Mobile Game-based Learning

During the late 1960s and into the 1970s game-based approaches to sport teaching and coaching emerged in scholarly literature on sport and physical education teaching. Game based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and student/athlete reflective thinking than what occurs in the more historically common sport-as-sport techniques approach typified by a demonstration-replication, or 'transmission', method of instruction. However, guided discovery is also associated with another teaching approach that emerged in the 1960s, Style F of Mosston's Spectrum of Teaching Styles. In this paper we posit that rather than be seen as competing approaches, game-based approaches and The Spectrum of Teaching Styles should be seen as complementary as both are governed by a fundamental proposition – pedagogical decision making. In particular, due to the Spectrum of Teachin...

Synthesis: We all want to learn. But how can we make it more engaging both for the teacher and the learner? How to learn better? The best way to do it is through a game. Keep on reading and find out why developing mobile video game can be a solution to provide more access to education in Africa.

Designing a mobile learning environment for mathematics education requires an understanding of how technology relates to various epistemological and pedagogical systems. The purpose of this study was to systematically analyze scientific literature on mobile learning in mathematics teaching through the axes of conceptual mapping within the framework of qualitative research. The analysis categories were: notion, categorization, characterization, differentiation, methodology and exemplification. The contribution of this work refers to the definition of mobile learning in the teaching of mathematics considering its characteristics, such as context creation, social interaction, multimedia content and usability. It was identified that mobile learning increases the possibilities of electronic learning and enables ubiquitous learning when the student is immersed in the learning context. The studies analyzed do not report a precise methodology that allows evaluating the relevance of the design of a mobile learning environment. However, it was identified that the choice of the pedagogical principles and the definition of a thematic axis are fundamental. In addition to the demand for teachers' theoretical, pedagogical and digital skills. This work provides elements that could guide further research and applications.

Across many developing countries, children of low-income families often end up being forced out of an education to help support their parents and siblings by selling candy, cigarettes or lottery tickets on the streets. According to Unicef, an estimated 150 million children worldwide are engaged in child labour. In the least developed countries, nearly one in four children (ages 5 to 14) are engaged in labour. Monetary inflation in some of the least developed countries, where children labour exists, introduced the children to large numerical values. Furthermore, working as street vendors builds the children basic math skills as they need to collect the right amount of money and return the proper change. However, these children fail school math due to the lack of numeracy skills as they cannot read the numbers properly or recognize the mathematical symbols. Dokkan is a mobile game that aims to build children numeracy skills including counting, writing numbers, comparing written numerals, solving word problems, understanding mathematical operations, recognizing the meaning of mathematical symbols, and writing equations. This game has eight different levels; such that each level builds the mathematical skill set of a specific school grade. Also, it is available in two languages, English and Arabic. The Arabic version of the game introduces traditional Arabic characters that Arabic children can find intuitive compared to the contemporary Western characters presented in the English version. Both versions of the game utilize mobile devices touchscreens and their capability of serving as touchpads along with handwriting recognition techniques to check that the learner is capable of writing numbers, symbols, and equations. Also, the game gives encouraging feedback to learners and shows their overall progress. This game targets children generally and child street vendors specifically, ages 8 to 14, who speak English or Arabic languages, and want to improve their numeracy skills. The reason for starting with 8 years old is that studies did not recommend mobile phone adoption for children younger than 8 years old.

This book is about the three identities of the videogame, the gamer, and Game Studies. I write that there are no definitive truths but rather discourses and constructions; ideas, actions, beliefs, and practices related to videogames are discourses that merge and shape our perception of videogames as an area of study of its own right. These discursive responses meet and clash creating what we call truths, which are temporary and negotiable.

This perspective is inspired by Foucauldian ideas and present few questions about videogame-related identities in and outside of academe. Does Game Studies have a conceptual core? What makes game studies difficult to be disciplined in academe? What do we learn from the scholarly and popular discourses on videogames that would help understand the identity questions related to games?

I go on to describe what makes the videogame identity according to game studies: aesthetics, fictions, meaning-making, performance, transformation, etc. and what makes it difficult for game studies being an open market of ideas and an academic "un-discipline". This leads me to the gamer's identity: an aficionado first, and a connoisseur of fictional worlds.

Halo teman-teman, disini saya akan sedikit sharing bagaimana caranya membuat game dengan menggunakan Construct 2 tanpa coding. Aplikasi yang saya gunakan yaitu Construct 2 versi r277. Nah, aplikasi Construct 2 ini sangat cocok digunakan untuk para pelajar di sekolah karena tampilannya sangat menarik dan mudah digunakan oleh siapapun. Seperti yang dibahas pada website pendidikan https://smkit-maarifnu.sch.id, bahwa saat ini pelajar perlu untuk mengoptimalkan pembelajaran berbasis projek dam teknologi informasi agar dapat mengembangkan wawasan global serta agar tidak ketinggalan zaman.

Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.

Learning happens everywhere but where and how you learn make all the difference. With increasingly ubiquitous technology in schools, it is imperative that educational leaders must select the right device for teaching and learning. The right learning framework suitable for the student’s grade level will activate their new pedagogical priorities and create their own artifacts of learning. This paper presents a comparative analysis between computer game-based learning and mobile game-based learning as the learning framework in Preschool Education in the Philippine setting when delivering effective digital game-based learning. A technical comparison was made to ascertain the implications of the selected learning medium in DGBL. The study was then evaluated based on the device assessment of the pupils covering various aspects such as availability, technical adequacy, usability, preference, enjoyment, and game repository. Another evaluation was made with regards to the learning criteria o...

Περίληψη Οι φυσικοί και ανθρωπογενείς ή τεχνολογικοί κίνδυνοι, τις περισσότερες φορές, εμφανίζονται χωρίς προειδοποίηση. Αυτοί οι κίνδυνοι, μπορούν να επιφέρουν μεγάλες καταστροφές, όπως απώλειες ανθρώπινων ζωών, περιουσιών, ρύπανση του περιβάλλοντος. Η ενημέρωση της κοινωνίας για την αντιμετώπιση των καταστροφών, πρέπει να ξεκινάει από τις μικρότερες βαθμίδες εκπαίδευσης και να συνεχίζεται δια βίου. Η εργασία αυτή περιγράφει ένα παιχνίδι φυσικής διεπαφής μέσω του υπολογιστή, το οποίο μαθαίνει σε μαθητές Δημοτικού και Γυμνασίου, ως προληπτική πράξη πριν από κάθε καταστροφή, την χρήση της βαλίτσας έκτακτης ανάγκης και τα υλικά εφόδια που μπορούν να τοποθετηθούν μέσα σε αυτή. Το παιχνίδι υλοποιήθηκε στην γλώσσα προγραμματισμού Scratch σε συνδυασμό με το ηλεκτρονικό κύκλωμα Makey-Makey. Το παιχνίδι με τη βαλίτσα έκτακτης ανάγκης αξιολογήθηκε από μαθητές γυμνασίου μέσω πιλοτικής συνεδρίας και φάνηκε ότι είναι αρκετά διασκεδαστικό και παράλληλα διδακτικό. Τα αποτελέσματα έδειξαν ότι το παιχνίδι πέτυχε τον στόχο του, προκάλεσε το ενδιαφέρον, ευαισθητοποίησε, ενημέρωσε και ενεργοποίησε τους μαθητές. Εισαγωγή Οι καταστροφές συμβαίνουν αρκετά συχνά, με διάφορες μορφές και τα αποτελέσματα τους, μπορεί να αποβούν ολέθρια για τους ανθρώπους, οι οποίοι μπορεί, να τραυματιστούν, να χάσουν τις περιουσίες τους και στην χειρότερη περίπτωση τις ζωές τους. Τα παιδιά λόγω της μικρής ηλικίας τους, δεν έχουν ζήσει καταστάσεις καταστροφής και δεν γνωρίζουν πώς να τις αντιμετωπίσουν. Αυτό τα καθιστά ακόμα πιο ευάλωτα κατά την έκθεσή τους σε πιθανές καταστροφές (Boyse & Sandberg, 2011). Επιπλέον, ως μελλοντικοί πολίτες της κοινωνίας έχοντας ενημερωθεί σωστά και υπεύθυνα από τα νεανικά τους χρόνια για την πρόληψη καταστροφών, θα αλλάξουν την κυρίαρχη νοοτροπία ότι δηλαδή ποτέ δεν πρόκειται να συμβεί σε μας κάποια καταστροφή (Musacchio et al, 2015). Η ενημέρωση των παιδιών έως τώρα όταν γίνεται αφορά συνήθως διαλέξεις ειδικών πάνω στην πρόληψη των καταστροφών (Pan et al, 2015). Πολλές φορές όμως τα παιδιά αρκούνται στον ρόλο του παθητικού δέκτη (ΥΠ.Π.Ε.Θ., 2016) χωρίς να κάνουν κτήμα τους και να αντιληφθούν τη σημασία της πρόληψης. Οι νέες τεχνολογίες σε αυτό το σημείο μπορούν να επιτρέψουν τα παιδιά να γίνουν ενεργοί κοινωνοί της γνώσης, μέσα από την τη διαδικασία της παιγνιώδους μάθησης με φυσικές διεπαφές.

The goal of this article is to provide a conceptual framework to better understand digital games in learning and creative contexts through the dimensions of play, design, and participation. This framework can be used as a guiding tool for the selection, implementation, and evaluation of game- based approaches in formal and informal educational settings, as well as a blueprint for making sense of playful learning and creativity in virtual worlds and technology-mediated environments. In essence, this article seeks to answer the question “What are digital games and how can we make sense of them for learning and creativity?” The proposed visual model and conceptual framework, here defined as Playful Constructivism, is grounded on the learning theories of Situated Cognition, Social Constructivism, and Constructionism, and draws from play and game studies, design-based learning, and affinity spaces research. This framework is not intended as the “ultimate” conceptualization of game-based learning, but rather as an agile tool that can guide scholars, practitioners, and students through the affordances, challenges, and opportunities of implementing and using digital games in learning and creative contexts.

For decades now, video games have been a pervasive part of our culture. Recent data indicate that approximately half of all American adults and seventy percent of college students play video games “at least once in a while”. Some video games are effective in the foreign language & literature classroom as supplements to more traditional teaching techniques, because they reinforce vocabulary and grammatical forms, present authentic cultural data, and challenge students to solve problems in their target language.
For gaming-based activities to be effective and meaningful, teachers must also do extensive preliminary work, preparing more traditional materials based on the gaming narrative, including vocabulary worksheets, listening and reading comprehension exercises, and written and oral production follow-up activities. Such activities must precede and follow classroom gaming sessions.
Games can offer many advantages to language learners and can turn what is typically viewed as a mindless extracurricular activity into a vibrant learning experience that extends beyond the confines of the classroom.

Penguasaan kemahiran membaca Jawi di kalangan masyarakat Melayu mula menampakkan kemerosotan apabila Inggeris berjaya memerintah Semenanjung Tanah Melayu dan perlaksanaan Penyata Jawatankuasa Pelajaran (1956). Dapatan kajian-kajian lampau menunjukkan terdapat masalah dari segi keupayaan, minat serta motivasi  masyarakat Malaysia untuk membaca bahan-bahan bertulisan Jawi. Perisian permainan sudah lama dijadikan alat hiburan kanak-kanak. Kebanyakan pelajar memilih untuk bermain permainan digital bukan kerana disuruh oleh guru atau orang lain, bahkan ada segelintir pelajar yang sanggup untuk ponteng sekolah semata-mata kerana ingin bermain permainan digital di pusat-pusat permainan video. Justeru itu kertaskerja ini akan membuat tinjauan awal tentang potensi ciri-ciri motivasi yang ada pada permainan digital ini yang boleh dimanfaatkan oleh di dalam pendidikan Jawi.

Learning disabilities are a problem that influences the brain's capacity to receive, process, analyze, and store
information. These processing issues can interfere with learning fundamental abilities, especially for math. Fortunately,
different approaches and methods in teaching and learning can improve students with learning disabilities to
understand and know to count basic mathematic operations. This study focuses on the development of mobile game
applications based online method to help student with learning disabilities understand basic mathematic operational
especially addition and subtraction problem.

Children with diagnosis of down syndrome has different kinds of personalities, mental states, and talents similar to other children. The key point is that every child needs proper support at the right time. There are options like special education programs, physical and other therapies, and play groups. However, there are not any electronic games to support the education and improvement of these children. The goal of this study is to develop a mobile game for children with down syndrome, in order to help them learn everyday knowledge by using a mobile device such as a smart phone or a tablet. In most cases pedagogues use puzzle or paper-based card games to teach these children the necessary knowledge they need to maintain their lives. This study aims to optimize the learning process of children with down syndrome by providing educators electronic games they can use to teach them in a mobile application which will enrich the teaching process in addition to update their teaching methods to Industry 4.0 standards.

Learning happens everywhere but where and how you learn make all the difference. With increasingly ubiquitous technology in schools, it is imperative that educational leaders must select the right device for teaching and learning. The right learning framework suitable for the student's grade level will activate their new pedagogical priorities and create their own artifacts of learning. This paper presents a comparative analysis between computer game-based learning and mobile game-based learning as the learning framework in Preschool Education in the Philippine setting when delivering effective digital game-based learning. A technical comparison was made to ascertain the implications of the selected learning medium in DGBL. The study was then evaluated based on the device assessment of the pupils covering various aspects such as availability, technical adequacy, usability, preference, enjoyment, and game repository. Another evaluation was made with regards to the learning criteria of the pupils when using a device based on the following criteria: learning objective, learning experience, learning engagement, skill scaffolding, and game storyline. Research data were collected within a city both in public and private schools using stratified random sampling. The researchers determined if there is a significant difference between computer and mobile as the learning medium of DGBL to provide a basis to educational leaders when choosing between CGBL and MGBL.

We present a mobile phone based cricket game for
improving the spoken English pronunciation of school
children designed and tested within a specific socio-cultural
context in rural India, the Mewat district of Haryana State.
The development of the game concept was informed by a
field study, which identified the cultural restrictions
respected by the community as well community interests
and motivations. The game was accessible using a low-end
mobile phone and evaluated with a group of 63 students
from classes 4 and 5 of a rural school. The results suggest
that the cricket game can be effectively used to engage
students and to improve their spoken English skills in the
given setting. Further, the game serves as an informative
example of how factors impacting the acceptability and
appropriation of a technology in a particular setting can be
taken into account from the very beginning of the design
process.

Mobile devices, equipped with various features and functions, are rapidly changing human social interaction, resulting in both new challenges and new opportunities. The processes and effects of human social interaction in the age of mobile devices have been investigated by a myriad of disciplinary and cross-disciplinary perspectives, leading to a sizable and ever-increasing body of scholarship. But such scholarship is scattered, and has not yet been systematically examined to review what has been found, and to reveal what lies ahead for future research. Comparative and comprehensive, this edited handbook of research is designed to fill the void.

This handbook of research will aim to offer a comprehensive, comparative, and critical review of previous studies. It will also be designed to map the direction of future studies, and to provide both mobile professionals and mobile users with timely updates and insightful recommendations on how to enhance human social interaction through mobile devices.

This study investigated whether the use of a gamified mobile learning app influenced students' academic performance and boosted their engagement in the subject. Created to better engage students in lecture content, the app was used to deliver multiple-choice content-based quizzes directly to students' personal mobile devices post-lecture and pre-tutorial. After measuring the relationships between students' app usage and their engagement, retention and academic achievement in the subject, it is suggested that following the app's introduction, student retention rates and academic performance increased, and there was a positive correlation between students' scoring highly on the app and achieving higher academic grades. While the app's affordances for learning are promising, the causal relationship between the app usage and improved student outcomes requires further investigation. Conclusions made in the context of the wider scholarship of mobile app enhanced learning and applied game principles in HE.

—The evolution of learning environments is huge in recent years in the fields of mobile, blended learning and telecommunication technologies. Many courses are using VR tools to recreate historic and natural sites, while teachers use VR, guiding students to never before seen historic places. This paper presents a VR game for the instruction of the 3 rd grade Greek history, and in particular the Greek mythology. The main objective of this paper is a brief description of the technologies used, the design and implementation procedure, the presentation of the adopted educational scenario and the preliminary results of formative evaluation.

Dans cet article, nous nous intéressons à l’intégration des dispositifs mobiles dans l’enseignement supérieur au marocain. Nous proposons une solution basée sur l’apprentissage mobile est particulièrement dans les travaux pratique de biologie de la filière DUT GBABB (Diplômes Universitaires de Technologie Génie Biologique: Analyses Biologiques et Biochimiques). Nous nous proposons cette méthode à cause de problème de la non-disponibilité des matériels chez les étudiants qui veulent suivre des travaux pratique dans leurs formations. L'objectif de ce papier est de proposé une solution permettant à ces étudiants d’effectuer leurs travaux pratiques malgré l'absence des matériels, en utilisant une application mobile 3D installer dans les appareils mobiles (Smartphones, Tablettes…), qui montre un modèle en trois dimensions des organes du corps humain et une description de chacun d'eux. L'analyse des résultats obtenus nous a montré que l'utilisation des dispositifs mobiles dans les travaux pratiques permet aux étudiants de combler le manque des matériels et d'améliorer la qualité de l'enseignement de la matière biologie de la filière DUT GBABB.



In this article, we are interested in the integration of mobile technology in Moroccan higher education. We propose a solution based on mobile learning is particularly in the practical work of biology of the DUT GBABB (Diplômes Universitaires de Technologie Génie Biologique: Analyses Biologiques et Biochimiques). We propose this method because of problem of the unavailability of the materials in the students who want to follow practical work in their formations. The objective of this paper is to propose a solution allowing these students to carry out their practical work despite the absence of materials, using a 3D mobile application to install in mobile technology (Smartphones, Tablets ...), which shows a model In three dimensions of the organs of the human body and a description of each of them. Analysis of the results obtained showed us that the use of mobile devices in practical work allows students to fill the absence of materials and improve the quality of teaching biology the DUT GBABB.

Riddles, while perceived as a past time activity for kids, have educational features that enhances the logical thinking of a person. In this paper, the researchers aimed to develop a logical guessing riddle mobile gaming application that focuses on randomization of questions in the game by selecting the index together with the same generated number and derived from combining the words wit and wisdom. It also has educational features that enhances the logical thinking of a person, and improves the cultural awareness and linguistic aspect of a person. The algorithm can determine how many questions the riddle game has and that total number of questions will be considered as the length of an array that used for Fisher Yates algorithm. Each array has its own corresponding index. The index is always starting with zero up to the last number of array. The researchers set a random values and it always greater than or equal 0 and less than the index.

Telling stories is traditionally achieved by writing the story and having it printed on a book. In today's world, however, one can take advantage of current technology. The aim of this dissertation is to create an interactive story that spans to the real world in the form of an Alternate Reality Game. The level of interaction in traditional books is minimal, with the exceptions being popup books and books which contain some form of compartments containing items related to the story. In this dissertation, a framework for transforming a traditional book into an Alternate Reality Game is developed and applied to a particular book as a proof of concept. The book is made more interactive mainly by moving away from the traditional comfort of reading a book anywhere. Rather, the story is set at a particular real-world location, and players must be present at the location to be able to start reading. Furthermore, a mixture of virtual characters, mini-games and objectives extends the experience, making it much more than just a book or game. As soon as a player enters the game, it shows a map and a simple interface which aids the player in determining what the next step is. Objectives include meeting characters in-game while walking in real-life locations, or reaching objectives in one of the mini- games. Players can also communicate with the characters by speaking to a chat bot and accessing social media. There is also the possibility of unlocking further stories which are not unlockable by meeting characters. The system was praised for its ability to create an interactive experience, bridging the gap between reading and game playing and for deviating from the standard genres of games. The majority of those who tried the ARG claim they prefer it over traditional books or games.

Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

A life without language as a system of communication is a life that cannot be lived to the fullest. Aphasia, a multimodal neurophysiologic disorder manifested by a substantial communication restriction due to brain damage, is one of the many possible causes that can make life language-less. Fortunately, it can be treated by speech therapy to rehabilitate language skills and can even be improved by therapy via an app to supplement communication experiences as proven by recent studies. As a contribution to the gaming rehabilitation industry, this paper aims: i) to design and develop a speech therapy game application, as an additional neurorehabilitation modality for aphasia patients, and ii) to assess its applicability as an adjunct to the traditional neuromuscular rehabilitation through a pilot study. Eight sessions of game-based speech therapy were applied to seven aphasic patients, 10-15 minutes per day, once a week, for 8 successive weeks. Aphasia assessment in stroke patients was performed with a multidimensional assessment tool, built-in to the therapeutic game, based from Quick Aphasia Battery (QAB) before and after treatment. The comparison of before and after treatment revealed an improvement in all of the QAB subtests: level of consciousness, connected speech, word comprehension, sentence comprehension, picture naming, repetition, reading aloud, and motor speech. This suggests that the development of this speech therapy game and the preliminary findings from the pilot study may indeed be an effective neurorehabilitation instrument for therapy of aphasia patients.

INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. Previous research using INPLACE mobile games in science education revealed that such games can be used to promote deeper science understanding and high learner engagement. Previous studies have found that engagement in INPLACE mobile games is related to flow. This study investigated whether player’s flow experience differed by learning setting, achievement track, or gender composition of the working group. In an urban school district, 68 middle school students volunteered for an INPLACE enrichment activity, while 203 students from two eighth grade science classes participated in a scale-up implementation as part of the classroom-based curriculum. Data included a flow experience measure collected after the game using a valid and reliable survey. An independent sample t-test found no significant difference (p=.94) between the flow scores from the classroom-based activity versus the enrichment activity. A one-way analysis of variance (ANOVA) model showed no significant differences across achievement levels (p=.17). Finally, a two-way ANOVA that compared flow scores of males and females from single gender and mixed gender groups revealed no significant main effects or interaction effect. Findings from this study provide support that INPLACE mobile games played in traditional science classrooms can engage all learners in science education.

In recent times there has been a great evolution in the creation of educational games, known as Serious games (SGs). SGs are environments that were designed based on a playful approach to learning for educational purposes.
Empirical studies and research have shown that SGs can provide innovative and student-centered pedagogies to players and help them become autonomous learners. Furthermore, they can enhance students’ motivation and engage them in inductive experiential learning.
The purpose of this paper is to present findings of a study that was carried out in the School of French of Aristotle University of Thessaloniki and which explores our students’ perceptions of serious games.
Specifically, we proposed to 30 undergraduate students of the School of French to use SGs as part of learning activities that were designed for learning the French language and precisely games, which can be used to improve students’ lexical, grammatical and orthographic competence. This case study took place during class time but also outside timetables hours. On completion of the game, students filled in a survey, which focused on students’ prior experiences of ICTs and game-based-learning and their perceptions of the use of SGs in the development of linguistic competences. 
Therefore, in this paper, we will first mention the educational benefits and drawbacks of the use of SGS in Higher Education (HE) as they appear in previous research. We will then describe the methodology that we use in the current study and present the results. Finally, we will discuss the findings, draw conclusions and talk about the potential of the use of SGs in HE.

Nowadays, basic cybersecurity education and awareness is deemed necessary, even for children as young as elementary school-aged. If knowledge on this topic is delivered in the form of a digital game-based activity, then it has greater chances of being more joyful and efficient. The paper at hand discusses the development of a novel mobile app called Cyber-Aware, destined to cybersecurity education and awareness. At present, the game is designed for K-6 aged children and can be used to support either or both formal or informal learning. Also, due to its mobile nature, it can be experienced as an outdoor or classroom activity. Opposite to similar studies found in the literature so far, our attention is not solely drawn to game's technological aspects but equally to the educational factor.

Pokemon Go is a game app that successfully introduced augmented reality (AR) to mass consumers due to its user friendly game design, as the AR game app offers ease of use, the free-to-play (F2P) marketing model, and the childhood nostalgia factor by referencing the well-established Pokemon manga, toys, and media franchise that has become globally popular since 1995. However, academics and game designers have been researching and creating augmented environments with augmented reality technology for decades, focusing on the use of AR technology to enhance the social experience of working in private and public sectors beyond entertainment, such as journalism, surgery and medicine, archeological exploration, and other uses (for example, see Geogia Teehs Augmented Environments Research Lab bibliography for a list of scholarly research on AR design and use cases). Due to the popularity of Pokemon Go, more AR apps will proliferate in the mobile market, and become regular staple installs on mass consumer devices. Several implications and forecasts can be made for the future of education given the popularity of Pokemon Go. Since the majority of students are mobile device consumers, this means that in the very near future, students will be using augmented reality (AR) apps, and later on virtual reality (VR) and mixed reality (MR) apps (as they become more affordable), as an inextricable part of daily life. Given that the use of mobile devices in education is becoming a trend, as more digitally connected educators are encouraging students to use mobile devices to conduct research and complete assignments, educators will need to begin considering the educational implications of AR, and how to utilize AR apps for educational purposes, such as the inclusion of AR apps usage as part of the requirements for achieving digital citizenship literacy.

Nowadays, due to widespread participation of elementary school children in cyberspace activities, basic cybersecurity education and awareness is deemed necessary. Within this context, knowledge acquisition in this timely and important field has greater chances to be more fruitful when the learner is properly motivated. Also, it is anticipated to be more joyful when knowledge is acquired in the form of a digital game-based activity. The paper at hand discusses the development of a novel mobile app called CyberAware, destined to cybersecurity education and awareness. At present, the game is designed for K-6 children in order to support either or both formal or informal learning. Additionally, due to its mobile characteristics, the game can be experienced as an outdoor or classroom activity. Finally, opposite to similar studies found in the literature so far, our attention is not solely drawn to game’s technological aspects but equally to the educational factor. This is achieved through the consideration and use of the ARCS motivational model already from the game’s design phase.

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics (GA) plugin where it tracked the user  interaction for the application. LACLOD is designed only for mobile or tablet which is using Android. In this paper, the development of this learning analytic platform is  presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2 teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there are still rooms for  improvement. Female children found it quit hard to understand the game but the male children looked satisfy because he knew on how to navigate the app and he actively played the app by himself. As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this application can better improve the children’s learning especially in logic development.