Abstract
The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.
Highlights
In ‘traditional classrooms’ teachers have the central role of teaching, and students listen passively to them; mobile devices are not allowed, as they cause distractions and are associated with social networks [1,2]
This work was developed under a changing mentalities paradigm, in what concerns the educational potential of mobile and Augmented Reality (AR) technologies, games and green parks, a trilogy of unconventional, but effective, educative approaches
With the aim of understanding the educational value of a strategy comprising all the trilogy elements, the case of the EduPARK was selected for analysis, the perspective of students in graduation courses for future teachers
Summary
In ‘traditional classrooms’ teachers have the central role of teaching, and students listen passively to them; mobile devices are not allowed, as they cause distractions and are associated with social networks [1,2]. The literature has been demonstrating that mobile devices are familiar to students [3] and that they have positive perceptions regarding the use of mobile devices to learn [4]. Work needs to be done to change the ‘traditional classroom’ mentality about mobile devices in order to integrate these ubiquitous technologies, with high potential in the promotion of quality teaching and learning, in educational contexts. Due to its mobile nature, mobile devices can include applications (app) with AR to facilitate learning in outdoor environments. The exploration of this technology in outdoor study visits is completely new for educational purposes and relatively little is known about the potential of AR to support teaching and learning with groups of students out of the classroom
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