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The Project "Mobile Game Based Learning" (By Thomas Putz)

Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development. The project mobile Game Based Learning (mGBL) is coordinated by evolaris next level GmbH and: has been implemented from October 2005 until December 2008, has been conducted by 30 researchers from 11 project partners from 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia), used nearly 600 person-moths resources with a budget of 2.5 Mio EUR, was supported by the EU under the FP6 IST. The overall goal of the project was to improve the effectiveness and efficiency of learning in the target group of young people (aged 16 – 24) through the development of innovative learning models based on mobile games. The biggest challenge in this project was to communicate content from different fields in a motivational, inclusive and emotional way. As the most personal and emotional communication channel the mobile phone was used to establish the link between learners and teachers. The specific aim of the project was to design, develop and pilot a prototype game platform that might be used to efficiently develop games for m-learning. The basic idea is to use the mobile phone to implement games bridging the real and virtual world. These games are firstly intended to directly support learning via opportunities to develop knowledge and cognitive skills in an exciting and inspiring – and hence in a highly emotional – way, and secondly to indirectly motivate users to refer to other media (e.g. “classic” libraries, scripts, etc.) for learning purposes.

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Thomas Putz, October 2010,[object Object],THE PROJECT “MOBILE GAME BASED LEARNING”,[object Object],UNESCO Chair in e-Learning VII International Seminar: ,[object Object],Mobile Technologies for Learning and Development,[object Object],OCTOBER 6-7, 2010 BARCELONA,[object Object]
[object Object]
 The mGBL platform
 The Games Game 1: Hybrid quiz simulation game template: “Ahead of the Game”,[object Object], Game 2: Board game template: “Mogabal”,[object Object], Game 3: Pervasive game template: “Get Real!”,[object Object],[object Object],Agenda,[object Object]
Who is evolaris next level?,[object Object],[object Object]
evolaris works in a dense network of leading business- and research-partners on the basis of sustainable cooperation contracts.

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The Project "Mobile Game Based Learning" (By Thomas Putz)

  • 1.
  • 2.
  • 3. The mGBL platform
  • 4.
  • 5.
  • 6. evolaris works in a dense network of leading business- and research-partners on the basis of sustainable cooperation contracts.
  • 7.
  • 8.
  • 9. involved 30+ researchers
  • 10. from 11 project partners
  • 11. in 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia)
  • 12. used nearly 600 person-moths resources
  • 13. with a budget of 2.5 Mio EUR
  • 14.
  • 15.
  • 16. develop innovative learning models based on mobile serious games
  • 17. develop a classification system with learning goals, content and target groups
  • 18. use the mobile phone to establish the link between learners and teachers
  • 19. implement games bridging the real and virtual worlds
  • 20. design, develop and pilot a prototype game platform
  • 21.
  • 22.
  • 23. software tool for supporting the selection of mLearning games
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31. Do: use tried and trusted pedagogy – social-constructivist - usercentric
  • 32. Don’t: port P.C. style games to mobile
  • 33. Don’t: focus on learning content
  • 34. Do: use generic processes
  • 35. Do: focus on lifelong learning
  • 36.
  • 37.
  • 38. Create GAMES first and foremost - learning content mapped to game style, embedded naturally in the game.
  • 39. Modular game design; customisable games - tools for users.
  • 40. Attention to speed, level of difficulty, timing and feedback.
  • 41. Variety in game context & complexity - novelty, surprise, humour.
  • 42. Keep user costs down - limited use of graphics to accommodate different learning styles - restricted use of sound files.
  • 43.
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52.
  • 53.
  • 54. Decision-making opportunities are sequenced as follows:
  • 55. Prioritise 1 of 4 critical cases – then deal with your prioritised case: select 1 of 2 treatments.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63. Quiz: a text and one or more options to choose from
  • 64. Decision Tree: similar to Quiz, however various choices have no immediate reward but link to a subsequent event (which can be any event type). This allows construction of complex simulations of chains of choices or decisions
  • 65. Conditional decision tree: similar to Decision Tree, but some of the possible choices are available and visible to the player only under particular conditions
  • 66. Simple: text message that can be used as a ‘leaf’ of a decision tree or as a simple random event
  • 67. Multimedia: opens a multimedia resource then links to a subsequent event. Can be used to enhance the graphic aspect of the events or to insert audio/visual elements in decision trees
  • 68. Set internal variables value: The game holds an internal array. This can be used as a sort of ‘state machine’ for complex event correlations
  • 69. ‘Case of’ tree: event structured just like the CASE instruction in programming languages, such as SQL. Different events are activated according to current value of one of the internal variables
  • 70. Null event: game contents logic may require an ‘empty’ event
  • 71.
  • 72.
  • 73. Quiz game: using ‘permanent’ event-sprites linked each to a long list of random quizzes regarding various topics
  • 74. Exploration: use of ‘fog of war’ and visible or hidden obstacles/borders can allow creation of labyrinth games for exploration
  • 75. Arcade Style Game: event-sprites can also be ‘set’ for programmed or semi-random movement on a map, thus the game can be aimed to avoid ‘negative event’ sprites while searching collision with ‘positive event’ sprites
  • 76. Simulation: an interactive map can ‘put’ a player’s avatar in a situation (e.g. a car accident or a similar crisis situation). Interaction with game elements may force the player to try to make the right decision
  • 77.
  • 78.
  • 80. Games with parts of real world problem finding and problem solving
  • 81. Games are highly collaborative
  • 82.
  • 83.
  • 84. Planning and undertaking learning activity in competition with other teams
  • 85. Afterwards they reflect on the processes they were engaged in
  • 86.
  • 87.
  • 88.
  • 89. The game website was accessible by all participants and this way the results of the own and all other sub-groups could be constantly monitored.
  • 90.
  • 91.
  • 92.
  • 93.
  • 94. Students who do not respond well in the traditional classroom setting often emerged as positive and enthusiastic learners in the context of the games.
  • 95.
  • 96.
  • 99.
  • 100.
  • 101.
  • 102.
  • 103.
  • 104.
  • 105.