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en:framework:start [2015/12/15 13:31] chris [5. Bridging the physical and digital domains] |
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| The design framework structures the **design space** of location-based mobile games for learning. | The design framework structures the **design space** of location-based mobile games for learning. | ||
| - | Games of this type are characterized by | + | Location-based mobile games are characterized by |
| - | * the physical space and the objects it contains (e.g. the rooms and exhibits in a museum), | + | * the physical space and the objects it contains (e.g. the rooms and exhibits in a museum, or an archaeological park or historical city centre etc.) and their properties, |
| * the technology (e.g. mobile devices, QR/NFC tags, wireless networks etc.), | * the technology (e.g. mobile devices, QR/NFC tags, wireless networks etc.), | ||
| - | * the acceptance that these games can support an attractive learning activity, | + | * the content, i.e. information in the form of text, images, sound etc. that is "attached" to physical space or to game actions and is delivered through the game and from which the players derive value, |
| - | * the augmentation of the coupling of game, technology and space through the players' active involvement. | + | * the augmentation of the derived value through the players' active involvement (i.e. motivated involvement). |
| - | The proposed framework is layed out in five axes. These axes cover the main characteristics of these games and help us analyze them. | + | The proposed framework is laid out in five axes. These axes cover the main characteristics of these games and provide a platform of support for **designing location-based games for learning**. |
| ===== 1. Joy and playfulness ===== | ===== 1. Joy and playfulness ===== | ||
| - | **Joy** in these games is employed and a **motive** for promoting **learning**. The assumption behind this is based on the close relationship between motivation and learning. The tendency towards play is innate in humans and besides being a form of entertainment it promotes physical and mental activity. The interweaving of learning with playing is a way of enriching the learning process. For occasional players enjoyment along with user-friendliness are important factors. Enjoyment is reflected also in the player's absorption by the game. This can be modelled through flow, presence or involvement. | + | **Joy** in these games is employed and a **motivation** for promoting learning. The assumption behind this is based on the close relationship between motivation and learning. The tendency towards play is innate in humans. Besides being a form of entertainment it promotes physical and mental activity. The interweaving of learning with playing is a way of enriching the learning process. For occasional players, enjoyment along with a positive player experience are important factors. Enjoyment is reflected also in the player's absorption by the game. This can be modelled through flow, presence or involvement. |
| =====2. Learning trajectories===== | =====2. Learning trajectories===== | ||
| A second axis concerns the role of context in situated learning. In a situated context meaningful learning is driven by the preexisting knowledge, the tools used, and the objectives of the individual. Learning that is situated in a physical context such as a museum is about interaction with the exhibits and the museum space and even other people or events that happen in the surrounding space. Location based mobile games can support situated learning through following elements: | A second axis concerns the role of context in situated learning. In a situated context meaningful learning is driven by the preexisting knowledge, the tools used, and the objectives of the individual. Learning that is situated in a physical context such as a museum is about interaction with the exhibits and the museum space and even other people or events that happen in the surrounding space. Location based mobile games can support situated learning through following elements: | ||
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| In this context, starting points that can guide the design are issues such as who are the players, why do they take part in the game, what are the relationships among them and how these relationships affect the game or are affected by the game etc. | In this context, starting points that can guide the design are issues such as who are the players, why do they take part in the game, what are the relationships among them and how these relationships affect the game or are affected by the game etc. | ||
| - | =====4. Interaction with space===== | + | =====4. Interaction in the physical space===== |
| - | The properties of the physical space where a location-based mobile game is staged are factors that shape the game's dynamics. In classical games, e.g. table-top games or video games, players' interactions with objects that do not belong to the game world are minimal. **Location-based games incorporate the surrounding space** and it becomes part of the game. Properties of space such as **dimensions of space**, **distances between the objects**, or **distances between the players** favor some correlations between objects, concepts, ideas etc. and disfavor others. Physical space is a part of the game. Moreover it is a space where players can act and observe jointly. The players' experience is shaped by factors such as the physical space, the presence of other players in this space, the means that players use to interact with the space, the characteristics of the players' devices, etc. | + | The properties of the physical space where a location-based mobile game is staged are factors that shape the game's dynamics. In classical games, e.g. table-top games or video games, players' interactions with objects that do not belong to the game world are minimal. |
| + | |||
| + | **Location-based games incorporate the surrounding space** and it becomes part of the game. Properties of space such as the **dimensions of space**, the **distances between the objects**, or the **distances between the players** might favour some correlations between objects, concepts, ideas etc. and disfavour others. Physical space is a part of the location-based mobile game. Moreover it is a space where players can act and observe other players jointly. The player experience is shaped by factors such as the properties of the physical space, the presence of other players in this space, the means that players use to interact with the space, the characteristics of the players' devices, etc. | ||
| =====5. Bridging the physical and digital domains===== | =====5. Bridging the physical and digital domains===== | ||
| Location-based mobile games employ mobile devices as a bridge between the physical and digital domains. A digital domain, comprising digital contents and and "enforcing" the game rules, is superimposed on the physical domain, which consists of physical objects and people. A **cohesive player experience** depends on the cohesion of the game world as a whole, both the physical and digital domains). | Location-based mobile games employ mobile devices as a bridge between the physical and digital domains. A digital domain, comprising digital contents and and "enforcing" the game rules, is superimposed on the physical domain, which consists of physical objects and people. A **cohesive player experience** depends on the cohesion of the game world as a whole, both the physical and digital domains). | ||
| Maintaining a cohesive player experience depends, in part, on how well the mediating devices remain in the background of the players' focus. As long as the cohesion is maintained, the players can focus on their in-game objectives. Design failures or device failures lead to unexpected conditions and can break the players' focus. Moreover, **content** needs to be designed in such a way that it fits well within both the physical and digital domains while being in accord to the considerations laid out in the [[en:framework:start#2. Learning trajectories|learning trajectories]]. | Maintaining a cohesive player experience depends, in part, on how well the mediating devices remain in the background of the players' focus. As long as the cohesion is maintained, the players can focus on their in-game objectives. Design failures or device failures lead to unexpected conditions and can break the players' focus. Moreover, **content** needs to be designed in such a way that it fits well within both the physical and digital domains while being in accord to the considerations laid out in the [[en:framework:start#2. Learning trajectories|learning trajectories]]. | ||