Modèles de jeux sérieux collaboratifs et mobiles

Iza Marfisi-Schottman; Sébastien George

AI summary · arXiv: 1812.11828v1 · physics.ed-ph

Modèles de jeux sérieux collaboratifs et mobiles

Iza Marfisi-Schottman (LIUM), Sébastien George (LIUM)

Original paper Submitted to arXiv on 11 Dec. 2018 Conf\'erence Environnements Informatiques pour l'Apprentissage Humain, EIAH, Jun 2015, Agadir, Maroc. pp.306-311 in French License: NONEXCLUSIVE-DISTRIB 1.0

How to read this summary? Illustrated guide

The essentials

Mobile Collaborative Learning Games have the potential to capture students' attention and engage them actively in educational activities.
Creating a game scenario that effectively combines mobility, game mechanics, and collaborative learning is challenging.
The authors propose three game patterns that seamlessly integrate these elements to support educational goals.
Leveraging the interactive nature of mobile devices, engaging aspects of game mechanics, and collaborative nature of learning can enhance the overall learning experience for students.
Designing coherent and purposeful game scenarios is crucial in education.
Incorporating innovative approaches to Mobile Collaborative Learning Games can create dynamic and effective learning environments for modern-day students.

Key points written by AI: they may contain errors, check them against the paper.

AI-generated keywords: Mobile Collaborative Learning Games Challenges Potential Game Patterns Educational Goals

Read further

Comprehensive Summary
Layman's Summary
Blog article
Original abstract

In their article titled "Modèles de jeux sérieux collaboratifs et mobiles," authors Iza Marfisi-Schottman and Sébastien George discuss the challenges and potential of Mobile Collaborative Learning Games. These games have the ability to capture students' attention and actively engage them in educational activities. However, creating a game scenario that effectively combines mobility, game mechanics, and collaborative learning is no easy task. The authors propose three game patterns that seamlessly integrate these elements to support educational goals. By leveraging the interactive nature of mobile devices, the engaging aspects of game mechanics, and the collaborative nature of learning, these patterns aim to enhance the overall learning experience for students. Through their research and analysis, Marfisi-Schottman and George highlight the importance of designing coherent and purposeful game scenarios in the realm of education. By incorporating these innovative approaches to Mobile Collaborative Learning Games, educators can create dynamic and effective learning environments that cater to the needs and preferences of modern-day students. Overall, this article sheds light on the potential of Mobile Collaborative Learning Games as powerful tools for enhancing student engagement and facilitating meaningful learning experiences. Through thoughtful design and implementation of game patterns that integrate mobility, game mechanics, and collaborative learning, educators can harness the full potential of technology in education.

Introduction

In today's digital age, technology has become an integral part of education. With the widespread use of mobile devices, educators are constantly exploring new ways to engage students and enhance their learning experience. One such approach is through Mobile Collaborative Learning Games (MCLGs), which combine the interactive nature of mobile devices with game mechanics and collaborative learning. In their research article titled "Modèles de jeux sérieux collaboratifs et mobiles," authors Iza Marfisi-Schottman and Sébastien George delve into the challenges and potential of MCLGs in educational settings.

The Potential of Mobile Collaborative Learning Games

The authors begin by highlighting the benefits of MCLGs in capturing students' attention and actively engaging them in educational activities. With the increasing popularity of mobile devices among students, these games have the potential to make learning more accessible and enjoyable for them. By leveraging the interactive features of mobile devices, MCLGs can create a dynamic learning environment that caters to modern-day students' preferences.

Moreover, MCLGs also incorporate game mechanics that add an element of fun and challenge to traditional educational activities. This gamification aspect can motivate students to participate actively in their learning process and foster a sense of competition among peers, further enhancing engagement levels.

The Challenges Faced by Educators

While MCLGs hold great promise for improving student engagement in education, designing effective game scenarios that seamlessly integrate mobility, game mechanics, and collaborative learning is no easy task. The authors identify three main challenges faced by educators when creating MCLGs:

1) Ensuring coherence between gameplay elements: To be effective as a tool for education, MCLGs must have a clear connection between gameplay elements (e.g., tasks or challenges) and educational goals. This requires careful planning and design to ensure that each element serves a purpose in achieving the desired learning outcomes.

2) Balancing mobility and collaboration: MCLGs must strike a balance between mobility and collaboration. While mobile devices offer flexibility and individualized learning experiences, collaborative learning is essential for developing social skills and teamwork. Finding the right balance between these two aspects is crucial for creating an effective MCLG.

3) Integrating game mechanics with educational goals: The incorporation of game mechanics in MCLGs can be challenging as it requires educators to align them with their educational objectives. Game mechanics should not overshadow the primary purpose of education but rather support it by making learning more engaging and enjoyable.

The Proposed Game Patterns

To address these challenges, Marfisi-Schottman and George propose three game patterns that effectively integrate mobility, game mechanics, and collaborative learning to support educational goals:

1) "The Quest": This pattern involves students working together to complete a series of tasks or challenges while using their mobile devices to access information or resources. It promotes collaboration among students while also incorporating elements of problem-solving, critical thinking, and decision-making.

2) "The Race": In this pattern, students compete against each other in completing a set of tasks or challenges within a given time frame. This approach fosters healthy competition among peers while also promoting individualized learning through the use of mobile devices.

3) "The Puzzle": This pattern involves students working collaboratively to solve puzzles or riddles related to course material. It encourages teamwork while also testing students' understanding of concepts through interactive gameplay.

Conclusion

In conclusion, Marfisi-Schottman and George's research highlights the potential of Mobile Collaborative Learning Games as powerful tools for enhancing student engagement in education. By carefully designing game scenarios that seamlessly integrate mobility, game mechanics, and collaborative learning, educators can create dynamic and effective learning environments that cater to modern-day students' needs and preferences. Through the proposed game patterns, MCLGs can be leveraged to facilitate meaningful learning experiences and support educational goals. As technology continues to evolve, it is essential for educators to embrace innovative approaches like MCLGs to keep students engaged and motivated in their learning journey.

Created on 08 Jun. 2024

Was this synthesis useful?

Score: 0

Ask questions about this paper to our AI assistant

How to chat with this paper? Illustrated guide

Compare with the PDF

You can also chat with multiple papers at once here.

AI assistant instructions?

Tools for this paper

Explain it differently 3 free rewrites left today

Save to a collection Group papers in collections to compare them, chat with them and export them. Create a free account Log in

Export BibTeX · RIS (Zotero, Mendeley, EndNote) · Obsidian (Markdown) · Notion (Markdown)

Advanced tools Premium

For researchers who follow a field closely: citation alerts, journal-club slides, version comparison and Zotero export. Discover Premium

Zotero

Citation alerts Citation alerts guide

Who works on it? The people and institutions who publish on its topic

Journal club Premium+ Slides to present it Propose for the journal club

Versions What changed between versions

Talk about it in public Premium+ Press kit: release, questions, hype check Press kit guide

Papers around this one

See them on a map

Ranked by how close their title and abstract are to this paper’s. Select some to read them together.

Closest papers

Close
Computers in Secondary Schools: Educational Games
Margarida Romero · 2020 · Arthur Tatnall. Encyclopedia of Education and Information Technologies, pp.1-4, 2019 · AI summary available

Abstract
This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of design…
Related
Gamification of Quantum Mechanics Teaching
Ole Eggers Bjælde, Mads Kock Pedersen, Jacob Sherson · 2015 · Physics Education · Not summarized yet

Abstract
In this small scale study we demonstrate how a gamified teaching setup can be used effectively to support student learning in a quantum mechanics course. The quantum mechanics games were research games, which were played during lectures and the learning was measured with a pretest/posttest method with promising results. The study works as a pilot study to guide the planning of quantum mechanics courses in the future at Aarhus University in Denmark.
Related
Mobile devices as experimental tools in physics education: some historical and educational background
Luis Darmendrail, Alice Gasparini, Andreas Müller · 2023 · Physics Education · Not summarized yet

Abstract
The present text provides a short, non-technical account of some historical and educational background and, based on this, of the rationale of the use of mobile devices in physics education.
Related
The mobile information and educational environment of higher educational institution
N. Moiseienko, M. Moiseienko, S. Semerikov · 2018 · Cherkasy University Bulletin: Pedagogical Sciences 11 (2016) 20-27 · AI summary available

Abstract
In the modern world in the conditions of informatization of society and high level of competition at the labor-market the problem of preparation of specialists appears to the use of modern information and of communication technologies. Modern higher educational establishment must become the core of innovative education with problem preparation of specialists of new generation. Especially it touches preparation professionally of competent teachers, capable easily to adapt oneself in a modern educational environment, be competitive in the conditions of modern labor-market. Purpose. To highlight the definition of mobile information and educational environment of higher educational institution. …
Related
Technological conditions of mobile learning in high school
Natalya Rashevs`ka, Viktoriia Tkachuk · 2018 · Metallurgical and Mining Industry, 3(2015) 161-164 · AI summary available

Abstract
This paper reviews the history of mobile learning, provides a definition of mobile learning. The properties, advantages and disadvantages of mobile learning, areas of its implementation at the Technical University and mobile learning tools were specified. The aim of the article is the analysis of the modern state of mobile learning and the determination of the conditions of its implementation at the high technical educational institutions. The process of the mobile learning in the national education system is in its formation stage. Nowadays the following stages of its development are formed, which are based on the availability of the technical means for the mobile learning and the mobile ac…
Related
How Peripheral Interactive Systems Can Support Teachers with Differentiated Instruction: Using FireFlies as a Probe
Nine Sellier, Pengcheng An · 2020 · Physics Education · AI summary available

Abstract
Teachers' response to the real-time needs of diverse learners in the classroom is important for each learner's success. Teachers who give differentiated instruction (DI) provide pertinent support to each student and acknowledge their differences in learning style and pace. However, due to the already complex and intensive routines in classrooms, it is demanding and time-consuming for teachers to implement DI on-the-spot. This study aims to explore how to ease teachers' classroom differentiation by enabling effortless, low-threshold student-teacher communications through a peripheral interactive system. Namely, we present a six-week study, in which we iteratively co-designed and field-tested …
Related
Using technology of augmented reality in a mobile-based learning environment of the higher educational institution
Yevhenii O. Modlo, Yuliia V. Yechkalo, Serhiy O. Semerikov et al. · 2018 · Naukovi zapysky, Seriia: Problemy metodyky fizyko-matematychnoi i tekhnolohichnoi osvity 11 (2017) 93-100 · AI summary available

Abstract
The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract s…
Related
Learning-focuses in physics simulation learning situations
Ake Ingerman, Cedric Linder, Delia Marshall · 2004 · Physics Education · AI summary available

Abstract
This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulati…

Go further

How are these papers found?

We compare the title and abstract of this paper with those of every paper summarized on this site, and with the papers Semantic Scholar recommends, those it cites and those citing it (for a much-cited paper, its most recent citations and, from OpenAlex, the most cited ones). Among the prior work and the follow-ups, the papers that use each other in depth, a method it uses and the much-cited follow-ups come a little higher. The levels (very close, close, related) come from the similarity of the texts, not from a judgment of quality; * marks a paper without an abstract, compared by its title. The sentence under a paper is written by an AI from the two abstracts: check it in the papers. A paper marked not relevant by three readers leaves the list.

For now only among the papers summarized on this site: search again to add the prior work, the follow-ups and Semantic Scholar’s recommendations.

The previous summary was created more than a year ago and can be re-run (if necessary) by clicking on the Run button below.

Disclaimer: The AI-based summarization tool and virtual assistant provided on this website may not always provide accurate and complete summaries or responses. We encourage you to carefully review and evaluate the generated content to ensure its quality and relevance to your needs.

Modèles de jeux sérieux collaboratifs et mobiles

The essentials

Read further

Definitions

Introduction

The Potential of Mobile Collaborative Learning Games

The Challenges Faced by Educators

The Proposed Game Patterns

Conclusion

Ask questions about this paper to our AI assistant

Tools for this paper

Advanced tools Premium

Papers around this one

Closest papers

Go further

Cite this paper (BibTeX)