Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach

Sylvester Arnab, Gemma Tombs, Michael Duncan, Mike Smith, K. Star

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This paper discusses our perspectives on pervasive learning based on live projects at the Disruptive Media Learning Lab, UK (DMLL.​org.​uk), aligning with the need to respond to the blurring of boundaries between physical and digital learning spaces and contexts. The paper describes a holistic and modular approach in thinking about pervasive learning design and with special interest on games and gamification. Findings are presented on a study carried out on physical learning spaces and students’ engagement with these spaces (digital and physical). The paper also describes a pilot on the use of game mechanics in a blended learning environment. The findings will inform other projects that are investigating the crossings between gamification and pervasive gaming, including the potential of indoor mobile communication to support context-aware resources and future ‘learning spaces’. The holistic model may inform future initiatives in integrating knowledge, tools and services towards facilitating a pervasive and technology-enabled learning exploiting both physical and digital contents and contexts.
Original languageEnglish
Title of host publicationGames and Learning Alliance
EditorsAlessandro De Gloria, Remco Veltkamp
Place of PublicationSwitzerland
PublisherSpringer Verlag
Pages452-460
Volume9599
ISBN (Print)978-3-319-40216-1, 978-3-319-40215-4
DOIs
Publication statusPublished - 23 Jun 2016

    Fingerprint

Bibliographical note

The full text is not available on the repository.

Cite this

Arnab, S., Tombs, G., Duncan, M., Smith, M., & Star, K. (2016). Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach. In A. De Gloria, & R. Veltkamp (Eds.), Games and Learning Alliance (Vol. 9599, pp. 452-460). Switzerland: Springer Verlag. https://doi.org/10.1007/978-3-319-40216-1_50