Savannah: mobile gaming and learning?
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This paper reports a study that attempts to explore how using mobile technologies in direct physical interaction with space and with other players can be combined with principles of engagement and self-motivation to create a powerful and engaging learning experience. We developed a mobile gaming experience designed to encourage the development of children's conceptual understanding of animal behaviour. Ten children (five boys and five girls) aged between 11 and 12 years played and explored the game. The findings from this study offer interesting insights into the extent to which mobile gaming might be employed as a tool for supporting learning. It also highlights a number of major challenges that this format raises for the organisation of learning within schools and the design of such resources.
|Creators||Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R. and Kirk, D.|
|Departments||Faculty of Humanities & Social Sciences > Psychology|
|Additional Information||ID number: ISI:000225405800001|
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