t r i b a l october 2002 m-learning exploring the potential of a game implementation for m-portal...
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T R I B A L
October 2002
m-Learning
Exploring the potential of a game implementation for m-Portal
Alice Mitchell m-Learning Project Leader, ULTRALAB
Kris Popat m-Learning Technical Manager, ULTRALAB
T R I B A L
October 2002
The m-Learning project
Project No: IST-2000-25270
Project Full Name: Mobile Communications Technologies for Young Adult Learning and Skills Development
Duration: 36 months Start date: October 1st 2001
Countries involved: Italy, Sweden, United Kingdom
m-Learning website: www.m-learning.org
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m--Learning consortium
Ultralab, Chelmsford, UK
The Learning and Skills DevelopmentAgency (LSDA), London, UK
Centre of Research in Pure and Applied Mathematics, Salerno, Italy
Cambridge Training & Development,Cambridge, UK
Lecando AB, Bromma, Sweden
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m-Portal
Interface layer to the m-Learning system:
learner management system, virtual tutor
skills-based learning materials
a learning environment in its own right
Aim: a user-friendly portal layer that is powerful, empowering and engages the learner
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m-Portal - key challenges
Key challenges:
How can m-Portal engage and support the disaffected learner?
How can it be a ‘liberating structure’ - promoting attitudinal
change - and qualities such as: adaptability, self-confidence,
curiosity, creativity?
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A potential role-play implementation for m-Portal
Field research uses target audiences as co-researchers:
Indications: a role-play game implementation of m-Portal
would be a valuable future development
Outcome: investigate the outreach potential and possible
learning gains of mobile games
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Literature Review
Background and limitations of the review:
m-Learning deliverable
literature search by LSDA, review by ULTRALAB ‘computer games’ - full range covered
Limitations of the studies:
design and methodology, sample, outcomes,
short-term focus
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Computer games industry trends
Wide range of game types, designed by males for males:
Immersion into a fantasy world, player involved in
competition and aggression
Lucrative, so more of same
Graphics increasingly more realistic
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Psycho-social effects
New generation games - similar features, stronger effects:
Blurred perceptions of difference between real (rl) life and
virtual world
Desensitised to aggression and violence, less prosocial
Dependency, poor self-image, depression
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Gender imbalance
Boys substantially heavier users than girls:
Boys’ pretend play based on fantasy, preferring action,
adventure & role-play games, honing visual and spatial skills
Girls prefer realistic-familiar characters, communication,
computer as a creative tool
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Educational impact
Complex games promote computer literacy skills, ‘expert behaviours’:
self-monitoring, pattern recognition
principled decision-making, qualitative thinking
superior memory skills
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Use by target audiences
Less academically successful boys:
Spend more time with TV and gaming than more
successful peers
Spend more time with friends
Girls:
Use computers for communication, as creative tools
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Edugaming
Games as ice-breakers, rapport-builders
Stimulate curiosity, discovery learning
Risk-free experimentation
Intrinsically motivating – game structure itself promotes
learning
Support different learning styles, promote confidence
Motivation via immediate feedback
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Engaging target audiences
Potential for cognitive apprenticeship, participative learning,
honing team, social, communication and resource-sharing
skills:
Games to fit particular objectives
Skills shift from verbal to iconic – can turn this round
Role of the teacher crucial (more workload)
Fun!
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Field research data needs
We wanted to know more about:
Is a device perceived differently because of games?
Interface and the influence of the device
“Learnability” of the game
Why gamers seem to invest so much time learning a game
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Some background
A Projection of mobile gaming usage done in 2001
2000: 165$ Billion (wired 92% / wireless 8%)2005: 236$ Billion (wired 68% / wireless 32%)
Source: Motorola
Sony PlayStation Portable to compete with Nokia N-GageSource: http://www.games4mobile.com
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Reading and Plymouth
Part of a larger set of research sessions for informing the design of m-Portal
Two Field Research Sessions
Could this be a game?This is a game
Commonalities?
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What did we do?
Computers
Mobile Phones
PDAs
We took:
All With
Games
Play Talk Design
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Some things we found
Pen Input
I play mobile games at the bus-stop
It isn’t the violenceIt is having an opponent
Games need better instructions
I learn a new game in 1 minute
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Interim conclusions
1) Is a device perceived differently because of games?
2) Interface and the influence of the device
3) “Learnability” of the game
4) Why gamers seem to invest so much time learning a game
1) Nokia et al seem to think so …
2) Relevance, ease-of-use, accessibility, image and street cred are all vital
3) Masses of potential here - but games levels must suit progression from current skills status - different challenges and skills sets are important - it must be a ‘real game’ 4) The value of self is involved - why? You’ll need to read our paper!
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An Invitation
You are warmly invited to contact us at Ultralab if you wish to contribute to this research:
Alice Mitchell: [email protected]
Kris Popat: [email protected]