Mobile, location-based games and learning

Jo Dugstad WakeUniversity of Bergen

Approach

• Using mobile, location-based game to develop and explore novel learning scenario

• Location-based games have potential for designing novel learning environments, for example by the embedding of (abstract) concepts in the contexts of their actual use (Kurti, et al., 2007; Kurti, Milrad & Spikol, 2007)

• What are the conditions for learning with a location-based game

ToolsWeb-based system for creating location-based games: SILO / Premierløitnant Bielke

SILO:Tool for authoring location-based gamesTying game missions to places, by annotating map.Mobile app interprets data and installs gameRelies on openstreetmap.org, GPS, PyS60, DjangoOnline, easy-to-use

“Premierløitnant Bielke”Teaching and learning local history

Bergen during the Napoleonic WarsTrades and vocationsBuild gunboats by gathering the relevant parts at their production sites

Game is a combination of the mobile/digital and actual historical sites, in their present appearance.

Content developed in collaboration with city inspector for the conservation of ancient artefacts

Uses GPS, maps, “radar”.

Played in groups to facilitate verbalisation of ideas

Evaluation• Previous studies

– Usability, surveying mobile phone habits and literacy, and gaming experience, to inform design.

– Memoz project: Integration of outdoors gaming with indoor classroom experience, to integrate with school activities

• Current approach– Video data, interaction analysis (Jordan & Henderson, 1995)– From course lecture on ubiquitous technologies

• 5 groups of 2-3 sharing a phone • Ca. 7.5 hrs. of video materials• Initial categorization of material (Moving, reading/discussing, orienting)

– How is gaming activity manifested, topicalized by participants?• Related to learning conditions

– How are available resources in the game space used?• Social, environmental and game-based

Data example – negotiating the goal of the gaming activity