Mobile Game-based Learning Research Articles

Guessing Number: A Game-Based Mobile Application for Children Learning Numbers

The brains of young kids grow in spurts known as crucial periods. The first happens at the age of two, and the second throughout puberty. Mathematics is one of the most important subjects to study and practice in daily life. Nonetheless, it must be admitted that learning numbers for young kids is difficult, particularly for today’s generation. Since it is more interesting and effective than traditional learning, game-based mobile learning applications have recently been used as a learning tool for young kids. Therefore, this paper proposes a learning application for young kids to empower them in learning numbers named “Guessing Number”. The objective of this project is to build an application that will help young kids to learn numbers and play games at the same time to stimulate their brains to remember numbers faster. The features focused on this application is to help them recognize numbers, remember numbers by playing games, and stimulate their brain to think fast. This mobile based application is developed using MIT App Inventor along with Canva to design the interface. The proposed educational application has been successfully built, tested, and uploaded into Google Play Store.

A Comparative Study of Maze Generation Algorithms in a Game-Based Mobile Learning Application for Learning Basic Programming Concepts

This study evaluates several maze generation algorithms applied to generate mazes in a game-based Android mobile application designed to support children in learning basic programming concepts and computational thinking. Each algorithm is assessed for its ability to generate solvable and educationally effective mazes, varying in complexity and size. Key findings indicate that Wilson’s and Aldous–Broder algorithms were identified as the most time inefficient. In comparison, Sidewinder and Binary Tree algorithms perform best for smaller mazes due to their straightforward traversal methods. The Hunt-and-Kill and Recursive backtracker algorithms maintain higher ratios of longest paths, making them suitable for the more complex maze generation required for advanced game levels. Additionally, the study explores various maze-solving algorithms, highlighting the efficiency of the recursive algorithm for simpler mazes and the reliability of Dijkstra’s algorithm across diverse maze structures. This research underscores the importance of selecting appropriate maze generation and solving algorithms to balance generation speed, path complexity, and navigational characteristics. While the study demonstrates the practical applicability of these algorithms in a mobile educational application, it also identifies limitations and suggests directions for future research.

Exploring Students' Perceptions of Mobile Game-Based Social Studies Learning Model

This research explores students' perceptions of mobile game-based learning models in social studies instruction. A descriptive quantitative design was used, with a questionnaire survey given to 31 students with experience with mobile game-based learning models. The research results show that students generally have a positive perception of mobile game use in Social Studies learning, with the majority agreeing that mobile games increase their engagement and motivation. The study also identified several factors influencing student engagement and motivation, such as the relevance and quality of game content, the level of interactivity and feedback provided, and integration with the curriculum. The findings show that the mobile game-based learning model can potentially increase students' enthusiasm for learning social studies, especially for Generation Z students accustomed to using digital devices in their everyday lives.

Improve speaking skills with Duolingo’s mobile game-based language learning

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

Implementasi Game Tebak Gambar Binatang Berbasis Android Sebagai Media Pembelajaran Anak Usia Dini

The increasingly rapid development of technology, especially mobile phone devices has targeted all groups, including young children aged 3 to 5 years, so like it or not,parents have to supervise their children. But in reality, technology cannot be avoided. As a parent, the most important thing right now is how to ensure that the mobile devices playing with children can be handled well and have a positive impact on their children, although supervision is still needed. Supervision of children who are already at school cannot be carried out continuously. At school, parents can only expect for the teachers as their second parents. Teachers as educators must be able to provide understanding to Kindergarten children, thus the use of cellphones can be used for positive things, one of which is by providing mobile game-based learning media. The problem is that there are only a few mobile applications in the form of games that provide simple learning media for Kindergarten children. Through this service, an Android-based educational game of animal picture guessing will be designed and developed as a learning medium for children aged 3-5 years. To determine the impact of implementing the application, implementation and testing were carried out, where the average System Usability Scale (SUS) score from 15 respondents was 88.33, and when referring to the usability scale value range it can be concluded that the animal picture guessing game that has been developed falls into the category acceptable or well accepted with a fairly significant impact category. Meanwhile the functionality also meets the needs of its users.

HAVE A DIFFERENT CONCEPT: HOW TO DESIGN MOBILE GAME-BASED INTEGRATED THEMATIC LEARNING FOR ELEMENTARY SCHOOL STUDENTS?

Purpose: The objective of this research is to describes the process of designing and developing mobile game based-integrated thematic learningc (MGBITL) in elementary schools. The mobile game based-integrated thematic learningc (MGBITL) is different from Mobile game-based learning (MGBL). Because it is necessary to pay attention to the themes and subthemes that are the basis for developing learning content. Theoterical Framework: Mobile game-based learning (MGBL) is a serious game, that is, a game designed for educational purposes while still remaining entertaining. MGBL has been shown in numerous studies to aid pupils in learning and reduce psychological stress. This research seeks to develop MGBL for Integrated Thematic Learning (MGBITL) for elementary school students. Building MGBITL based on mobile game development theory and integrated thematic concepts required proper procedures Methods: This research employed the MGBL Engineering Model, which consisted of three stages: (1) pre-production (discover & dream), (2) production (design), and (3) post-production (delivery). Literature review and distribution of online questionnaires to teachers were used to collect data about the principles of developing MGBITL for elementary school students. Findings: The MGBITL application has been design which consists of 21 types of games adapted from Class V Theme 8 Subtheme 1 material which is the result of research activities. Hopefully, the introduction of MGBITL will aid teachers in teaching materials that need imagination, make subject matter easier to understand, and promote fun learning concepts. So that students are unaware that they are participating in a learning activity. Practical implications: The study provides new knowledge about how to design mobile game-based integrated thematic learning (MGBITL). It's not just thematic learning material, but the game content too. There is a lot of learning material that must be linked by paying attention to the interconnectedness of each content. Originality/Value: The originality of this research lies in the thematic learning concept used in game content. So far, game content only focuses on one discipline/learning content.

EVALUATIОN OF CHILDREN’S BEHAVIOUR IN THE CONTEXT OF AN EDUCATIONAL MOBILE GAME

The paper presents a study aiming to propose a model and system for mobile gamebased learning in which the behaviour of the learner during the game is taken into account, considering characteristics such as noise level, movements of the mobile device, switching between applications and the availability of Wi-Fi network and Internet connection. Behavioural profiles and behavioural templates are suggested implementation techniques to assist the teacher in evaluating learner’s progress and curriculum efficiency. The learning model also applies adaptive, micro lesson and game-based approaches. An implementation of a software system prototype has been tested with real learners. The results of a survey of students' and teachers' opinions on the proposed approach are presented.

Improving critical thinking skills of high school students through the implementation of mobile-based game applications

This study aimed to identify the effectiveness of Android-based mobile games in helping high school students improve their critical thinking skills. A quantitative research method was used through a quasi-experimental design with pre-test and post-test in both control and experimental classes. Data collection techniques comprised test techniques and the use of tools to obtain data about the critical thinking skills of high school students. The data was then analyzed quantitatively by t-test and n-gain scores. A total of 58 high school students studying the sociology subject participated in this study. The findings show that the use of mobile game-based learning products has a major impact on improving students' critical thinking skills. In addition, based on the findings of this study, it was evident that mobile game-based learning applied to sociology learning was included in the "efficient" category in influencing and enhancing students' critical thinking skills in an effort to build 21st century competence in high school students. Therefore, this research implied that teachers can start utilizing mobile game-based learning products as a medium for learning sociology in high school.

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

The purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level.

Mobile Game-Based Learning Application on Science for Indigenous People

Mobile Game-Based Learning Application on Science for Indigenous People

The effects of game quality and cognitive loads on students’ learning performance in mobile game-based learning contexts: The case of system analysis education

The effects of game quality and cognitive loads on students’ learning performance in mobile game-based learning contexts: The case of system analysis education

Using Mobile game-based English Vocabulary Learning Apps to Improve Vocabulary Acquisition in Primary School

With the rapid development of game-based word memorization apps, little evidence suggests that it to some extent, affects students' vocabulary acquisition. This paper aims to identify whether mobile learning apps with game functions would have a positive influence on primary school students' English word learning. Also, this paper describes the function, acceptability, and problem, thereby providing several suggestions for game-based English vocabulary learning apps. The conclusion is that mobile game-based vocabulary learning app largely motivates students to learn English words.

The study on designed gamified mobile learning model to assess students’ learning outcome of accounting education

This study constructs an innovative course for accounting teaching based on a student-centered strategy. The curriculum is designed through the effective teaching module (BOPPPS) to assist students to understand accounting knowledge. A game-based mobile learning environment is created by developing an accounting mobile game and combining it with a mobile learning system (TronClass). The private technology university students had been selected by purposive sampling. A total of 81 accounting majored students, among them, 41 students are in the experimental group, and the rest were in the control group. The quasi-experimental design was to be applied in curriculum development. Meanwhile, quantitative data were collected by questionnaires and the qualitative data were collected through interviews. The result shows that game-based mobile learning can be beneficial to teaching effectiveness. And the regression model supports that information quality and service quality have positive predictive power on use intention. In addition, use intention and user satisfaction impacted learning engagement positively. Further, user satisfaction has a mediating effect. Finally, some suggestions are put forward to provide references for accounting educators and researchers.

PHISHGEM: a mobile game-based learning for phishing awareness

ABSTRACT Phishing attacks have become the most effective means of gaining unauthorized access to confidential information in the cyberspace. Unfortunately, many Internet users cannot identify phishing strategies and fall victim to these attacks. This work presents a mobile game-based learning called PHISHGEM for enhancing the awareness of phishing attacks. PHISHGEM educates users on five (5) major types of phishing techniques, namely, URL Manipulation, Email Spoofing, Website Cloning, Smishing and Social Media Attacks. The users of the game will identify phishing attacks in a wide range of real-life scenarios using a mobile application. The functionalities of the game were run on JAVA programming language, XML (Extensible Markup Language) was used to create the layout and Android studio IDE Version 4.1 was used to run the program. A user study with 100 participants was conducted to determine the effectiveness of PHISHGEM. Three (3) prominent factors such as the playability, usability and users’ learning outcome were used for the evaluation of the game. The study analysis revealed that PHISHGEM attained a 98% Awareness Level, a Perceived Ease of Use of 94% and a New Knowledge Acquired of 94%. Also, the Perceived Effectiveness of the game and Users’ Experience were given positive responses of 90% and 89%, respectively.

Facilitating Self-regulated Learning Using Mobile Learning Games

Facilitating Self-regulated learning for students has become a concern recently. This is important for students because this mental activity increases a sense of control and confidence in fulfilling learning tasks, thus increasing self-efficacy, motivation, and autonomy in learning. Self-Regulated Learning (SRL) helps students progress and develop personally and socially. It is known that educators usually train self-regulated using learning media such as Massive Open Online Courses (MOOCs), games, augmented reality, virtual reality, and others. However, games are the most easiest and enjoyable learning media because games can promote independent learning in a constructivist, social problem-solving context. Some games would be better if they were developed with learning in mind. Therefore, the research objective of this paper is to develop games that can enhance self-regulatory learning. The type of study used was a 4D modeling application development study with the participation of 120 vocational high school students. The results showed that students who used game-based mobile learning improved in three aspects of self-regulated learning: metacognition, motivation, and behavior.

RORY'S MATHEMATICS ADVENTURE'S (ROMAAD) MOBILE GAME-BASED LEARNING APPLICATION: AN EVALUATION OF USABILITY

Literature reviews suggested that the teachers should try to incorporate digital teaching method such as game-based learning to improve the students’ mathematics skills. In order to investigate and further enhance the suggestion to incorporate game-based learning into the teaching and learning process, a mobile game-based learning application named Rory's Math Adventure (ROMAAD) was designed and developed based on the Year 4 mathematics syllabus. ROMAAD is expected to help reinforce computational thinking skills as well as to motivate students to do more mathematical practices at anytime and anywhere. The mobile game-based learning application’s usability was evaluated prior to the implementation to the real environment. This article presents the results of the usability evaluation of the developed application. A total of 37 Year 4 children from a national primary school participated in this usability evaluation. A questionnaire, adapted from Lund’s (2011) USE questionnaire and Questionnaire for User Interface Satisfaction (QUIS) (1987) was employed as the instrument in this usability evaluation. The usability evaluation was carried out based on 5 constructs; ease of use, ease of learning, consistency, information structure, and design and satisfaction. Overall, the outcomes of this study revealed that the majority of respondents found the ROMAAD to be simple to use and learn, and that they were delighted to engage it to enhance their problem-solving computational thinking skills. ROMAAD is thought to be highly useful in reinforcing skills, and it is intended to inspire learners to practice mathematical problem-solving at any time and any place.

Mobile Game-Based Math Learning for Primary School

The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.

J -Wmyh Mobile Game-Based Learning Application

J -Wmyh Mobile Game-Based Learning Application

Is mobile game-based learning effective for international adults learning Maltese?

The EULALIA (Enhancing University Language courses with an App powered by game-based learning and tangible user interface activities) project aimed to enhance the learning methodologies of four university language courses for Erasmus students in Italy, Malta, Poland and Spain by developing innovative and effective learning tools based on mobile and game-based learning paradigms and the use of tangible user interfaces. This study focuses on Malta by providing an in-depth view of the impact of game-based applications on enhancing international adult learning of Maltese as a second language (ML2). The findings encourage international adult students to learn ML2 through a game-based application to aid in increasing cultural awareness and better communication with locals. As part of the methodology, pre-surveys and post-surveys were used on a test group comprising 28 pre-surveyed and 9 post-surveyed ML2 adult learners who used the app and a reference group of 24 pre-surveyed and 23 post-surveyed ML2 learners who did not use the app. The results revealed that according to the participants, game-based learning did not improve cognitive function even though the learners were more engaged in language activities, and thus could process and absorb a wider range of information. The research found that game-based learning did not have a statistically significant effect on adult learners’ language proficiency and digital skills.

Promoting Students’ Math Learning Performance and Engagement: A Help-seeking Mech+C3:C18anism-based Mobile Gaming Approach

<p>Mobile game-based learning systems are generally expected to be interactive, connectable, and recordable. Researchers have indicated that it is important to promote interaction between peers during mobile learning activities in class. In this study, an interactive mobile math game with a help-seeking mechanism is proposed to improve elementary school students’ learning achievements, learning motivation and social interactions. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course. A total of 59 third graders from two classes participated in the experiment. One class with 30 students was assigned to the experimental group learning with the interactive mobile math game with the help-seeking mechanism, while the other class with 29 students was assigned to the control group learning with the conventional mobile gaming approach. Based on the empirical results, it was found that the proposed approach effectively promoted the students’ learning achievement and learning motivation. A follow-up analysis of the experimental results further showed that the proposed approach benefited the students with low mathematics self-efficacy more than those with high self-efficacy, indicating the potential of the approach for helping students with low self-efficacy improve their mathematics ability.</p> <p> </p>