1 Mobile learning and games - the emapps.com project Geoff Butters CERLIM at Manchester Metropolitan University

2 Introduction Learners in the digital era Games and mobile technology in learning –the premiss on which to base a project eMapps.com - a project in the European Union’s Information Society Technologies R&D Programme

3 Today’s learners are digitally literate –‘always on’, mobile, experimental and community oriented Those born after 1982 are ‘digital natives 1 ’ –grew up with exposure to the internet and mobile devices –stays in contact through SMS, mobile phones, chatrooms and –simultaneously plays computer games, listens to music and watches television Older than 25 are ‘digital immigrants 1 ’ –numbers are huge in all age groups ( 1 Marc Prensky, 2001) Learners in the digital era

4 Kids are different today Operate at ‘twitch speed‘ rather than conventional speed Parallel processors rather than linear processors Choose graphics and animation over text Random accessors of information Prefer connected to stand-alone Active not passive Expect reward for effort See play as work and work as play Expect fantasy and reality in equal measure View technology as life, not a separate activity (Marc Prensky, Digital Game-Based Learning, McGraw-Hill, 2001)

5 Kids are different today Operate at ‘twitch speed‘ rather than conventional speed Parallel processors rather than linear processors Choose graphics and animation over text Random accessors of information Prefer connected to stand-alone Active not passive Expect reward for effort See play as work and work as play Expect fantasy and reality in equal measure View technology as life, not a separate activity (Marc Prensky, Digital Game-Based Learning, McGraw-Hill, 2001)

6 The report 'Their Space' is about a survey of young people's views of ICT. Two quotes from it (joined by me - 'poetic licence'!). "... the generation of young people who do not remember life without the instant answers of the internet or the immediate communication of mobile phones." [were] "... slightly bemused by our questions. Why would anyone want to ask about computers and mobile phones? Aren't they just part of everyday life?“ Their Space

7 Young children spend twice as much on ‘screen time’ as playing outside and as they do reading Work with multiple sources of information at the same time ­(chat, TV, Internet and music) Use chat and to keep in touch, conduct multiple conversations Use computer technology almost as much as television Kids are different today – 2

8 Lifelong learning Constructivist concepts (vs instructivist) –learners actively construct their own understanding of the world People learn best when they are motivated and entertained –games provide a ‘flow’ experience –playful experimentation to develop understanding of the physical world and our place within it. Can use location to trigger events - GPS Draw on contextual content Personal mobile technology –equip learners with powerful tools for creation and use of content Games & mobile technology in learning

9 Motivation, challenge, fantasy, curiosity Player able to affect outcome of the game An overriding goal/challenge & sub-goals Positive and negative outcomes based on player actions Require mental and/or physical skill Outcome uncertain at the outset Player required to develop strategies in order to succeed Offer multiple paths to success Players can ultimately overcome most obstacles Gaming characteristics

10 Ubiquitous –March 2006, 100% penetration rate for Western Europe: a mobile phone for every person in the population. Bite sized –in short segments, simple, structured, use media carefully, easy access, often task-based On demand –time shift: flexibility provided to the learner to access learning in best time and place –audio, video, collaborative learning Typically blended –used as part of a wider set of learning interventions –NOT e-learning on a phone Can be location dependent (but doesn’t have to be) Mobile learning characteristics

11 Mobile devices well suited to structured quizzes and games –delivered as SMS messages asking the user to choose an option and respond, e.g with a deadline –can be delivered with a ‘push’ to WAP-enabled phones –Java-based quizzes/games provide increased potential –can be an effective part of an overall blended approach Feedback can come from a teacher –using PC to SMS or chat applications for groups Care needed with costs for the learner –download or connection charge –provide alternative format: e.g. download to PC then ‘sideload’ to a mobile Mobile devices and games

eMapps.com Using computer games and mobile technologies in teaching and learning. 12

Research project Part of the European Union’s Information Society Technologies R&D Programme Working with schools in the New Member States (NMS) of the EU ( those who joined in May 2005 ) Estonia, Latvia, Lithuania, Poland, Slovakia, Czech Republic, Hungary & Slovenia eMapps.com 13

eMapps is about.. Capturing ‘digital objects’

... and running mobile applications PDA Blackberry Mobile phone Nintendo DS GizmondoNokia N-GageSpecialist consoles e.g. Sudoku Sony PSP 15

Before the game is played –Digital map with a route, marked with stopping points, and tasks or challenges When the game is played –Team of 6-8 players, in one of two places –2 back at base working the game platform –4-6 out in the field navigating around the map –Solving clues / challenges –Uploading ‘evidence’ and information about the tasks including GPS position –Use chat to communicate A map-based game 16

17 The map that was the background to the last slide

Primary School Teachers from the eight NMS learning to create online games to be played outdoors, based on navigating around a map, answering clues, solving puzzles and completing challenges Summer School, Nida, Lithuania,

After teachers played the game a montage of some of the objects they found 19

Pocket PC/Smartphone with still and video camera audio recording runs pocket PC software with web browser possibly WiFi wireless connection uploading capabilities communication capability GPS device for checking location coordinates Handheld mobile devices in the field 20

21 Children playing the game

Desktop / game platform back at base

Desktop / game platform back at base

so, eMapps... Was a game pupils played –exploring the concept of games in L&T Teachers were the game designers –with technical help Live mobile uploading to the ‘desktop’ –with GPS coordinates to a position on map Some players out in the field, some back at base Teacher ‘controller’ at base Incorporated a chat system –for communication between field and base Took place in the New Member States –i.e. East European countries 24

Find out more at The acronym expansion ? Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia eMapps.com That’s it! 25

Find out more at The acronym expansion ? Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia eMapps.com That’s it! 26