Rapid improvement of technology integration in context-aware learning spaces

Laine, Teemu H.; Sutinen, Erkki; Nygren, Eeva; Joy, Mike

doi:10.1109/afrcon.2011.6072189

Cited by 4 publications

(6 citation statements)

References 7 publications

(9 reference statements)

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“…By identifying and diminishing DFs we can improve technology integration of a context-aware mobile learning system. This idea was concretized in a technology integration evaluation tool [8] based on identified critical factors of technology integration (unobtrusive technology, available resources, context-awareness) and the concepts of active and passive integration. The tool also borrows the concepts of technology's affordances and constraints proposed by Koehler and Mishra [8] in their TPCK (Technological Pedagogical Content Knowledge) framework for classroom-based technology integration.…”

Section: Technology Integration In Context-aware Mobile Learningmentioning

confidence: 99%

“…We have previously analyzed the role of technology in the integration process in context-aware mobile learning [8] and divided technology integration into passive and active components.…”

Section: Technology Integration In Context-aware Mobile Learningmentioning

confidence: 99%

“…The primary aim of evaluating UFractions in the Mozambican context was to test technology integration. To achieve this aim, we developed a technology integration evaluation tool [8]. The tool follows a mixed-method approach and consists of questionnaires and interviews for both students and their teachers.…”

Section: Instruments In Mozambiquementioning

confidence: 99%

“…To identify DFs in UFractions, we first analyzed qualitative data sets from South Africa and Finland and found 16 DFs [8]. We later used the technology integration evaluation tool in the Mozambican context.…”

Section: Technology Integration Evaluationmentioning

confidence: 99%

See 3 more Smart Citations

Dynamics between Disturbances and Motivations in Educational Mobile Games

Nygren

Laine

Sutinen

2018

Int. J. Interact. Mob. Technol.

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Understanding engagement in games provides great opportunities for developing motivating educational games. However, even good games may induce disturbances on the learner. Therefore, we go further than presenting only results and discussion related to the motivation aspects and disturbance factors of the playing experience in UFractions (Ubiquitous fractions) storytelling mobile game. Namely, we define the dynamics between these two important game features. Sample of the case study was 305 middle school pupils in South Africa, Finland, and Mozambique.Guidelines for game developers, users and educators were derived from the interplay of disturbance factors and motivations. Furthermore, we defined six different learning zones deriving from disturbances the player is facing and the player’s motivation level.

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Section: Technology Integration In Context-aware Mobile Learningmentioning

confidence: 99%

“…We have previously analyzed the role of technology in the integration process in context-aware mobile learning [8] and divided technology integration into passive and active components.…”

Section: Technology Integration In Context-aware Mobile Learningmentioning

confidence: 99%

Section: Instruments In Mozambiquementioning

confidence: 99%

Section: Technology Integration Evaluationmentioning

confidence: 99%

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Dynamics between Disturbances and Motivations in Educational Mobile Games

Nygren

Laine

Sutinen

2018

Int. J. Interact. Mob. Technol.

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“…We have previously used the term disturbance factor to indicate a property of a learning system that has negative effects on the learning experience (Laine, 2012). This term can also be applied to Calory Battle AR (and to exergames in general) to describe running as a property that damages the flow experience, as shown in the evaluation results.…”

Section: Finding the Flow In Exergamesmentioning

confidence: 99%

Designing Mobile Augmented Reality Exergames

Laine

Suk

2016

Games and Culture

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Exergames aim to make exercise more enjoyable, especially for children and young adults who are accustomed to digital technologies. Calory Battle augmented reality (AR) is a mobile exergame that utilizes context awareness and AR to enable interaction with virtual content. Designing mobile exergames and AR interaction has received little scholarly attention. This article has several contributions to the design discussion: (1) implementation of a mobile AR exergame, (2) discourse on the game design process, (3) evaluation with 29 South Korean elementary school children and university students who suggested a good reception of the game and generated ideas for improvements of usability and AR interaction, (4) analysis of the game with respect to established game motivators and the Immersion, Scientificalness, Competitiveness, Adaptability, and Learning (ISCAL) exergame design model, (5) design principles and lessons learned, and (6) discussion of the flow experience in exergames. These results can be used by designers to create motivating and interactive mobile AR games.

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Designing Educational Mobile Augmented Reality Games Using Motivators and Disturbance Factors

Laine

Suk

2019

Augmented Reality Games II

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Rapid improvement of technology integration in context-aware learning spaces

Cited by 4 publications

References 7 publications

Dynamics between Disturbances and Motivations in Educational Mobile Games

Dynamics between Disturbances and Motivations in Educational Mobile Games

Designing Mobile Augmented Reality Exergames

Designing Educational Mobile Augmented Reality Games Using Motivators and Disturbance Factors

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