A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Birgit Schmitz (Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands), Roland Klemke (Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands) and Marcus Specht (Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands)
Copyright: © 2013 |Pages: 13
DOI: 10.4018/ijmbl.2013100104

Abstract

Mobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, the authors propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework the authors aim to understand how pervasive game content may support learning. Findings from their research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work concludes with a discussion on the shortfalls and potentials, which the authors’ framework for analysis provides.
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Pervasive And Augmented Reality Games For Learning

Pervasive and game-based technologies are commonly expected to gain widespread usage for educational purposes (Johnson, Levine, Smith, & Stone, 2011; Kelly, et al., 2007; Thomas, 2006) and for the last couple of years, pervasive games have increasingly been subject to practical studies (Conolly, Stansfield, & Hainey, 2011; Laine, Vinni, Sedano, & Joy, 2010; Specht, Ternier, & Greller, 2011; Tutzschke & Zukunft, 2009).

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