Games in India - ESL

W505 Mobile Learning
Stage 2 – 4: Mobile Technology Applied to Educational Games
 
 
Title:
Mobile Gaming with Children in Rural India:
Contextual Factors in the Use of Game Design Patterns
Matthew Kam*, Vijay Rudraraju*, Anuj Tewari† and John Canny*
 
General information

Main issues -
The main issue was how can design of mobile games engage rural children in India to play for fun.
The researchers believed that games that are consciously designed
using game design patterns as design tools are more fun and
engaging to play, in comparison with games whose design
process did not involve the patterns. Game play on cell phones is a fast growing technology platform in the developingworld. 
 
Analysis
 
 
1. Learners
Who were the learners?

ESL leasners in the poorest state of India

What characteristics did they have?
· Learning English in the poorest state of India is problematic for several reasons.
1. non-regular attendance in schools because of the need for
students to work for the family in the agricultural fields or
Homes

2. disinterest in schoolwork.
3. Learning English is important to power constructs within the economic social structure.

 
2. Technology
Explain technologies used in the mobile game.

ESL learning games were made available for the students to use on cell phones. Eight mobile games were used in this study. Three were created by the researchers with the aid of patterns, while the other five games were off-the-shelf and did not have
patterns as a conscious element in their designs.

The games included: (A) Toy Factory, (B) Crocodile Rescue, (C) Floored, (D) Beginner Land, (E) Jump Bot, (F) Dancer, (G) Train Tracks and (H) Critter Crossing.

Games were chosen on play complexity, age appropriateness, cognitive demand and the rural children’s ability to relate to the games culturally. Animation effects such that
participants were also important in what games were selected. Games which were "serious" games such as those with ESL learning content were not chosen so as not to dilute the study. 

The games piloted fell into the following three categories:
• consciously designed using the game design patterns
• obtained off-the-shelf that were designed by amateur
game developers
• obtained off-the-shelf that were designed by professional
game developers

 
3. Objectives
What were the objectives of the mobile learning?

1. Learners can improve their ESL skills by using mobile devices in out-of-school
Settings.

2. Games can improve enjoyment of the learning experience by children and foster spontaneous adoption of “serious games” for education

 
4. Games as Mobile Learning Components
How did the game play?

The top three games were: Floored, Critter Crossing and Jump Bot.

Floored. The goal is to flip the colors of each tile
until all the tiles share the same color. Rules become more
difficult as the player progresses through the game. The learners found the game to be easy and colorful.

Critter Crossing. The goal is to help the creatures at the bottom of the screen cross the road or river without getting hit by a vehicle. This game with a time limit was easy for the learners and many learners liked the appearance of the creatures.

Jump Bot. The goal is to go as high as possible by jumping from platform to platform. Learners liked the jump action but some also found it too difficult.



How did the mobile games work for achieving learning objectives?

While casual games are appropriate learning interaction methods and a good fit with children’s work commitment, the link from casual games to serious gaming, to me, is still only indirectly supported.

Of the two objectives I identified above, learners can improve their ESL skills by using mobile devices in out-of-school settings and games can improve enjoyment of the learning experience by children and foster spontaneous adoption of “serious games” for education, only the second objective was adequately covered. I did not see the learners improve their ESL skills by use of the device, except to increase target language exposure, but not use.

 
5. Pedagogical underpinnings

What pedagogical underpinnings can you find from the case?

The researchers identified 30 patterns of game design and classified them into 4
categories: core mechanics, story elements, goal states and reward mechanisms.

While findings showed that patterns were not as important as contextual and cultural elements, their approach has showed some insight in the success of games for learning in developing parts of India. Game design patterns, that are usually found in successful games, can act as basic building blocks for informing new game designs. What I found especially useful is the founding outline. "A design pattern, or template, is a description of a solution to a recurring problem that has been solved. A pattern also captures contextual information such as domain applicability and its rationale. A pattern may also capture tacit knowledge on the domain after having evolved through iterative design cycles."

I also appreciated their incorporation of references to Lazzaro and Gee to structure their pedagogic overview. Lazzaro's four “keys,” of Hard Fun,
Easy Fun, Altered States and The People Factor, and Gee's explanation that games are fun because of the connection between learning, growing and problem solving are important elements to understand the researcher's approach.

The two critical finds from this article are the cognitive and cultural elements of game selection. For example, cognitive connections in Floored such as " it was possible to work on different parts of the board as independent regions without incurring significant cognitive overhead for strategic reasoning or thinking ahead" are helpful to me to understand how the learner balances the cognitive load.

Additionally, cultural behaviors were also an important element in how game choice played out. In Floored the use of color connects to the its role in Indian festivals and the repugnance for the crocodiles in Crocodile Rescue because of the mythological status of the crocodiles, I found to be especially helpful to my context here in Korea.

The findings about motivation and reward and showing or asking adults for confirmation , assistance and encouragement were also an important result of this study. Gaming features can be used to re-enforce social relationships of the cultural as well. 

Case Study Discussion - Vodaphone-Ireland

Title:
Mobile Learning Video “Nuggets” support
Learning at Vodafone Ireland

Background to Case:
Vodaphone Ireland wanted to extend workshop lessons and improve knowledge transfer into their staff's real world work needs. They wanted to capitalize on the workshop enthusiasm
and optimism while supporting their staff to incorporate those lessons into practice.

Learners/trainees:
Learners were employees at Vodafone Ireland with
access to 3G compatible mobile phones and a 3G network.

Need Assessment:
Improve learner retention from traditional instructor led class learning and provide just in time access to lessons. Vodaphone also wanted to improve mobile learning effectiveness to bridge the gap between workshop and implementation of learnings.

Context - Conditions & Constraints:
Vodafone Ireland employees had mobility with their access to 3G compatible mobile phones and a 3G network. Constraints were to create a blended learning solution that made learning more immediate to a situation and more transferable by accessing the lessons in a self paced, self-spaced manner.

Learning Goal:
The main learning goal of this program was to support training and knowledge retention for staff.

They used some great language that really resonated for me. They created a flexible “anytime anywhere” Restless Learning Portal as part of
their strategy to support maximum learning transfer and delivery by easily enabling staff to
access the clips from 3G compatible mobile phones.

Result:
The approach has extending the reach,
relevance and application of the learning and increased retention, while it also subsequently influenced Vodafone Ireland to adopt a similar video –based blended learning approach to support sales and customer service training.


Technology:
The technology used were videos clips accessible over
mobile phones via the 3G network.

Clips were delivered in .3gp format for mobiles and in other file formats and configurations for
use on PCs, CD, DVD etc if required for flexibility of delivery.

Solution content:
By understanding the audience and paying careful attention to scripting subject matter perspective content focused on interpersonal communication skills (preparing a meeting, sales call and dealing with customers, colleagues or partners.

Solution activity:
Learners were able to watch mobile learning video
“nuggets” or clips along side in class learning workshops.

Solution intention:
The purpose, from a company standpoint, was to demonstrate that mobile phones could be used effectively to add an extra, PC-independent learning delivery model as part of their
evolving e-learning strategy.

From a learner perspective the solution was intended to give them just in time access to learn and review at their own pace and to their own needs.

Solution integration:
By providing reinforcement opportunities of key skills
through introductions, illustrations of concepts and demonstrations of practical application, the solution extended the reach of e-learning for all
Vodaphone employees from their office/desktop/laptop PCs, to their mobile phones as they moved geographically to fulfill their work. Solution integration provided extended JIT learning opportunities where users review content when needed, thereby providing a ‘performance support capability.'

Learning combinations:
The video clips were developed specifically as a key element of theirblended learning model.

The Solution Design:
A series of 25 video clips were delivered to learners’ mobile phones via the 3G network after they completed an instructor-led communication skills program. All videos were available
for stream or download. Links to videos were sent by a service message rather than text to access the URL conveniently. The project was designed and delivered in 6 weeks.

Learning Material Production:
Channel Content scripted, storyboarded and shot the video ‘nuggets’ using actors and realistic workplace scenarios. Voiceovers, addition of titles, backing track and graphics were added post production. Once again these clips were specifically made for mobile 3G delivery

Delivery & Management of Materials:
The workshops were a pre-existing learning delivery method. The videos via mobile phone were delivered after the workshop and managed by the learner. This delivery style can be descibed as just in time - JIT .

Pedagogical underpinnings:
NLP techniques are a systematic use of language to change behavior. The methodology of these techniques can be described as behavioral, cognitive as well as constructivist as these techniques encourage customization by the learner.

Additionally the blended learning component speaks to the instructional methodology integration. Blending face to face workshop learning with electronic, self-access review of demonstrations and concepts balances the cognitive load for the learner (at their pace) thus increasing retention of knowledge and transfer to authentic situations.

It does not assign "miracle" status to the mobile phone video method, but contextualizes into the overall importance of planning, people and design.

I liked this article especially because of the following information. "It should be emphasized that success depends on a clear understanding and analysis of the need, technology and audience, as well as the scripting, project management and having a good client relationship."

NLP techniques

Case Study Discussion - Comparison EHWL & Dewsbury, Danby, Burton

W505 Mobile Learning
Stage 2 – 2: Mobile Technology in Higher Education


Title: Ealing, Hammersmith and West London College and Dewsbury College, Thomas Danby College and Bishop Burton College

General information
• Briefly describe any background information in both cases.

At HWLC it was important was to track students to provide support to maintain enrollment challenges such as staying in a class or program.

The target for Dewsbury College was to provide learners in outreach areas similar access to learning resources as their peers on the main college campus.

At Thomas Danby College a need to increase access to technology was identified

Both Dewsbury & Thomas Danby aimed to support a wider range of learners’ needs as part of developing personalized learning program.

At Bishop Burton College, challenges exist because learning activities take place in an outdoor environment as well as in the classroom.

Analysis


1. People
What were the characteristics of the target groups in each case? Can you see any difference or similarity between the two cases?
At HWLC the college offers over 500 courses to approximately 25,000 learners over four main campus sites. At Dewsbury, distance students at outreach centers were the target group. Learners of basic skills, especially ESOL were the target at Thomas Danby. At Bishop Burton College learners were advanced with the need to transfer and integrate classroom and field learning.

HWLC and Dewsbury have similar issues – connecting a geographically dispersed student body to the advantages of proximal learning (attendance support and resource access).

Thomas Danby and Bishop Burton seem to have two very different types of learners, yet their learning needs are similar – self-paced materials, irrespective of location of learning.



2. Needs or Objectives
What educational or administrative needs did the institutions have? Compare them.

HWLC wanted to improve enrollment and decrease drop out rates.
Dewsbury wanted to empower learners through improved resource (technology) access.
Thomas Danby wanted to free up the learning pace and for students to practice to their skill level independently.
Bishop Burton wanted a lightweight and portable system for use in fieldwork that would duplicate the power of a classroom desktop.

3. Solutions
What were the solutions? How did they combine different technologies to meet their needs? Can you see any difference or similarity between the two cases? Present your findings.
HWLC used a Tablet PC, Dewsbury & Thomas Dalby used iPAQ Pocket PCs, and Bishop Burton used HP Jornada 565s and Cassiopeia® EF 800s PDAs.

HWLC had staff use the tablet in class to take attendance and transmit it to administration who could contact students about their non-attendance and help support those students by giving attention to them.

Dewsbury, Thomas Dalby and Bishop Burton had specific Flash solutions for the mobile PDA which incorporated newly created materials as well as reworking existing materials into a mobilely accessible format.

All four colleges were able to use mobile technology to provide “just in time” information to staff and learners. Adminstrators, staff, faculty and learners were all connected to materials and information in a community of practice which provided support for educational objectives and also interpersonal support.



4. Pedagogical underpinnings
Describe any pedagogical underpinnings you can find from the cases. Can you find any difference or similarity between the two? Describe your findings and thought.
While much of adult learning expects the learner to be responsible to be “in class” and prepared for the learning goals, in fact, adult learners need a lot of side support in order to adjust to the prioritization of balancing life issues with academic issues. With HWLC they were able to show interest in the students who were missing out on in class activities, thus improving attendance overall, but also the rapport for a supporting a confident student regardless of mitigating life circumstances.
Additionally, equal access for learners at outreach centers provides more opportunity as less cost to the learner to educate themselves.
Self-paced learning is a key element with a negotiated learning pedagogy like constructivism and also helps cognitively to pace the learning to what the student can handle in their zone of proximity.
Fieldwork supplemented by calculations that can be run simultaneously on site is a collaboratively efficient and promotes a natural emergence of constructivist methodology.

Case Study Discussion - Torrey Pines

What mobile technology was utilized in the case? Describe infrastructure, mobile device, program, and content.
ThinkPad X60 Tablet PCs were used by the students and teacher in the classroom and in the home setting. Wireless internet connections were available in the classroom. Part of the tablet PC's devices include, touch screen and digitizer pen/stylus, docking stations, additional USB, projector, monitor ports & a CD-ROM drive. Programs used were snipping tool in Windows Vista, ScreenFlash, Microsoft Office Professional 2007, Microsoft Encarta® 2007 Academic online encyclopedia, and the latest build of Mathematica 6.0. Instant messaging and a collective e-whiteboard were also used. Content included advanced mathematics studies using drawings and diagrams as well as other practice activities.

Describe how the technology was integrated into the learning context. What learning activities can you find from the case? What functions are offered by mobile technology for those activities?

Integrating technology into the classroom was intended to foster creative thinking and create a rich learning environment with real-world relevance. This was done by activities which create three-dimensional graphs to demonstrate concepts and illustrate examples, encourage students do presentations to review concepts and verify calculations done by hand with the Mathematic program.

The teacher prepared all lessons using the programs. Class lectures were interactive allowing the students to get involved in practicing the math sequences. These lectures were then available for further study and practice on a class website.
Project based learning was used with community action awareness for students to choose their own topics to explore using the programs.
Mobile technology seems to facilitate student communications outside of class the most.

The teacher also had assigned office hours where she was available through instant messaging as well as using an interactive white board to help students with homework questions.

Can you see any pedagogical underpinnings in the case? Present your findings.

Constructivism is the teacher’s preferred teaching methodology. Project learning and community interaction are scaffolded and encouraged. I think the best example of her teaching method is this communitypProject activity. The California State Standards for Algebra I, Geometry, and Algebra II were put in a box and had each student draw a standard for which they would build a Mathematica demonstration. Working alone or in pairs, students were to upload these demos to a new website, www.MathematiClub.com, so other teachers could download and use them in the classroom or for other students to use at home.

Additionally, when the teacher was observed by colleagues, she was described as a guide on the side – an important element of a constructivist class.


Critique

What was your definition of mobile learning?
Mobile learning is that which is available through a portable device which pulls information "just in time" and connects the learner to a community of practice (shared learning environment).

Does the case meet your criteria of mobile learning?
Yes it does in that the students can check answers and pull lecture notes as they need them. Additonally in the classroom and at home hours connect the students and teacher to a community of practice with elements to practice and teacher to a wider community through posting their findings and resources online.

We have discussed the limitations of mobile learning. Can you think out any problems from this case?
This particular case deals with the limitations I mentioned in my previous forum posting. The touchscreen and stylus really make the kinesthetic elements of drawing diagrams more electronically mobile and transferable. While the article was very upbeat about the technology, implicitly the contract that was signed in order to access the latest version of Mathematica draws in the corporate world into an academic environment for minors. I find this ethically untenable for fair education practices.

What could have made the mobile learning case better?
That this was more viral for mainstream students. Better would be more students would have access to such great tools for learning. Better would be more teachers would be willing to let the students have more control over their learning.

The Korea Herald : The Nation's No.1 English Newspaper

The Korea Herald : The Nation's No.1 English Newspaper: "The educational districts of Gangnam (Gangnam-gu and Seocho-gu) in Seoul and Imshil in North Jeolla Province showed the highest academic achievements, while Goksung in South Jeolla Province marked the lowest.
None of the sixth graders in Imshil scored below the basic standards in English. The Education Ministry attributed Imshil's high performance to the three-day English immersion camps sponsored by the county and after-school classes run until 6 p.m. in each school.
Goksung had 8.5 percent of its sixth graders below the basic standard and 50 percent in the 'proficient' level.
In Gangnam, 95.1 percent and 93.6 percent of the sixth graders scored 'proficient' in English and math, respectively."

Korea Herald does a little bit more with the standardization testing stats. Perhaps they are from Gangnam and Korea Times is from Goksung.

donga.com[English donga]

donga.com[English donga]: "Yangyang and Muan airports are considered the least profitable."

No duh. Build it and they will come doesn't work, Korea. That was a movie called, Field of Dreams

Fresh Competition Looms at Schools

Fresh Competition Looms at Schools: "Among Seoul and other major cities, Seoul showed the largest number of students who failed the tests, while Busan, Daejeon and Gwangju had relatively smaller numbers of students falling behind basic levels."

Of course the largest number is in Seoul; the overall number taking the test is larger there than anywhere else. And how come Gangnam in Seoul is targeted with a special number when they are already an enfranchised section of the population? Where are the contrasts of stats, Korea Times?

What I want to know is how many students per capita (by city or province) are failing the standardized tests. Why is Gwangju mentioned when is it more economically marginalized (and problably has a higher per capita percentage of failing students than Busan or Daejeon) than they other cities mentioned?

Jeollabukdo is the province that is most struggling with limited education dollars to meet the needs of this rural population. What are their results?

And I want to meet one of the 12 KTU members who have been fired from not implementing the state wide test to their primary or secondary students. Who are they, why did they resist, what are they doing now?

This article and the issue of standardized testing scores is confounded further with the amount of educational training students are receiving from cram schools. The economic, digital, English and participatory divides are significant in South Korea.