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Journal Issue
Volume 13 Issue 3, ECGBL 2014 / Mar 2015  pp149‑206

Editor: Busch-Steinicke

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Editorial  pp149‑150

Carsten Busch & Martin Steinicke

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Developing and Testing a Mobile Learning Games Framework  pp151‑166

Carsten Busch, Sabine Claßnitz, André Selmanagić, Martin Steinicke

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Abstract: In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm & Klemm, 2010). The high demand for support for learn ing curricular content led us to consider an integrated solution that speeds up both the design of mobile learning games as well as their implementation and adaption. This paper describes the iterative development of a game development framework for touch ‑based mobile learning games. The framework focuses on touch‑controlled interaction due to the fact that in 2014 more than 87% of German teenagers possess a smart phone with touch input (Feierabend, Plankenhorn, Rathgeb, 2014) as well as the possibility to engage in short bursts of learning experiences during their idle time, e.g. when commuting. The framework consists of a conceptual component that specifies five different game modes for casual mobile learning games. The technical part of the framework builds on the Unity game engine and offers an architecture that mirrors the game modes and objects from the conceptual part as well as a layer of service building blocks that cover generic functionality like logging, high score management or social media integration. The development of the framework is iterative and cyclic in that each produced game enriches the framework, which in turn accelerates the prototyping and development of further games. Additionally the games themselves are developed and teste d iteratively … both concerning usability/user‑experience and transfer, which is described in this paper. developed game prototype as well as the results of our usability tests. 


Keywords: Keywords: mobile learning games, touch interfaces, private lessons, usability, software framework, transfer


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Learning via Game Design: From Digital to Card Games and Back Again  pp167‑180

Emanuela Marchetti, Andrea Valente

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Scenario Based Education as a Framework for Understanding Students Engagement and Learning in a Project Management Simulation Game  pp181‑191

Morten Misfeldt

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Dynamic Pervasive Storytelling in Long Lasting Learning Games  pp192‑206

Trygve Pløhn, Sandy Louchart, Trond Aalberg

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