This document discusses a holistic and modular approach to pervasive learning design that considers how games and gamification can help address the blending of digital and physical learning contexts. It presents a layered framework for pervasive learning design and describes a case study where students and lecturers co-designed a gamified solution for teaching Italian language. The case study found that competition game mechanics engaged learners more than collaboration initially, but collaboration would be better for long-term goals. It also examined how students adapt physical library spaces for individual and group work depending on their needs and use of mobile technology.

1. @disrupt_learn
Towards the Blending of Digital and Physical Learning Contexts with a Gamified
and Pervasive Approach!
Sylvester Arnab1, Gemma Tombs1, Michael Duncan2, Mike Smith2, Kam Star3!
!
1 Disruptive Media Learning Lab, Coventry University, Coventry, UK!
{s.arnab, g.tombs}@coventry.ac.uk!
2 Health and Life Sciences, Coventry University, Coventry, UK!
{m.duncan, m.smith}@coventry.ac.uk!
3 Playgen Ltd., London, UK!
kam@playgen.com!
Pervasive Gaming for Language Learning!
Layer
4
Enabling
technologies:
This
allows
us
to
evaluate
the
feasibility
and
relevance
of
exis6ng
technologies
in
suppor6ng
pervasive
and
gameful
learning
processes
and
addresses
specific
teaching
and
learning
challenges
and
opportuni6es
iden6fied
in
previous
layers.
Layer
3
Gameful
design:
This
maps
learning
mechanics/dynamics
with
game
mechanics/dynamics,
informing
the
design
of
user
experience
(UX),
gamified
prac6ce
and
pervasive
context.
Layer
2
Learning
Dynamics:
This
maps
out
ac6vi6es
with
associated
learning
objec6ves
(what
skills
to
apply,
what
knowledge
to
assess),
informing
the
content
and
context
of
learning,
spaces,
etc.
Layer
1
Learning
Plan:
This
emphasizes
the
need
to
ensure
pedagogical
design,
learner
needs
and
spa6al
considera6ons
inform
the
context,
mechanics
and
dynamics
of
the
intended
learning
process
and
ac6vi6es.
Students’ locational choices for individual and group working
Physical space, digital needs and students’ dynamic!
• Students
and
lecturers
co-­‐designed
and
developed
a
gamified
solu6on
to
teaching
Italian
language
• Crossings
between
pervasive
gaming
and
gamifica6on
• Solu6on
to
complement
exis6ng
teaching
• Collabora6on
mechanics
versus
Compe66on
mechanics
• Compe66on
performed
beIer
at
engaging
learners
(Sports
Science,
n=94)
during
the
on-­‐boarding
phase
and
is
reflected
by
learners’
grades.
• Collabora6on
mechanics
will
serve
a
longer
term
goal
once
learners
are
engaged
and
onboarded.
• Assessment
(forma6ve)
would
engage
the
learners
beIer
as
the
use
of
a
new
plaPorm
should
be
put
in
a
more
formalised
context.
• Students
types
are
key
to
designing
mo6va6on.
The
Sports
Science
students
for
instance
are
more
compe66ve,
hence
the
relevance
of
using
compe66on
mechanics
within
the
team
collabora6on.
Gamification platform for team working!
A holistic and modular approach in thinking about pervasive learning design with special interest on games and
gamification, aligning with the need to respond to the blurring of boundaries between physical and digital learning
spaces and contexts.!
Pervasive
learning
design
involves
being
aware
of
how
students
use
physical
and
digital
space
differently
and
the
ways
in
which
boundaries
are
blurred,
crossed,
or
removed
en6rely.
This
study
examined
the
ways
in
which
‘group
working’
and
‘individual’
spaces
are
blurred
through
the
use
of
technology
in
a
study
of
spa6al
prac6ces
in
the
university
library.
• 239
respondents
• Students
adapted
spaces
for
their
own
needs,
regardless
of
the
intended
purpose,
highligh6ng
the
importance
of
acknowledging
student
types
• Pervasive
learning
facilitated
through
the
use
of
mobile
technology
across
the
library