Educational Mobile Game Research Articles

Education in Laparoscopic Cholecystectomy: Design and Feasibility Study of the LapBot Safe Chole Mobile Game.

Major bile duct injuries during laparoscopic cholecystectomy (LC), often stemming from errors in surgical judgment and visual misperception of critical anatomy, significantly impact morbidity, mortality, disability, and health care costs. To enhance safe LC learning, we developed an educational mobile game, LapBot Safe Chole, which uses an artificial intelligence (AI) model to provide real-time coaching and feedback, improving intraoperative decision-making. LapBot Safe Chole offers a free, accessible simulated learning experience with real-time AI feedback. Players engage with intraoperative LC scenarios (short video clips) and identify ideal dissection zones. After the response, users receive an accuracy score from a validated AI algorithm. The game consists of 5 levels of increasing difficulty based on the Parkland grading scale for cholecystitis. Beta testing (n=29) showed score improvements with each round, with attendings and senior trainees achieving top scores faster than junior residents. Learning curves and progression distinguished candidates, with a significant association between user level and scores (P=.003). Players found LapBot enjoyable and educational. LapBot Safe Chole effectively integrates safe LC principles into a fun, accessible, and educational game using AI-generated feedback. Initial beta testing supports the validity of the assessment scores and suggests high adoption and engagement potential among surgical trainees.

Developing next-generation educational mobile games in light of technological trends: a study on the "Obstacle Run" game

The focus of this study is directed towards the examination of the design, development, and analysis of user feedback for the hyper-casual game known as "Obstacle Run," with the aim of enhancing mathematical skills. A comprehensive analysis of the game's design, mechanics, and user experience is conducted. The primary objective of the game is to foster the improvement of mathematical skills in an enjoyable manner and to provide support for the learning process through straightforward game mechanics. An in-game mechanism, requiring players to engage in solving mathematical calculations and problems, is presented by the game titled "Obstacle Run." Increasing the character count within the game is envisioned as a means to bolster mathematical proficiency. This study meticulously focuses on the detailed examination of this unique game, where game design, mechanics, and mathematical calculations come together. Additionally, an exploration of the potential of gamification within game development and education is carried out. The results have been derived from the testing of the game prototype and the subsequent analysis of player feedback. This research is also regarded as a step towards comprehending the connection between hyper-casual games and mathematics education, with the aim of presenting a novel perspective in this domain. It is to be noted that this study is intended to serve as a valuable guide for game developers and educators alike. Its findings are poised to serve as a significant resource for future game projects and strategies in mathematics education. In conclusion, this study provides a summary of a significant endeavor aimed at elucidating the potential of hyper-casual games, such as "Obstacle Run," in facilitating the development of mathematical skills and exploring the possibilities of gamification in the realm of education.

The effect of educational mobile games on learning performance: a meta-analysis and research synthesis

ABSTRACT While several studies have investigated the effects of educational games in education, less attention has been paid specifically to the effects of educational mobile games in education. To address this gap, this study conducted a meta-analysis and research synthesis of 38 studies (N = 3302 participants) to investigate the effects of educational mobile games on students’ learning performance. The analysis included field of education, level of education, learning setting, intervention duration, and mobile device type as moderating variables of the obtained effects. The findings revealed that educational mobile games have a large effect (g = 0.97) on students’ learning performance, with puzzle games having the largest effect (g = 1.32) on students’ learning performance. Additionally, the analysis found that the obtained effect can be moderated by several variables, including field and level of education, learning setting, intervention duration, and mobile device type. The study findings can help various stakeholders (e.g. educators and game designers or developers) in choosing the appropriate educational mobile games by taking into consideration several related confounding factors.

FoodKnight: a mobile educational game and analyses for obesity awareness of children

FoodKnight: a mobile educational game and analyses for obesity awareness of children

Jungle Math: An Educational Mobile Games for Preschoolers Learning Mathematics

This project is about developing an educational game for kindergarten children. Educational games for kids are designed to teach important concepts such as numbers, letters, colours, shapes, and more in a fun and engaging way. They can also help develop important skills such as problem-solving, critical thinking, and creativity. Mathematics is a challenging subject for most children at an early age, especially preschoolers. This is due to the lack of understanding, interest, and successful ways to help them learn. Typically, mathematical games are presented with an emphasis on entertainment or education. Games can be an effective way to teach children mathematics. They can also help foster a positive attitude towards the subject, which can lead to better learning outcomes. Thus, creating an educational mobile game would be an excellent solution to this problem. This project aims to create a mobile game that can be installed on mobile phones or tablets to teach children mathematics. The RAD (Rapid Application Development) model will be used as the project methodology to conduct this project. First, the functional requirements were determined. Then, the prototype was developed and named Jungle Math. A field usability test was conducted with the targeted users to evaluate the application's ease of use. The findingssuggest that the application is ready to be used in a learning and fun environment for kindergarten children upon the success of the trial run, as the targeted users found the application easy to use and enjoyed playing and learning with the application.

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Children with intellectual disabilities take a long time to understand things and find it difficult to concentrate. Conventional learning at school has not been able to make children with intellectual disabilities focus on education, so learning objectives are not optimal. This research aims to produce educational mobile games in the form of 3D recognition of objects around the school that can help improve the learning process. The research method used is research and development (RD), where in-game development uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research sample consisted of ten students in grades 5–6 of SD SLB Pelita Hati Pekanbaru. The research instruments are Learning Object Review Instrument (LORI) validation sheets for media and material experts and user satisfaction sheets. Media and material experts validate game feasibility testing and the analysis of the user satisfaction questionnaire. The results showed that object recognition games for children with intellectual disabilities are very valid, motivating, exciting, and increase the concentration of students with intellectual disabilities so as to improve the learning process. Thus, 3D mobile object recognition educational games can be used as an alternative learning medium for children with intellectual disabilities.

A review on User Experience Model in Mobile Educational Games Evaluation

This review explores the models and frameworks used to evaluate user experience in mobile educational games. A number of seven studies were selected based on their MEG evaluation explorations. Based on the literature, three models were found in MEG user experience evaluation: playability heuristics, MEEGA+, and UEQ, where playability heuristics was the most adopted model. The review found that all of the models used have the ability to evaluate the MEG thoroughly. However, based on the definition and requirement of user experience and MEG, the models were found to be lacking in evaluating the educational and mobility part of the MEG and the immersion and flow component, where all of these components are pertinent to the MEG user experience. Therefore, this review suggests that more exploration is needed to provide a more comprehensive model for evaluating user experience for MEG.

Mobile Serious Game on Nursing Students’ Knowledge, Motivation, Satisfaction, and Views: Tracheostomy Care Example

This study is a pre-post test without control group intervention research conducted to determine the effect of mobile game application for tracheostomy care on the knowledge, motivation and satisfaction of nursing students. The study was conducted between May-June, 2019. The population of the study consisted of the fourth year students of the Nursing Department, and the sample consisted of 24 students who had the opportunity to practice tracheostomy care on the patient. The data were collected with descriptive features form prepared by the researchers, tracheostomy care knowledge test, mobile learning scale, motivation scale related to teaching material, application evaluation and satisfaction form. Permission from the ethics committee and institution, and consent from students was obtained. Students who completed the descriptive features form and the tracheostomy care knowledge test (pre-test) were loaded with a mobile game of approximately 10 minutes and six stages prepared by the researchers on their mobile phones, and a four-week period was given for them to play. At the end of the period, the students completed the knowledge test (post-test), mobile learning scale, motivation scale about teaching material, application evaluation and satisfaction form. Average measurements and Wilcoxon test were used to evaluate the data. A statistically significant difference was determined between the preliminary and final knowledge test scores of students playing mobile games (p ˂ 0.001). It was determined that the average score of the students from the mobile learning scale was 169.04±18.19 (maximum: 190) and the average score they got from the motivation scale related to the teaching material was 134.1250±15.31 (maximum: 165). It was determined that the satisfaction averages of the students in remembering the game and care were 7.66±1.71 (0-10). Mobile educational games allow students to repeat their knowledge whenever and wherever they want. Therefore, it is recommended to develop and implement similar applications.

EduSdamada: Developing an Educational Mobile Game for Elementary School Children using Unity2D

This research focuses on the development of an educational mobile game, 'EduSdamada,' using the Unity2D application, with the aim of addressing the impact of information technology on education. As mobile phones and smartphones greatly influence learning, teachers are challenged to adopt effective methods to engage students. The game combines learning and play elements to provide enjoyable and effective learning experiences for elementary school children. The research follows the ADDIE model (analysis, design, development, implementation, and evaluation) commonly used for software and application development. Data collected through questionnaires from 7-year-old children revealed that 81.8% of them enjoy playing games that incorporate learning aspects, and 45.5% found 'EduSdamada' to be an enjoyable experience. While the game exhibits some shortcomings in terms of graphics, features, and effects, the findings underscore the potential for future improvements.
 Highlights:
 
 Developed an educational mobile game, 'EduSdamada,' using Unity2D application, catering to the impact of information technology on education.
 The game successfully combines learning and play elements, providing enjoyable and effective learning experiences for elementary school children.
 Data analysis from questionnaires revealed that 81.8% of 7-year-old children enjoy playing games with educational components, with 45.5% finding 'EduSdamada' to be an enjoyable experience, indicating its potential for further improvements.

Mobile Educational Game Principles in Language Learning: Validity and reliability

Mobile Assisted Language Learning (MALL) has become a popular topic recently due to the rapid development of mobile devices. The objective of this study is to revalidate game principles via MALL and to obtain consensus and expert opinions on the principles. The study employs the Fuzzy Delphi technique to collect responses from nine English Language specialists. The triangular fuzzy numbering method was used to analyze the data, and the 'defuzzification' process was used to determine each variable's position (ranking). According to the findings, the response and expert consensus on the game principles scale is satisfactory. footnote Correction - removal of Todd Cochrane as a co-author

Reward Types in Popular Recreational and Educational Mobile Games

The increase in the number of smart mobile devices has led the explosion of a variety of educational and recreational game applications. This study’s purpose is to find common themes in the reward types of the cumulatively most-installed educational and recreational mobile games. The video games were observed by researchers from previously recorded footage available online. The most frequently occurring reward types in the most installed game applications in descending order are sensory feedback, glory, access, sustenance, facility and praise. Educational and recreational games appear to have differences in reward types present, recreational games having significantly higher median of total reward types. In the most installed game applications data set, the occurrence of every individual reward system, except praise and sensory, are significantly different between educational and recreational games. In-game rewards which seem to fit into multiple reward types are highlighted. In conclusion reward types differ in occurrence in addition to popular educational games appearing to have less reward types present than games made purely for entertainment purposes.

An Empirical Study on the Influence of Mobile Games and Mobile Devices for Contemporary Students' Education and Learning Behavior

This paper aims to realize the impact of mobile educational games on contemporary students' learning behavior. Firstly, the research status of educational games is analyzed. Secondly, an online game acceleration method is designed based on deep learning technology. Mobile games and learning behaviors are combined. College students and primary school students are selected as research samples. The main reasons for students' usage of mobile phones are analyzed through a questionnaire survey. In addition, the impact of different social media on students' learning behavior is analyzed. Finally, the experiment is carried out by integrating game elements into the teaching process of primary school students. The results show that about 60% of college students rarely or occasionally play mobile games. The remaining 13% never play games. It shows that many college students play games, but not many have been addicted to games for a long time.

The Impact of Mobile Educational Games on Contemporary Users' Learning Behavior

The purpose is to cope with mobile educational game users' low continuous utilization rate. This thesis innovatively introduces the deep learning technology to study and the relationship between the mobile educational game and learners' learning behavior. It is found that learners' game experience is significantly correlated with game satisfaction. The estimation algorithm is designed based on the convolutional neural network (CNN), and the questionnaire method is adopted. The design tool of the estimation algorithm is a computer system, and the social software is used for the questionnaire. The dataset source used in the estimation algorithm design is “World Sudoku Championship.” The game satisfaction questionnaire and learning behavior questionnaire subjects are 60 primary school students and 300 college students, respectively.

Mobile Educational Game of Animal Guess in Android Platform

The purpose of this research is to create educative digital learning media, easy to understand by children using the waterfall method, educational games guessing animal names with various categories of animals, which can display animal images, animal sounds and animal animations. All designs in the educational game guess the name of the animal

Considerations of Game Dynamics and Mechanics in College Students' Use of Mobile Games for Learning

Mobile phone ownership has grown exponentially over the years with the development of many forms of mobile applications that replicate, if not replace, existing real-world technologies. The mobile games market follows this trend, usurping the video games console and computer games market with mobile game apps offering multiplayer and networked mobility. Educational mobile games have their own niche, but at the same time many games made for self-entertainment can be re-purposed into teaching and learning, provided the game dynamics and mechanics are sufficiently present for active learning to take place. This paper is an early literature review and preliminary study on identifying students' perception of certain game dynamics and game mechanics so that in turn any decision in introducing mobile game apps into learning is able to measure their relevance and appropriateness to the target student user. The study employed factor analysis to construct a six-factor model that can be used in measuring students' preferences for, and aversions to, specific game dynamics and mechanics.

Integrating Mobile Games in Arabic Orthography Classrooms

Considerable advances in the capabilities of modern mobile devices have enabled their use as powerful educational tools. Today, mobile learning games are widely used as creative platforms for teaching and learning, offering enjoyable and ubiquitous educational content. This study describes the design and evaluation of a mobile Arabic orthography game aimed at improving Arabic orthographical skills among young learners. In particular, 52 female fourth-grade students participated in this study to answer the following research questions: what impact does the use of mobile Arabic orthography games have on students’ performance, and how do students perceive this learning approach? A mixed-method research design was adopted to answer these research questions, including pre-and post-tests, interviews, and classroom observations. Analysis of the data revealed that, although there were a few challenges involved in using mobile games as a learning tool, significant improvements were found in students’ performance and engagement, and positive attitudes were developed towards using the mobile game. In addition, there was an overall increase in students’ motivation and interaction. The pedagogical implications of these findings can be linked to the gamification of the teaching and learning environments. Teachers are encouraged to consider integrating mobile educational games into their instructional approaches, as they can serve as great incentives to learning (especially for young students).

A Game or Notes? The Use of a Customized Mobile Game to Improve Teenagers’ Phishing Knowledge, Case of Tanzania

Recently, phishing attacks have been increasing tremendously, and attackers discover new techniques every day to deceive users. With the advancement of technology, teenagers are considered the most technologically advanced generation, having grown up with the availability of the internet and mobile devices. However, as end-users, they are also considered the weakest link for these attacks to be successful, as they still show poor cybersecurity hygiene and practices. Despite several efforts to educate and provide awareness on the prevention of phishing attacks, less has been done to develop tools to educate teenagers about protecting themselves from phishing attacks considering their differences in social-economic and social culture. This research contributes a customized educational mobile game that fits the African context due to the participants’ existing differences in social-economic and social culture. We initially conducted a survey to assess teenagers’ phishing and cybersecurity knowledge in secondary schools categorized as international, private, and government schools. We then developed a customized mobile game based on the African context taking into consideration participants’ differences in social-economic and social culture. We compared the performance of phishing knowledge of teenagers using a game and a traditional teaching method. The traditional teaching method was presented by the reading notes method. The results revealed that teenagers’ phishing and cybersecurity knowledge differs based on their socioeconomic and social culture. For instance, international, private scholars, and those who live in urban areas have better phishing knowledge than those from government schools and those who live in rural areas. On the other hand, participants who had a poor performance in the first assessment improved their knowledge after playing the game. In addition, participants who played the game had retained their phishing knowledge more, two weeks later, than their counterparts who read only notes.

Psychosocial Impacts of Mobile Game on K12 Students and Trend Exploration for Future Educational Mobile Games

Due to the popularity and advancement of 4G/5G networks, mobile games have already currently become profitable tools for major internet platforms. These games are even refined to cover almost all age groups of the population rather than the young people. Yet in the perception of the public, mobile games have always seemed to be associated with various derogatory terms such as interfering with learning, addiction, and violence. K12 students usually have less self-control capability, and they are undoubtedly the biggest advocates of mobile games. This paper summarizes the technological development of mobile games from the aspects of hardware and software in chronological order. The psychological and social problems that mobile games have brought to K12 students are analyzed from a neutral perspective. At the end of the paper, the future development of educational games and current limitations of mobile games are also given for the explorations of future trends of game-based education. This position paper aims to provide the insight of what psychosocial impacts that the current mobile games have on the student, and it may also serve as a reference for the how the game-based education has been developing according to the mobile technology wise.

Dynamic difficulty adjustment technique-based mobile vocabulary learning game for children with autism spectrum disorder

This article describes the design, implementation, and evaluation of an educational mobile game. Pickstar aims to make vocabulary learning training more accessible to families with ASD, in a way that increases engagement by offering a multisensory experience and by adapting to the level of each player. The game includes two learning approaches: the classical levels advancement approach where the levels gradually increase in difficulty and Dynamic Difficulty Adjustment (DDA) approach that adapts to the skill level of the player as determined via feature extraction. Through the AdaptiveMiniMax algorithm, Pickstar’s DDA feature ensures that everyone has the same winning rate of approximately 70%, encouraging players of all levels to play again. The engagement rate of children with ASD in the learning process was 88.4% higher for DDA compared with classical levels. Usability evaluation of Pickstar, based on ISO 25062:2006, on caregiver interviews concluded that Pickstar not only decreases caregivers’ teaching and assessment loads, but also increases the time children spend on learning. Caregiver interviews, usability testing, and engagement assessments show that Pickstar can be used with minimal guidance to improve vocabulary skills of individuals with ASD and can mitigate caregiver problems in accessing good-quality, engaging, and affordable education for their children.

Educational Mobile Games as a Tool for Increasing Vocabulary When Learning a Foreign Language

The study considers the features of the algorithms of educational mobile games. The research analyzes the main functions and characteristics of 55 educational mobile games. The system of each mobile application for learning a foreign language consists of 13 key algorithms. An experiment involving three Russian (342 participants) higher educational institutions and two Kazakh (158 participants) universities was conducted. The experiment was based on the analysis and comparison of the effectiveness of Quizlet and Memrise (the first stage of the study), Tandem and ELSASpeak (the second stage of the study) with traditional learning methods (textbooks, notes, classroom lessons with teachers). The results indicate that students memorize 80-90% of vocabulary with the help of mobile applications. The synthesis of traditional learning methods and mobile pedagogy is the most effective. The results of the study can be used as an aid when using mobile learning methods in teaching foreign languages.