mGBL Focus Group Results
A focus group discussion with 27 students who participated in the first user trials was held on 27 October 2006 at PFRI. Students were asked to consider the user-friendliness of the mGBL platform and suggest any improvements that should be made. Students reported that the design and general characteristics of the games were very low in comparison to commercial games. Students felt that incremental learning would be more effective than a quiz format. They also felt that tutorials and questionnaires should be connected, where possible, in the same game. Respondents considered that the requirement for logical thinking was a key strength of the games, and the simulations were considered as good examples of how gaming could add some value to the learning process.
Other discussions were prompted by mGBL presentations at the University of Rijeka, where the project and the concept of mobile game-based learning were presented (Mitchell 2007). Many students, however, remained unconvinced, arguing strongly on the following lines:
older teachers will never use mobile game-based learning
use of mobile technologies will only add to the alienation already perceived as a result of increasing e-learning
learning games are more suitable for schoolchildren
students already know how to investigate sources and build arguments – how is playing games different?
Why does everything have to be fun?
聚焦小组讨论在27个学生参加史上第一次举行用户试验将于2006年10月27日在PFRI。学生被要求考虑用户友好的平台和建议任何mGBL应做的改进措施。学生的设计和报道的总体特征游戏非常低相比,商业游戏。学生们觉得增量学习过程将会变得更加有效、测验的格式。他们也认为教程和问卷调查相结合的方法应连接,如果可能,在同一个游戏。要求受访者认为逻辑思维是一个关键的力量的比赛,并且被认为是良好的模拟的例子说明了如何游戏也可以加一些价值在学习的过程。
提示mGBL其他进行了演讲,在大学的里耶卡,那里的项目和概念的基础上,提出了移动game-based学习(米切尔2007)。然而,许多学生仍然很不服气,辩论有以下几行:
位老教师永远不会使用移动game-based学习
使用移动技术只会增加异化的结果已被作为增加电子学习
学习游戏比较适合小学生 学生们已经知道如何调查的来源和建立参数-如何玩游戏不同的吗?
为什么任何东西必须是一件很有趣的事吗? （可以吗）追问
为什么像在线翻译的呢。。
追答呵呵呵呵呵呵呵呵呵呵！哪有？
焦点团体mGBL结果
A focus group discussion with 27 students who participated in the first user trials was held on 27 October 2006 at PFRI.
聚焦小组讨论在27个学生参加史上第一次举行用户试验将于2006年10月27日在PFRI。
Students were asked to consider the user-friendliness of the mGBL platform and suggest any improvements that should be made.
学生被要求考虑用户友好的平台和建议任何mGBL应做的改进措施。
Students reported that the design and general characteristics of the games were very low in comparison to commercial games.
学生的设计和报道的总体特征游戏非常低相比,商业游戏。
Students felt that incremental learning would be more effective than a quiz format.
学生们觉得增量学习过程将会变得更加有效、测验的格式。
They also felt that tutorials and questionnaires should be connected, where possible, in the same game.
他们也认为教程和问卷调查相结合的方法应连接,如果可能,在同一个游戏。
Respondents considered that the requirement for logical thinking was a key strength of the games, and the simulations were considered as good examples of how gaming could add some value to the learning process.
要求受访者认为逻辑思维是一个关键的力量的比赛,并且被认为是良好的模拟的例子说明了如何游戏也可以加一些价值在学习的过程。
Other discussions were prompted by mGBL presentations at the University of Rijeka, where the project and the concept of mobile game-based learning were presented (Mitchell 2007).
提示mGBL其他进行了演讲,在大学的里耶卡,那里的项目和概念的基础上,提出了移动game-based学习(米切尔2007)。
Many students, however, remained unconvinced, arguing strongly on the following lines:
然而,许多学生仍然很不服气,辩论有以下几行:
l older teachers will never use mobile game-based learning
l位老教师永远不会使用移动game-based学习
l use of mobile technologies will only add to the alienation already perceived as a result of increasing e-learning
我使用移动技术只会增加异化的结果已被作为增加电子学习
l learning games are more suitable for schoolchildren
我学习游戏比较适合小学生
l students already know how to investigate sources and build arguments – how is playing games different?
我已经知道如何调查学生来源和建立参数-如何玩游戏不同的吗?
l Why does everything have to be fun?
我为什么要做的每件事都是件很好玩的事呢?
其他讨论的提示在里耶卡大学，那里的项目和手机游戏式学习的概念已提交（米切尔2007年）mGBL艺术。许多学生，但是，仍然不服气，争辩以下行强烈：
老教师将永远不会使用手机游戏式学习
移动技术的使用只会加重已经作为增加é结果知觉的异化学习
学习游戏更适合学生
学生已经知道如何进行调查的来源，建立参数- 如何玩游戏有什么不同？
为什么总要享受快乐呢？
