How a Mobile Social Media Game Can Enhance the Educational Experience
Abstract: The rise of experiential learning has challenged traditional delivery models and led to an increase in the application of gaming to promote learning in higher education. As such, computer-based games are being used more and more to motivate students, encourage engagement, and ultimately improve learning outcomes. Games, overall, are well aligned with a constructivist model of learning in which students become active participants in the learning process through exploration. The...
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Abstract: The rise of experiential learning has challenged traditional delivery models and led to an increase in the application of gaming to promote learning in higher education. As such, computer-based games are being used more and more to motivate students, encourage engagement, and ultimately improve learning outcomes. Games, overall, are well aligned with a constructivist model of learning in which students become active participants in the learning process through exploration. The education environment through social media gaming, in particular, changes from passive to active as learning activities require active engagement and tend to leverage one's personal experiences. This case study illustrates the benefits students in a blended learning course derive from using a game designed on the SCVNGR platform for smartphones. Feedback from students indicates increased collaborative learning and teamwork. The case study further elaborates on the broader advantages, challenges, and opportunities of using various digital games for learning and teaching in higher education.
Volume 8, No. 3, September 2012, pp. 209-222
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Date Added to MERLOT:
June 10, 2013
Date Modified in MERLOT:
June 07, 2016
Submitter:
Julia
Zammit
Keywords:
experiential learning,
constructivist learning,
social media,
mobile learning,
gamification,
digital games
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English
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This work is licensed under a Attribution-NonCommercial-ShareAlike 3.0 United States
This work is licensed under a Attribution-NonCommercial-ShareAlike 3.0 United States
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