کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
348321 618178 2015 14 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Attuning a mobile simulation game for school children using a design-based research approach
ترجمه فارسی عنوان
یک بازی شبیه سازی تلفن همراه برای کودکان مدرسه با استفاده از یک روش تحقیق مبتنی بر طراحی
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


• We chronicle the development and implementation of a mobile simulation game for school children.
• We examine dimensions of seamless learning in order to maximize the process of learning.
• We derive design implications for mobile game-based learning environments.

We report on a design-based research study that was conducted over nine months. It chronicles the development and implementation of HeartRun, a cardiopulmonary resuscitation (CPR) training approach for school children. Comparable to an unexpected emergency, HeartRun consists of authentic activities involving different roles, game tasks, locations and physical objects to support process-oriented learning for first responders. It aims to enhance the psychological preparedness of the rescuer and thus promotes a more prompt and appropriate response. In this paper, we describe a cycle of three design-based research (DBR) studies in which HeartRun was explored with school children. In order to better understand how to design mobile game environments that support dimensions of seamless learning, we analysed children and their knowledge-building practices while learning with HeartRun. The mobile game has evolved significantly from its initial conception through an iterative process of (re) designing and testing the synchronization between physical and digital worlds, learner collaboration and ubiquitous knowledge access, i.e. dimensions of mobile seamless learning activities. Based on our experiences, we conclude by discussing challenges and shortcomings of mobile game–based learning environments.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 81, February 2015, Pages 35–48
نویسندگان
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