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.
|Title of host publication||Games and Learning Alliance|
|Editors||Alessandro De Gloria, Remco Veltkamp|
|Place of Publication||Switzerland|
|ISBN (Print)||978-3-319-40216-1, 978-3-319-40215-4|
|Publication status||Published - 23 Jun 2016|
Bibliographical noteThe full text is not available on the repository.
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