Mobile Learning using Mixed Reality Games and a Conversational, Instructional and Motivational Paradigm. Design and implementation of technical language learning mobile games for the developing world with special attention to mixed reality games for the realization of a conversational, instructional and motivational paradigm.

Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A ¿Conversational Framework¿ is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a ¿conversation¿ between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform iii is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners¿ enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions.

URI

http://hdl.handle.net/10454/5400

Type

Thesis

Qualification name

PhD

Fotouhi-Ghazvini, Faranak

Publication Date

End of Embargo

Supervisor

Keywords

Rights

Peer-Reviewed

Open Access status

Accepted for publication

Institution

Department

Awarded

Embargo end date

Collections

Files

Additional title

Abstract

URI

Version

Citation

Link to publisher’s version

Link to published version

Link to Version of Record

Type

Qualification name

Notes