Visual markers that look like two-dimensional barcodes. They contain digital information such as a website address. Special software is required to scan them and access the embedded information.
Published in Chapter:
Inside, Outside, and Off-Site: Social Constructivism in Mobile Games
Denise M. Bressler (Rutgers University, USA), Julie Oltman (Lehigh University, USA), and Farah L. Vallera (Lehigh University, USA)
Copyright: © 2018
|Pages: 22
DOI: 10.4018/978-1-5225-3949-0.ch001
Abstract
Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and contextually based learning. One of the most powerful affordances of games is promoting social learning, or social constructivism; collaborative games provide plenty of opportunities for peer scaffolding and collaborative discourse. This chapter details three mobile augmented reality games designed to afford constructivist learning through collaborative interactions: one inside a school, one on and around school grounds, while the last one is located at a working farm. We hope to demonstrate that collaborative mobile games represent a flexible approach that can promote meaningful learning across subjects, ages, and even environments. Game-based learning (GBL) can, does, and should continue to occur in class; however, GBL can also be effectively implemented outside and even far away from the classroom, off-site.