This paper reports a study that attempts to explore how using mobile technologies in direct
physical interaction with space and with other players can be combined with principles of
engagement and self-motivation to create a powerful and engaging learning experience. We
developed a mobile gaming experience designed to encourage the development of children’s
conceptual understanding of animal behaviour. Ten children (five boys and five girls) aged
between 11 and 12 years played and explored the game. The findings from this study offer
interesting insights into the extent to which mobile gaming might be employed as a tool for
supporting learning. It also highlights a number of major challenges that this format raises
for the organisation of learning within schools and the design of such resources.
%0 Journal Article
%1 facer2004savannah
%A Facer, K.
%A Joiner, R.
%A Stanton, D.
%A Reid, J.
%A Hull, R.
%A Kirk, D.
%D 2004
%I Wiley Online Library
%J Journal of Computer Assisted Learning
%K augmented design ecology futurelab game haifa-games-course haifa-mlearning learning mixed mobile reality
%N 6
%P 399--409
%T Savannah: mobile gaming and learning?
%U http://archive.futurelab.org.uk/resources/documents/external_publications/JCAL_Savannah_paper.pdf
%V 20
%X This paper reports a study that attempts to explore how using mobile technologies in direct
physical interaction with space and with other players can be combined with principles of
engagement and self-motivation to create a powerful and engaging learning experience. We
developed a mobile gaming experience designed to encourage the development of children’s
conceptual understanding of animal behaviour. Ten children (five boys and five girls) aged
between 11 and 12 years played and explored the game. The findings from this study offer
interesting insights into the extent to which mobile gaming might be employed as a tool for
supporting learning. It also highlights a number of major challenges that this format raises
for the organisation of learning within schools and the design of such resources.
@article{facer2004savannah,
abstract = {This paper reports a study that attempts to explore how using mobile technologies in direct
physical interaction with space and with other players can be combined with principles of
engagement and self-motivation to create a powerful and engaging learning experience. We
developed a mobile gaming experience designed to encourage the development of children’s
conceptual understanding of animal behaviour. Ten children (five boys and five girls) aged
between 11 and 12 years played and explored the game. The findings from this study offer
interesting insights into the extent to which mobile gaming might be employed as a tool for
supporting learning. It also highlights a number of major challenges that this format raises
for the organisation of learning within schools and the design of such resources.},
added-at = {2011-03-20T11:19:39.000+0100},
author = {Facer, K. and Joiner, R. and Stanton, D. and Reid, J. and Hull, R. and Kirk, D.},
biburl = {https://www.bibsonomy.org/bibtex/2f51da30c8ed54133a9b5cae234fa1d8a/yish},
interhash = {5b7a2049e5e71675791ef8106bd03b4f},
intrahash = {f51da30c8ed54133a9b5cae234fa1d8a},
issn = {1365-2729},
journal = {Journal of Computer Assisted Learning},
keywords = {augmented design ecology futurelab game haifa-games-course haifa-mlearning learning mixed mobile reality},
number = 6,
pages = {399--409},
publisher = {Wiley Online Library},
timestamp = {2011-03-20T11:19:39.000+0100},
title = {Savannah: mobile gaming and learning?},
url = {http://archive.futurelab.org.uk/resources/documents/external_publications/JCAL_Savannah_paper.pdf},
volume = 20,
year = 2004
}