Augmented learning. Research and design of mobile educational games.

Autor/in	Klopfer, Eric
Titel	Augmented learning. Research and design of mobile educational games.
Quelle	Cambridge, Mass. u.a.: MIT Press (2011), XVII, 251 S.Verfügbarkeit
Beigaben	Illustrationen; Literatur- und URL-Angaben S. [229]-237
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-262-51652-7; 978-0-262-51652-5
Schlagwörter	Fallstudie; Informations- und Kommunikationstechnologie; Kommunikationsmittel; Medieneinsatz; Mediennutzung; Videospiel; Elementarbereich; Spiel; Sekundarbereich; Lernen; Lernumgebung; Computerspiel; Computerunterstützter Unterricht; Außerschulisches Lernen; Virtuelle Realität; Mobilität; Tertiärbereich; E-Learning; Lebenslanges Lernen; Mobiles Gerät; USA
Abstract	New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In [this book] the author describes the largely untapped potential of mobile learning games - games played on such handheld devices as cell phones, Game Boys, and Sony PSPs - to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, the author argues that the strengths of the mobile platform-its portability, context sensitivity, connectivity, and ubiquity-make it ideal for learning games in elementary, secondary, university, and lifelong education. The author begins by exploring the past and present of education, educational technology, "edutainment," and mobile games, and then offers a series of case studies of mobile educational games that have been developed and implemented in recent years. These games-either participatory (which require interaction with other players) or augmented reality (which augment the real world with virtual information) - can be produced at lower cost than PC or full-size console games. They use social dynamics and real-world contexts to enhance game play, can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging environments for learners. They are especially well-suited for helping learners at every level develop twenty-first century skills-including the ability to tackle complex problems and acquire information in "just-in-time" fashion. All of this, the author argues, puts mobile learning games in a unique and powerful position within educational technology. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3