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en:framework:start [2015/12/15 15:29] chris [Design framework] |
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| Location-based mobile games 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) and their properties, | + | * 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.) and, | + | * the technology (e.g. mobile devices, QR/NFC tags, wireless networks etc.), |
| * 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 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 derived value through 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: | ||