Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach

Arnab, Sylvester; Tombs, Gemma; Duncan, Michael; Smith, Mike U.; Star, Kam

doi:10.1007/978-3-319-40216-1_50

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…At the end, we surveyed 19 random players. Despite some issues, we found that about 79% of the interviewees found the experience rewarding at a scientific level, around 83% found FIGURE 1 | Learning path leveling up-a meta-game narrative/story contextualizes the missions and quests (Arnab et al, 2016). that the games made the experience more fun, and about 95% understood that the mini-games helped them learn the content.…”

Section: An Example Of a Beaconing Pervasive Learning Activitymentioning

confidence: 95%

Serious Pervasive Games

Coelho

Rodrigues

Nóbrega

et al. 2020

Front. Comput. Sci.

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Serious Pervasive Games extend the magic circle (Huizinga, 1938) to the players' context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as "learning at the speed of need through formal, informal and social learning modalities" (Pontefract, 2013). The first case study-the BEACONING project-aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.

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Section: An Example Of a Beaconing Pervasive Learning Activitymentioning

confidence: 95%

Serious Pervasive Games

Coelho

Rodrigues

Nóbrega

et al. 2020

Front. Comput. Sci.

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“…The development of the ImparApp aims to investigate the crossings of gamebased learning and pervasive learning in support of language teaching and learning and, further, to empirically evaluate the consistency of a holistic and modular design model as a tool to guide the design process, as suggested by Arnab et al (2015) (see Figure 2). Figure 2.…”

Section: Methodsmentioning

confidence: 99%

Urban explorations for language learning: a gamified approach to teaching Italian in a university context

Charitonos¹,

Morini²,

Arnab³

et al. 2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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“…The purpose of the project was to investigate the interface of game-based learning and pervasive learning in support of language teaching and learning and to evaluate the holistic and modular design model (see Figure 1) as a tool to guide the different layers of the design process, as suggested by Arnab et al (2015). The pilot study took place in the spring semester of 2016 and the following sections describe this process.…”

Section: Language Learning At Coventry Universitymentioning

confidence: 99%

ImparApp: Italian language learning with MIT’s TaleBlazer mobile app

Cervi-Wilson¹,

Brick²

2018

Innovative Language Teaching and Learning at University: Integrating Informal Learning Into Formal Language Education

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R ecent developments in mobile technologies have increased the ways in which languages can be learnt, both within and beyond the classroom. Whereas the use of mobile technologies seems to challenge traditional knowledge and skills acquisition, research shows that foreign language study can be enriched through easy access to resources selected to suit individual interests or needs (Kukulska-Hulme, 2013). This chapter reports on an Italian language learning game, ImparApp, developed with the Massachusetts Institute of Technology's (MIT) TaleBlazer location-based game-authoring tool.Players interact with virtual characters, objects, and data as they move around their real physical location whilst attempting to solve a time travel mystery. This chapter presents data collected through a case study of how learning a language can take place beyond the traditional classroom in new and challenging ways. The chapter summarises the way learning activities were integrated into the app and discusses how the learning challenges were designed across the scenes, episodes and settings. It also presents data collected from the 'play-test' sessions and discusses initial findings of the pilot project.

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Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach

Cited by 4 publications

References 6 publications

Serious Pervasive Games

Serious Pervasive Games

Urban explorations for language learning: a gamified approach to teaching Italian in a university context

ImparApp: Italian language learning with MIT’s TaleBlazer mobile app

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