David Robison

The MOBO City: A Mobile Game Package for Technical Language Learning

In this research we produced a mobile language learning game that is designed within a technical context. After conceptual analysis of the subject matter i.e. computers motherboard, the game was designed. The action within the game is consistent to the theme. There is a story, simplifying and exaggerating real life. Elements of control, feedback and sense of danger are incorporated into our game. By producing an engaging learning experience, vocabularies were learned incidentally. Deliberate vocabulary learning games were also added to our package to help students solve their common errors. Index Terms—Mobile learning, Educational games, Language learning, Vocabulary learning

Designing Augmented Reality Games for Mobile Learning Using an Instructional-Motivational Paradigm

In this paper, several Augmented Reality(AR) games used in mobile learning have been evaluated. It is concluded that AR adds a real sense of learning to mobile games by providing models of real world settings for learners. The learning objectives must be integrated into the game rules, story and different levels. The game model must be close to the real world; each team member must have distinct roles; resources must be constrained and appropriate feedback and challenges must be used throughout the game system. By using this emerging paradigm of instruction, educators can effectively incorporate these games into their curricula.

A psycho-pedagogical approach to m-learning in a developing-world context

A study of the potential of mobile learning (m-learning) to contribute to the development in a typical rapidly developing country (Iran) is presented. Established educational theories are applied in order to classify potential modalities for m-learning: sample surveys of the reactions of typical user groups were taken and analysed. It is concluded that m-learning will be the best to be executed within the informal framework of learning, not only supplementing the school curriculum, but also extending powerfully into lifelong learning, especially for isolated rural/agricultural communities. It is further concluded that the standard mobile phone is, and will continue for some time to be, the dominant platform.

Interactive and Augmented Information Spaces to Support Learning and Dynamic Decision-Making

The rise of mainstream virtual learning environments has facilitated the operation of information spaces to support display, simulation, and interactive modelling. As well as disseminating information and knowledge, they can also be used to accumulate learning as each user is also a potential contributor. This paper examines the use of information environments to support mobile learning and dynamic decision making and the extent to which physical or social space can support the application. Such applications are not limited to the traditional data analysis and modelling functions but can be extended to include storytelling, theatre, and other aspects of the arts and the entertainment industry.

Multi-platform Human Computer Interaction in Converged Media Spaces

The boundaries between different kinds of media spaces are complex and challenging. The convergence of computing, media, and telecommunications produces environments that contain elements of their origins, but also contain new components that allow interaction in new ways by new users with new kinds of information. This poses problems for effective human computer interaction and human media interaction because the paradigms are not well understood. Converged environments are driving these new uses just as the first PCs supported keyboards and then WIMP interfaces. Traditional models of human computer interaction are not adequate to deal with this complexity, and the shifting of the boundaries brought about by convergence.

Using a Conversational Framework in Mobile Game Based Learning - Assessment and Evaluation

Mobile language learning games usually only focus on spelling or out of context meaning for the entire dictionary, ignoring the role of an authentic environment. ‘Detective Alavi’ is an educational mobile game that provides a shared space for students to work collaboratively towards language learning in a narrative rich environment. This game motivates and preserves a conversation between learners and their teachers, and also between learners and learners, whilst being immersed in the story of the game. A seamless self-assessment scoring system in the game structure provides a less dominating environment for students to expose their weaknesses, and at the same time assists students to judge what skills they have learned and how much. This game has produced improvement in different cognitive processes and a deeper level of learning during the collaborative game play.