learning purposes [4,5].Mobile Inquiry-Based Learning with Sensor-Data in the School 113Discussing the added value of mobile learning, Ally [6] emphasizes easy access to knowledge sources through ubiquitous and cheap portable devices. From the active learning perspective, interaction with artefacts and persons in and across learning contexts, is important. Smartphones and tablet computers with enhanced facilities for instant and asynchronous messaging support such interaction and make knowledge exchange and knowledge building possible in any-time, any-place modes in the most direct sense of the word. Curiosity-fed questions arising at the spur of the moment at a fieldtrip, a museum visit or a workplace situation can be captured by a single click, annotated in text or voice and directly saved and uploaded into a personal school learning space or a space shared with others. Thus, mobile devices can create bridges between formal and informal learning, bringing the richness of authentic learning experiences into the classroom [7,8].The topics of sustainable development, renewable energy sources, energy efficiency, energy consumption and conserva...

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“…To allow remote access to the system and the data, the web server functionality had been activated. A similar network set-up was earlier realized in the Mindergie game [17].…”

Section: Fig 2 Android Device Displays Featuring Exemplary Arlearn mentioning

confidence: 97%

mentioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Mobile Inquiry-Based Learning with Sensor-Data in the School: Effects on Student Motivation

Firssova

Kalz

Börner

et al. 2014

Open Learning and Teaching in Educational Communities

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The EN-Survival Game: An Environmental Game for Residential Accommodation

Petridis

Hussain

Wernham

et al. 2021

Transforming Society and Organizations Through Gamification

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The significance of using games for educational purposes is well documented in the literature. It has been argued that serious games can draw more engagement and user attention to topics when compared to conventional web or print media, including concepts around energy education. The smarter household project has deployed an energy indoor health monitoring system in 19 UK social housing units, utilizing internet technologies to connect the end-user through tablet devices to multiple interventions (dashboard visualization, application of gamification and serious game). The serious game aimed to help residents understand their energy consumption whilst stimulating energy efficient behaviors towards managing indoor conditions via in-game decisions. This chapter presents our preliminary findings relating to the serious game as an intervention across the 19 households. The game demonstrates potential value to trial participant in terms of how to apply the lessons learned from the in-game scenarios to their everyday activities.

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