Title:
A Mobile Game-based Insect Learning System for Improving the Learning Achievements
Author Name: Chung-Ho Su, and Ching-Hsue Cheng
Selected Case (Published Article):
Chung-Ho Su, Ching-Hsue Cheng. A Mobile Game-based Insect Learning System for Improving the Learning Achievements. Procedia – Social and Behavioral Sciences, Volume 103, 2013. Pages 42-50. ISSN 1877-0428. https://doi.org/10.1016/j.sbspro.2013.10.305.
1. Introduction:
This study focused on how mobile learning or m-learning has been used to increase motivation and lead to more active learning experiences. As we know different forms of technology have been used in the pass to help bridge learning gaps, such as the: radio, television and computer. While these resources have been known to help increase learning, we know we cannot solely rely on them to fix all learning issues. Yet still “Preliminary research suggests that mobile devices can create more active learning experiences that improve student engagement, learning, and course retention” (Joosten, 2010).
The cell phone has been created as a mix of all previous technology. “Mobile devices have become more and more popular, which can facilitate data collection, process and
analysis, and the high interactivity enabled by beaming makes collaboration and communication among students handy.” (Su). A mobile device can be used as a radio, computer, phone and so much more. Most people are dependent on their cell phones. No one memorizes numbers anymore they just look at their contacts, we don’t print out and memorize directions or pull out a physical map. Instead, we look at one of many apps to help navigate our way to where we want to go.
Reasearch has proven that “Mobile technologies can be used as powerful cognitive tools within constructivist approach to solve complex problems and to engage students in authentic and meaningful activities”. (Jonassen & Reeves, 1996). This study tries to enlarge the scope of gameplay in learning situations by adopting gamified learning strategies and combining game elements with well-designed mobile learning activities. This study focuses on two major hypotheses:
H1: The demographic variables will affect the learning achievement positively.
H2: The students who receive different interventions show significant difference in individual learning achievement in an outdoor learning environment positively.
2. Overview of the Case:
The goal of this study was to determine whether mobile technologies can support gamified learning approaches and strategies. Mobil Insect Learning System also known as MILS is the implementation of this studies solution proposal. This was a series of learning activities geared toward integrating the game elements into course design.
With MILS teachers would be able to create different teams and goals for their created teams to pursue. Wither that was with learning targets, socialization or visiting learning areas.
Figure 2 illustrated the framework of the MILS application. It is based on a standard server-client model and has two modules.
Figure 3 is a screenshot of system functions for MILS application.
3. Solutions Implemented:
This study used participants from three different fourth grade classes taught by the same teacher in Taiwan. They were all in the age range of 10-11 years old. Each child was given the same type of background knowledge on insects in their natural science course. After they were assigned into three random groups that differed in teaching methods. The participants of the experimental group used MILS application
incorporate game-informed learning approach in an outdoor education environment.
Before this study tested its hypostasis each participant was given a pre-test to examine, the level of knowledge about insects by using ANCOVA (Analysis of Covariance). In this test they were able to identify that all groups were equivalent. “The results of the
pre-test showed that the experimental group (M = 71.059, SD = 8.352), the first control group (M = 72.235, SD =10.036) and the second control group (M = 73.176, SD = 9.846) had no significant differences between them (F= .429, p = .652 > .05).” (Su)
4. Outcomes:
After testing hypothesis 1 the results showed that the experienced students had more enjoyment with the activates and their learning achievements opposed to students who had no experience. Male students who were tested also had a higher learning performance than their female counterparts. There was also a positive correlation between students interested in insects and their learning achievement. Which is represented from the test in table 1.
While testing hypothesis 2 they analyzed the difference between pre-examination, post-examination and learning strategies using one-way ANCOVA in order to eliminate the influence of the pre-examination. To do this they first looked at normality plots which helped them see the normality assumptions were valid. Which proved that the regression slopes of the three learning strategies were homogeneous and the assumption of equality of variance was not violated which can be seen in table 2.
These results help show that achievement in using mobile learning with a gamification approach was higher than the achievement of convention mobile learning and traditional instruction alone.
5. Implications
This was a small-scale study. Only 102 students were tested, and they were all in the same grade and age range. Based on the data both hypothesis’s held significance. Gamification no doubt will help lead to a learning achievement in education, but is it based to work on certain subjects over another or not is the question. Motivation was peaked for students the moment this topic became game based but what of previous subjects that students did not master. Will educators be able to use this data to implement gamification into previous lessons as a sort of reteach method and still receive a positive correlation.
This study had three additional major findings:
- Learner Characteristics affect learning achievement: the results showed that through the six demographic variables and learning achievements interest in the subject was the most important factor, followed by gender and prior experience.
- The advantages of MILS: students reported feeling that the pace and progress made through MILS was organized and useful for assisting them in their learning.
- The comparison of learning achievement with different learning strategies: student who use MILS have better learning achievement than other control groups in the post test.
I think gamification is a great resource to implement into the classroom, but we have to keep in mind it is just a resource. It cannot replace teaching, as a whole like previous discoveries in technology have claimed. As the data shows implementing gamification can help to bridge gaps in the classrooms but cannot be expected to be a savior to education.
Refences:
Jonassen, D.H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology. 693-719.
Joosten, T. (2010). Mobile learning and social media: Increasing engagement and interactivity. Paper presented at the New Media Consortium
Conference, June 9-12, 2010, Anaheim, CA.
Su C, and Cheng C. (2013). A Mobile Game-based Insect Learning System for Improving the Learning Achievements. Procedia – Social and Behavioral Sciences. Volume 103. Pages 42-50. https://doi.org/10.1016/j.sbspro.2013.10.305.