Transforming Learning with Mobile Games: Learning with mGames

Transforming Learning with Mobile Games: Learning with mGames

Kristin Villanueva (Columbia University, USA) and Jeanny Vaidya (Columbia University, USA)
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-0783-3.ch015
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Abstract

This chapter will describe the evolution of mobile games and learning by first discussing whether media can support learning. This chapter will address the affordances and limitations of mobile gaming and the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and implementation of mobile games in schools is discussed. In addition, this chapter introduces positions on the issue of mobile games in the classroom, and explores mobile games for social change, their prevalence and their role in facilitating learning.
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Introduction To Mobile Gaming

Trends in the gaming industry, in particular, technological advances have spawned innovative ways of gaming with new technologies. In particular, the evolution of mobile gaming has penetrated and prevailed among populations of all ages and experience levels. Market data shows that mobile gaming has transformed into a 20 billion dollar industry, with 144.1 million mobile phone gamers in the U.S. alone, it’s penetration being 45.2% (Statista). This chapter will describe the evolution of mobile games and learning by first discussing whether media can support learning. This chapter will address the affordances and limitations of mobile gaming and the learning theories and frameworks that lay the foundation for learning through mobile games. In addition, this chapter introduces positions on the issue of mobile games in the classroom, and explores mobile games for social change, their prevalence and their role in facilitating learning.

Mobile Games and Learning

When considering mobile games in the context of learning, it is highly important to understand the nature and evolution of media and instructional content. One cannot differentiate educational games from the learning objectives that it is trying to accomplish. The evolution and changes in the medium of delivery for games, from console to desktop to mobile, are important factors to consider in order to understand the potential of each platform. However, first a brief history of technology and learning will help us understand the functions of media. Games are considered a part of new media, a term that developed in the 1970s used to describe media that was networked, interactive and could be manipulated (New Media Institute).

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