Development of a context-aware game for conducting ubiquitous mathematics learning activities

  • Authors:

  • Shu-Hsien Huang;Ting-Ting Wu;Hong-Ren Chen;Pei-Chen Yang;Yueh-Min Huang

  • Affiliations:

  • Department of Engineering Science, National Cheng Kung University, No. 1, Ta-Hsueh Road, Tainan City 701, Taiwan;Department of Information Management, Chia-Nan University of Pharmacy and Science, No. 60, Sec. 1, Erren Rd., Rende Dist., Tainan City 71710, Taiwan;Department of Digital Content and Technology, National Taichung University of Education, No. 140, Minsheng Rd., West Dist., Taichung City 40306, Taiwan;Department of Digital Content and Technology, National Taichung University of Education, No. 140, Minsheng Rd., West Dist., Taichung City 40306, Taiwan;Department of Engineering Science, National Cheng Kung University, No. 1, Ta-Hsueh Road, Tainan City 701, Taiwan

  • Venue:
  • International Journal of Mobile Learning and Organisation
  • Year:
  • 2013

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Abstract

The aim of this study is to introduce a context-aware game-based learning interactive method into mathematics instruction. The classroom situation is combined with context-aware ubiquitous learning u-learning. The situated learning is used to explore differences in learning effects in second grade elementary school students. The mathematics units are addition and subtraction. After class, questionnaires are used to understand student views toward context-aware game instruction. In brief, the results showed that student learning achievement can be enhanced through this situated learning system. In addition, analysis of the questionnaire results demonstrated that the bulk of students gave positive feedback towards the system. Furthermore, the experimental group students were interviewed. Their opinions and views of context-aware game learning showed that most of them felt the instructional method to be helpful to them in regard to learning mathematics.