Birgit Schmitz

Effects of mobile gaming patterns on learning outcomes: a literature review

Within the past decade, a growing number of educational scientists have started to recognise the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechanisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive.

Attuning a mobile simulation game for school children using a design-based research approach

We report on a design-based research study that was conducted over nine months. It chronicles the development and implementation of HeartRun, a cardiopulmonary resuscitation (CPR) training approach for school children. Comparable to an unexpected emergency, HeartRun consists of authentic activities involving different roles, game tasks, locations and physical objects to support process-oriented learning for first responders. It aims to enhance the psychological preparedness of the rescuer and thus promotes a more prompt and appropriate response. In this paper, we describe a cycle of three design-based research (DBR) studies in which HeartRun was explored with school children. In order to better understand how to design mobile game environments that support dimensions of seamless learning, we analysed children and their knowledge-building practices while learning with HeartRun. The mobile game has evolved significantly from its initial conception through an iterative process of (re) designing and testing the synchronization between physical and digital worlds, learner collaboration and ubiquitous knowledge access, i.e. dimensions of mobile seamless learning activities. Based on our experiences, we conclude by discussing challenges and shortcomings of mobile game-based learning environments. We chronicle the development and implementation of a mobile simulation game for school children.We examine dimensions of seamless learning in order to maximize the process of learning.We derive design implications for mobile game-based learning environments.

Designing a Mobile Learning Game to Investigate the Impact of Role-Playing on Helping Behaviour

Despite research in mobile learning games has intensified over the last decade, there is relatively little research about how individual game mechanisms influence or change behaviour. This article aims at understanding the influence of the game mechanism role-playing and investigates how it can be used to alter behavioural intention. In order to do so, we designed a mobile learning game to train Basic Life Support BLS and Cardiopulmonary Resuscitation CPR. With the game we aim at improving laymens willingness to help in case of emergency. First, we illuminate the strand of research related to role-playing in the context of BLS and bystander CPR. Second, we describe the pedagogical framework of the mobile learning game that was designed to train BLS and introduce the game engine this development is based on. Third, we present the results from a first prototype testing, which we carried out with medical professionals as well as laymen in order to test game-play usability and interface. This article concludes by outlining the experimental setting of an upcoming study, which will use the mobile learning game to evaluate the influence of the game mechanism role-playing on the willingness to provide bystander CPR in case of emergency.

Putting yourself in someone else's shoes

The goal of this study was to probe the effectiveness of a mobile game-based learning approach in modifying behavioural outcomes and competence. The experiment was set against the background of low rates of laymen providing CPR during sudden cardiac arrests. A post-test control group design was used to contrast and evaluate the effects of the two different types of learning. Two hundred two students were randomly assigned to two conditions, a game-based variant simulating an emergency situation (experimental group), and an instruction-based approach (control group). After the intervention participants completed a questionnaire assessing self-prediction, self-efficacy, attitude, subjective norm, empathy and competence. The largest arguably significant difference between the two groups showed in self-prediction and capacity beliefs. Results further revealed a positive relationship between self-prediction and the variables attitude and self-efficacy. The type of scenario did not translate into the other concepts we assessed, though, and results were inconclusive regarding the effectiveness of the type of learning scenario and CPR knowledge. We explain the small effect size partly by the experimental procedure and the design of the game intervention, which is discussed in the course of this article. We examine the potential of a location-based, collaborative roleplaying game in modifying behavioural outcomes and competence.We compare a game-based variant simulating an emergency situation and an instruction-based approach.The type of learning intervention affects self-prediction and capacity beliefs for providing CPR.We discuss results in terms of the experimental procedure and the design of the game intervention.

Design of a game-based pre-hospital resuscitation training for first responders

Kalz, M., Schmitz, B., Biermann, H., Klemke, R., Ternier, S., & Specht, M. (2013). Design of a game-based pre-hospital resuscitation training for first responders. In A. Holzinger, M. Ziefle, & V. Glavinic (Eds.), SouthCHI 2013, LNCS 7946 (pp. 363-372). Germany: Springer, Heidelberg.

Developing a Mobile Game Environment to Support Disadvantaged Learners

This paper reports on the development of WeBuild, a mobile learning game designed to engage learners difficult to reach with IT learning. The development is based on a mobile game engine for the Android smart phone that was devised to support the required multiplayer and location based services. We played and tested the mobile learning game in a training facility of the building industry. The results indicate that the learners accepted the game for the low entry barriers and were motivated to use the game in an educational context. This paper describes the WeBuild prototype and the underlying game engine. Eventually, it presents results from the game session that was carried to assess interface and gameplay usability, technical functionality and motivational aspects of the game design.

Mobile gaming patterns and their impact on learning outcomes: a literature review

Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research activities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes.

Immersive Multi-user Decision Training Games with ARLearn

Serious gaming approaches so far focus mainly on skill development, motivational aspects or providing immersive learning situations. Little work has been reported to foster awareness and decision competencies in complex decision situations involving incomplete information and multiple stakeholders. We address this issue exploring the technical requirements and possibilities to design games for such situations in three case studies: a hostage taking situation, a multi-stakeholder logistics case, and a health-care related emergency case. To implement the games, we use a multi-user enabled mobile game development platform (ARLearn). We describe the underlying real world situations and educational challenges and analyse how these are reflected in the ARLearn games realized. Based on these cases we propose a way to increase the immersiveness of mobile learning games.

Transferring an outcome-oriented learning architecture to an IT learning game

Todays technology enhanced learning scenarios focus on outcome-oriented delivery of learning processes, contents, and services. Also, learners increasingly demand for innovative and motivating learning scenarios that match their habits of using media. The European project ICOPER researches outcome-oriented learning infrastructures for higher education contexts. The German BMBF-project SpITKom aims at transferring such approaches to basic qualification. Based on a Browser Game, it uses ICOPERs technical infrastructure which combines learning object metadata repositories, learning outcome repositories, learning design repositories and learner profile repositories. This paper initially depicts the technical infrastructure of an outcome-oriented learning scenario that was developed in the course of ICOPER and then outlines its transformation to the game-based learning approach as realized in the course of SpITKom.

In the Eye of the Beholder: Promoting Learner-Centric Design to Develop Mobile Games for Learning

Out of the project EMuRgency a game-based learning environment evolved, which trains school children in providing reanimation and cardiopulmonary resuscitation (CPR). The application gets players to act as if they were in a real case of emergency. This paper reports on a formal usability study conducted with two different groups of learners, regular learners and learners with special educational needs (SEN). With the study we compared the two groups of learners with regard to game usability and effectiveness of the intervention. Our intention was to better understand the different needs and requirements to learning materials that game designer need to take into consideration in order to make the learning experience successful for both groups. A total of 89 children played the game simulation. Results showed differences in perception and effectiveness of individual mechanisms for the two groups with regard to usability or switching between tasks and mobile device.