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Jo Dugstad Wake

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This document discusses using mobile, location-based games for learning. It describes a tool called SILO that allows creating location-based games by tying game missions to places on a map. As an example, it describes a game called "Premierl淡itnant Bielke" that teaches local history in Bergen by having students gather parts to build gunboats at historical production sites. The document outlines evaluating such games through video analysis of player interactions to understand how gaming activity and available resources are manifested.

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Mobile, location-based games and learning Jo Dugstad Wake University 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
Tools Web-based system for creating location-based games: SILO / Premierl淡itnant Bielke SILO: Tool for authoring location-based games Tying game missions to places, by annotating map. Mobile app interprets data and installs game Relies on openstreetmap.org, GPS, PyS60, Django Online, easy-to-use
Premierl淡itnant Bielke Teaching and learning local history Bergen during the Napoleonic Wars Trades and vocations Build 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

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Jo Dugstad Wake

  • 1. Mobile, location-based games and learning Jo Dugstad Wake University of Bergen
  • 2. 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
  • 3. Tools Web-based system for creating location-based games: SILO / Premierl淡itnant Bielke SILO: Tool for authoring location-based games Tying game missions to places, by annotating map. Mobile app interprets data and installs game Relies on openstreetmap.org, GPS, PyS60, Django Online, easy-to-use
  • 4. Premierl淡itnant Bielke Teaching and learning local history Bergen during the Napoleonic Wars Trades and vocations Build 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
  • 5. 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
  • 6. Data example negotiating the goal of the gaming activity