Mobile Learning offers the opportunity to embed traditional learning settings into a mobile environment. The objective of these projects is to explore the potential of mobile learning in both formal and informal situations, through the scenarios of health, museum and Executive education. This sub topic will look specifically at the scenario of executive education.
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Mobile Games[1] are used to support the orientation days of a university. Traditionally, the orientation happens electronically via supplemented handheld devices. The purpose is to get to know the university and its surroundings by playing individually or within small groups against one another. During orientation, they refer to different tasks such as significant people, places and events within the university. Therefore, the searching and finding of these tasks is then structured as a cooperative and competitive game. The theory of competition is based on hunting rules, where each group tries to catch another group. Whereas, the theory of co-operation forces group members to meet other group members and exchange information with them. As this all occurs the players are supported with location based information which is displayed on their handheld device.
There are three types of tasks that are to be fulfilled to help the user learn whilst playing a mobile game[2]. Firstly, there is a significant place task. When taking part in this task students are to find important places within the university, for example, the library or university café or science laboratories. At each location they perform a task such as finding a book or having lunch. The tasks are context dependent, and they depend on the location and the time of the day, or they are offered to build on from the activities of a previous group.
The second type of task is the significant people task. At this point students have to find important people at the university and have to interview them on their activities, for example, the student co-ordinator or a head lecturer. If these people are regularly mobile they can be located by a mobile device.
The last task is the significant events task. These events can occur any time or they can be scheduled to occur whilst playing the game. The events that occur relate to the organisation of study. They can include anything from introductory lectures and courses to the setting up of a course outline or the finding of important information.
Therefore, each task requires groups to answer one or two questions that are displayed on their handheld device. At this point the user has to find the location of the question, and is unable to move on until it is correct.
To conclude, there are six structural elements that describe the framework of mobile games[3]. Firstly, the scenario describes the global rules. Secondly, players have set goals, these being to solve the tasks and learn from them. Thirdly, these goals are achieved through the use of real time technique via the direct feedback given on the current status of the game and the outcomes achieved. Fourthly, by placing the user in a position of competition and conflict resolution, points are gained by solving tasks or catching opponents. Fifthly, all goals are achieved through users learning to interact with one another through solving tasks together and the additional support of the chat room function. Finally, the mobile game is represented “through the orientation on the digital map and the augmentation of the reality with digital objects, such as the actual tasks.�? (Schwabe and Goth, 2005) These characteristics help to engage the players as well as help them to learn new life long skills in a fun and interactive way.
Anna Massie 09:12, 28 Oct 2005 (EST)
