My Sports Pulse: Increasing Student Interest in STEM Disciplines through Sports Themes, Games and Mobile Technologies

What seams do we remove in mobile-assisted seamless learning? A critical review of the literature

“…For example, one-off field trip designs (e.g., Milrad, 2008;Sharples, et al, 2009) tend to encompass MSL4, MSL5, MSL6 and MSL8 but not necessarily the rest. Longer term 1:1, 24x7 access programs or learning activities (e.g., Looi, et al, 2010;Metcalf, et al, 2008;Vogel, et al, 2007;Wong, Chin, et al, 2010) are more likely to incorporate MSL1-MSL6 and MSL9. Among the studies that incorporate the same feature, there might be different extents or "weights" of emphases between the two extremes of the spectrum.…”

“…Huang, 2007), ongoing game playing (e.g., Metcalf, et al, 2008), or data collection or artifact creation (largely incidental encounters or improvisations) in daily life (most likely within 1:1, 24x7 access programs, e.g., (1) and (2) fall into the "externally initiated and structured" and "externally initiated but (semi-)internally structured" categories respectively. We will further elaborate this point in the sub-section "(MSL3) Across time and (MSL4) Across locations.…”

“…We consider those MSL designs, which retrieve contextualized or other online information only for "consumption" purpose but with no other learning activity taking place in the digital space, as designs that do not encompass physical and digital worlds, as are other designs whose learning activities only take place in the digital world (e.g., Y.-T. Huang, et al, 2007;Metcalf, et al, 2008;J. Wang & Li, 2008).…”

“…In generating the table in Appendix A, we only identified the reviewed MSL design papers which explicitly discussed the incorporation of any form of knowledge synthesis in their design consideration as those conforming to MSL9. There were designs which required the applications of cross-subject knowledge (e.g., Kurti, et al, 2008;Metcalf, et al, 2008), and emphasized the synthesis of prior and new knowledge (e.g., Lai, et al, 2007;Wong, Chin, et al, 2010) and/or the progression of thinking skills from concrete to abstract or vice-versa (e.g., Rogers & Price, 2008;So, et al, 2009). Specifically, Yang (2006) developed a context-aware solution which has the potential to stimulate individual students in synthesizing prior and new knowledge.…”

Mobile game development: improving student engagement and motivation in introductory computing courses

“…Mobile game development has been successfully integrated into graduate degrees (Zyda et al, 2008); they have been found helpful as a motivating tool to increase student interest in CS and other STEM disciplines (Metcalf, Milrad, Cheek, Raasch, & Hamilton, 2008). Mobile devices have been integrated into CS curriculum in different ways, including teaching computer literacy (Mahmoud & Dyer, 2007) and introductory programming (Mahmoud & Dyer, 2008;Tillmann et al, 2012).…”