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A Mobile Game as a Tool to Support Learning among Teenage Girls: An Explorative Study conducted from a Community of Practice Perspective
PROCEEDINGS

, University of Skovde, Sweden ; , , Center for Learning and Knowledge Technologies (CeLeKT) School of Mathematics and Systems Engineering, Växjö University,, Sweden

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study explores the use of mobile games to support informal learning. The results presented in this paper are based on interviews conducted with five Swedish teenage girls out of a total of thirty who participated in a summer course on technology and game design. Together with the researchers and in collaboration with the local orienteering club, the girls have been co-designing a game about local history. The game includes the combination of physical and intellectual activities together with the use of mobile and GPS devices. The goal of this study is to gain insights for the continuous evolvement of the mobile game based on the interaction with the players. The findings are more in the line of formulating relevant questions rather than providing answers in order to gain insights about how to use mobile games to support novel ways of learning. This study is the first out of three we plan to conduct during the spring 2008; including trials with teacher educators and teacher students.

Citation

Karlsson, M., Spikol, D. & Milrad, M. (2008). A Mobile Game as a Tool to Support Learning among Teenage Girls: An Explorative Study conducted from a Community of Practice Perspective. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2636-2643). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2020 from .

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