Forty simple computer games and what they could mean to educators
Simulation and Gaming
Making dead history come alive through mobile game-play
CHI '07 Extended Abstracts on Human Factors in Computing Systems
Usability evaluation for history educational games
Proceedings of the 2nd International Conference on Interaction Sciences: Information Technology, Culture and Human
Re-experiencing history in archaeological parks by playing a mobile augmented reality game
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
Game-based learning with computers: learning, simulations, and games
Transactions on edutainment I
Enriching Archaeological Parks with Contextual Sounds and Mobile Technology
ACM Transactions on Computer-Human Interaction (TOCHI)
Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces
Effects of mobile gaming patterns on learning outcomes: a literature review
International Journal of Technology Enhanced Learning
An Investigation Into Mobile Learning for High School Mathematics
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Computers & Education
Information Sciences: an International Journal
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The main purpose of this study was to investigate the effects of handheld gaming on student learning in mathematics. During the four-month instructional period, 50 2nd grade students from three classes used a handheld Skills Arena software program or paper-based flash cards under various conditions depending on their teacher's preference. Overall results proved that the handheld game activity in the classroom was beneficial to students in learning mathematics, especially for low-ability students, regardless of gender and ethnic background. In a non-experimental, correlational analysis, the results reveal that handheld game scores and attitude toward mathematics correlated significantly to students' scores on a mathematic test. In the results of a quasi-experimental control-group design with Repeated Measures, handheld gaming students outperformed students who did not use a handheld game on a mathematic test. Additionally, handheld low-level students outperformed those who did not use a handheld game on the same test.