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 Project Full Name: Mobile Communications Technologies for Young Adult Learning and Skills Development Duration: 36 months Start date: October 1 st 2001 Countries involved: Italy, Sweden, United Kingdom m-Learning website:
T R I B A L m--Learning consortium Ultralab, Chelmsford, UK The Learning and Skills Development Agency (LSDA), London, UK Centre of Research in Pure and Applied Mathematics, Salerno, Italy Cambridge Training & Development, Cambridge, UK Lecando AB, Bromma, Sweden
T R I B A L 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
T R I B A L 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?
T R I B A L 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
T R I B A L 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
T R I B A L 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
T R I B A L 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
T R I B A L 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
T R I B A L Educational impact Complex games promote computer literacy skills, ‘expert behaviours’: self-monitoring, pattern recognition principled decision-making, qualitative thinking superior memory skills
T R I B A L 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
T R I B A L 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
T R I B A L 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!
T R I B A L 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
T R I B A L Some background A Projection of mobile gaming usage done in : 165$ Billion (wired 92% / wireless 8%) 2005: 236$ Billion (wired 68% / wireless 32%) Source: Motorola Sony PlayStation Portable to compete with Nokia N-Gage Source:
T R I B A L 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?
T R I B A L What did we do? Computers Mobile Phones PDAs We took: All With Games Play TalkDesign
T R I B A L Some things we found Pen Input I play mobile games at the bus-stop It isn’t the violence It is having an opponent Games need better instructions I learn a new game in 1 minute
T R I B A L 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!
T R I B A L An Invitation You are warmly invited to contact us at Ultralab if you wish to contribute to this research: Alice Mitchell: Kris Popat: