@disrupt_learn Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach Sylvester Arnab 1 , Gemma Tombs 1 , Michael Duncan 2 , Mike Smith 2 , Kam Star 3 1 Disruptive Media Learning Lab, Coventry University, Coventry, UK {s.arnab, g.tombs}@coventry.ac.uk 2 Health and Life Sciences, Coventry University, Coventry, UK {m.duncan, m.smith}@coventry.ac.uk 3 Playgen Ltd., London, UK [email protected] Pervasive Gaming for Language Learning Layer 4 Enabling technologies: This allows us to evaluate the feasibility and relevance of exis6ng technologies in suppor6ng pervasive and gameful learning processes and addresses specific teaching and learning challenges and opportuni6es iden6fied in previous layers. Layer 3 Gameful design: This maps learning mechanics/dynamics with game mechanics/dynamics, informing the design of user experience (UX), gamified prac6ce and pervasive context. Layer 2 Learning Dynamics: This maps out ac6vi6es with associated learning objec6ves (what skills to apply, what knowledge to assess), informing the content and context of learning, spaces, etc. Layer 1 Learning Plan: This emphasizes the need to ensure pedagogical design, learner needs and spa6al considera6ons inform the context, mechanics and dynamics of the intended learning process and ac6vi6es. Students’ locational choices for individual and group working Physical space, digital needs and students’ dynamic • Students and lecturers codesigned and developed a gamified solu6on to teaching Italian language • Crossings between pervasive gaming and gamifica6on • Solu6on to complement exis6ng teaching • Collabora6on mechanics versus Compe66on mechanics • Compe66on performed beIer at engaging learners (Sports Science, n=94) during the onboarding phase and is reflected by learners’ grades. • Collabora6on mechanics will serve a longer term goal once learners are engaged and onboarded. • Assessment (forma6ve) would engage the learners beIer as the use of a new plaPorm should be put in a more formalised context. • Students types are key to designing mo6va6on. The Sports Science students for instance are more compe66ve, hence the relevance of using compe66on mechanics within the team collabora6on. Gamification platform for team working A holistic and modular approach in thinking about pervasive learning design with special interest on games and gamification, aligning with the need to respond to the blurring of boundaries between physical and digital learning spaces and contexts. Pervasive learning design involves being aware of how students use physical and digital space differently and the ways in which boundaries are blurred, crossed, or removed en6rely. This study examined the ways in which ‘group working’ and ‘individual’ spaces are blurred through the use of technology in a study of spa6al prac6ces in the university library. • 239 respondents • Students adapted spaces for their own needs, regardless of the intended purpose, highligh6ng the importance of acknowledging student types • Pervasive learning facilitated through the use of mobile technology across the library

Poster for Games and Learning Alliance

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Page 1: Poster for Games and Learning Alliance

@disrupt_learn

Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach!

Sylvester Arnab1, Gemma Tombs1, Michael Duncan2, Mike Smith2, Kam Star3! !

1 Disruptive Media Learning Lab, Coventry University, Coventry, UK!{s.arnab, g.tombs}@coventry.ac.uk!

2 Health and Life Sciences, Coventry University, Coventry, UK!{m.duncan, m.smith}@coventry.ac.uk!

3 Playgen Ltd., London, [email protected]!

Pervasive Gaming for Language Learning!

Layer 4 Enabling technologies: This allows us to evaluate the feasibility and relevance of exis6ng technologies in suppor6ng pervasive and gameful learning processes and addresses specific teaching and learning challenges and opportuni6es iden6fied in previous layers. Layer 3 Gameful design: This maps learning mechanics/dynamics with game mechanics/dynamics, informing the design of user experience (UX), gamified prac6ce and pervasive context. Layer 2 Learning Dynamics: This maps out ac6vi6es with associated learning objec6ves (what skills to apply, what knowledge to assess), informing the content and context of learning, spaces, etc. Layer 1 Learning Plan: This emphasizes the need to ensure pedagogical design, learner needs and spa6al considera6ons inform the context, mechanics and dynamics of the intended learning process and ac6vi6es.

Students’ locational choices for individual and group working

Physical space, digital needs and students’ dynamic!

•  Students and lecturers co-‐designed and developed a gamified solu6on to teaching Italian language

•  Crossings between pervasive gaming and gamifica6on

•  Solu6on to complement exis6ng teaching

•  Collabora6on mechanics versus Compe66on mechanics •  Compe66on performed beIer at engaging learners (Sports

Science, n=94) during the on-‐boarding phase and is reflected by learners’ grades.

•  Collabora6on mechanics will serve a longer term goal once learners are engaged and onboarded.

•  Assessment (forma6ve) would engage the learners beIer as the use of a new plaPorm should be put in a more formalised context.

•  Students types are key to designing mo6va6on. The Sports Science students for instance are more compe66ve, hence the relevance of using compe66on mechanics within the team collabora6on.

Gamification platform for team working!

A holistic and modular approach in thinking about pervasive learning design with special interest on games and gamification, aligning with the need to respond to the blurring of boundaries between physical and digital learning

spaces and contexts.!

Pervasive learning design involves being aware of how students use physical and digital space differently and the ways in which boundaries are blurred, crossed, or removed en6rely. This study examined the ways in which ‘group working’ and ‘individual’ spaces are blurred through the use of technology in a study of spa6al prac6ces in the university library. •  239 respondents •  Students adapted spaces for their own needs, regardless of

the intended purpose, highligh6ng the importance of acknowledging student types

•  Pervasive learning facilitated through the use of mobile technology across the library