Pandemic induced remote learning increases need for mobile game-based learning to engage learners
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Pandemic induced remote learning increases need for mobile game-based learning to engage learners Lauren Eutsler1 Accepted: 27 October 2020 Association for Educational Communications and Technology 2020
Abstract The current global health crisis has reduced our mobility, consequently increasing the need to connect with others digitally. This brief provides a research perspective on Giannakas et al.’s (Educational Technology Research and Development, 66, 341–384, 2018) manuscript, ‘‘A critical review of 13 years of mobile game-based learning.’’ To serve as a resource to educators navigating the transition to remote learning, this perspective summarizes key ideas relative to mGBL (mobile game-based learning), value of the work, application to the educator context, and limitations. Future suggestions provide a clear roadmap of ideas to continue research and development of mGBL. Keywords Higher education Mobile game-based learning Remote learning Research Secondary education
Key ideas The study under investigation, ‘‘A critical review of 13 years of mobile game-based learning’’ (Giannakas et al. 2018) identified strategies, characteristics, trends, and important issues to address the integration of mGBL into instruction. Framed by situated learning, constructivism, and behavioristic theories, data analysis aligned with the study’s six-dimensional framework: spatio-temporal; collaboration/social; session; personalization; data security and privacy; pedagogy.
Value of the work Because learning and engagement are enhanced with the addition of play (Chen et al. 2015), Giannakas et al. (2018) view mGBL as an opportunity to improve student achievement. Effective mGBL hinges on unique affordances—mobility, pervasiveness, collaboration, context-awareness, and adaptability. A concern, 23 of 36 (63.89%) included studies were single-player, even though mGBL can help foster social skills (Troussas et al. & Lauren Eutsler [email protected] 1
Teacher Education and Administration, University of North Texas, Matthews Hall 206-T, 1155 Union Circle #310740, Denton, TX 76203-5017, USA
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L. Eutsler
2020). Moreover, 23 of 36 studies also failed to adopt a learning theory, despite the known benefit associated with designing mGBL when connected to a framework (Giannakas et al. 2018). Another concern not clearly identified by Giannakas et al. (2018) is that mobile platform availability is currently too broad and inaccessible, with only 3 of 36 games available on iOS.
Application To address a sudden shift to digital, researchers and practitioners might consider providing secondary and higher education students with mGBL development opportunities. Based on the collective findings of Giannakas et al. (2018), smartphones allow for uGBL (ubiquitous mobile game-based learning) and personalized instruction, an opportunity to apply mGBL research in practical educational settings. Because maintaining attention is more challenging for students in a remote setting, educators can elevate their curriculum by integrating mGBL strat
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