Students as Game Designers vs. ‘Just’ Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula - read online free

Oct 15, 2026

Uploaded by dhado

This paper compares two educational approaches in location-based game learning: learning by playing location-based games and learning by designing them. Two parallel elementary school classes (N=27, age 14–15) were used, with the “designers” completing the full game design process excluding technical work, while the “players” used games created by classmates. The study evaluates possibilities and limitations, including knowledge acquisition and future interest in the topic. Results show a positive knowledge effect for the active design approach, with qualitative findings highlighting unique student benefits.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

I. Introduction

a. Mobile devices in Location-Based Learning

b. Theoretical Basis for Location-Based Learning

c. Research Objective and Questions

Students as Game Designers vs .‘Just’Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula Michaela Slussareff [for. michaela@gmail.com](for. michaela@gmail.com) Charles University in Prague, Czech Republic Petra Boháčková Charles University in Prague, Czech Republic Abstract This paper compares two kinds of educational treatment within location-based game approach; learning by playing a location-based game and learning by designing a location-based game . Two parallel elementary school classes were included in our study (N=27; age 14-15) . The‘designers’ class took part in the whole process of game design except the technical part (programming and content implementation), the‘players’ class did not get any special treatment but played the game made by their fellow-students . The study describes possibilities and limitations of those two implementation approaches and measures effectiveness of knowledge acquisition and future interests in the game topic. The data revealed positive effect of the active approach (designing location-based game) within the knowledge acquisition . The further qualitative study showed that the active approach brings some unique benefits to the students and could be widely supported by the teachers and national educational systems . Keywords location-based games; situated learning; mobile learning; school curricula M. Slussaref and P. Boháčková Digital Education Review-Number 29, June 2016-[http://greav.ub.edu/der/](http://greav.ub.edu/der/) 284 I. Introduction Location-based games developed during past decade rapidly, and nowadays they desiderate a serious consideration in educational field and formal educational system in particular . Mobile devices allow educators to bring additional information and new immersive activities to “terrain” -nature environment, archaeological or historical sites or “just” out of school. The data and multimedia layer mediated by a mobile device over the physical space create so-called augmented reality (AR), “(...) the situation in which a real world context is dynamically overlaid with coherent location or context sensitive virtual information .” (Klopfer & Squire, 2008) . Augmented reality user experience becomes complex and fluid in the same time; the environment, technology and device create continuous 3-sided interaction whose diffusions and consequences are hard to predict. On the other hand in a well modelled and contextualized augmented environment can occur highly stimulating and knowledge-rich experiences (Chou & ChanLin, 2014, Gaved et al., 2014, Etxeberria et al., 2012, Klopfer & Squire, 2008, Rosenbaum et al., 2007) . a. Mobile devices in Location-Based Learning Mobile devices provide some new opportunities to their users as well to the learning process itself. Klopfer et al. (2002) emphasise the (1) portability, (2) high openness to social interactions, (3) context sensitivity, (4) connectivity and (5) individuality (customization) . Moreover widely available free authoring tools (e.g. ARIS, Taleblazer) allow educators to easily create location-based interactive storytelling, an important feature for learning motivation and engagement (Gee, 2003, Juul, 2005) . Those and many others aspects need to be considered in the design process to assure learning opportunities and a good quality 3-sided interaction; user-real-and-virtual environment (Rosenbaum et al., 2007, Sintoris et al., 2013, Melero et al., 2015) . b. Theoretical Basis for Location-Based Learning Most studies focusing on location-based learning build on the theory of situated learning that draw on many similarities as a rich interaction within real-like situation . Within such situation “(...) all learning takes place within a specific context and the quality of the learning is a result of interactions among the people, places, objects, processes, and culture within and relative to that given context” (S

FAQs

What are the two approaches compared in the study?

The study compares learning by playing a location-based game versus learning by designing a location-based game for educational use.

How was the classroom study structured?

Two parallel elementary classes (N=27, age 14–15) participated. The “designers” handled the design process except technical programming and content implementation, while the “players” only played games made by classmates.

What did the results show about effectiveness?

Data revealed a positive effect of the active approach (designing location-based games) on knowledge acquisition, and qualitative work suggested additional unique benefits that teachers and educational systems could support.

Oct 15, 2026

Uploaded by dhado