You are here:

Project Tamago: Design and Development of an Augmented Reality Mobile Game for Japanese Language Learning
PROCEEDINGS

, Pepperdine University, United States ; , University of California, Davis, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Learning a foreign language in a country where that language is not spoken can be difficult. This paper discusses the design and development stages, and the initial results of an augmented reality mobile game for language learning in an intermediate Japanese course at a US university. Project Tamago strives to make language learning easier through the affordances provided by virtual worlds, mobile devices, and game-based learning. Using a design-based research framework, a Japanese language instructor and a researcher collaborated to create a game for a pilot project that was conducted in the spring of 2013.

Citation

Shea, A. & Ito, J. (2013). Project Tamago: Design and Development of an Augmented Reality Mobile Game for Japanese Language Learning. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2281-2285). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

View References & Citations Map

References

  1. Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34 – 47.
  2. Csikszentmihalyi, M. (1991). Flow: the psychology of optimal experience. New York: HarperPerennial.
  3. Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
  4. Gee, J.P. (2007). What videogames have to teach us about learning and literacy. Basingstoke: Palgrave Macmillan.
  5. Inozu, J., Sahinkarakas, S., & Yumru, H. (2010). The nature of language learning experiences beyond the classroom and its learning outcomes. US-China Foreign Language, 8(1), 14– 21.
  6. Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, TX: The New Media Consortium.
  7. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
  8. Ogata, H., & Yano, Y. (2004). Context-aware support for computer-supported ubiquitous learning. Wireless and Mobile Technologies in Education, IEEE International Workshop on (Vol. 0, P. 27). Los Alamitos, CA, USA: IEEE Computer Society.
  9. Shaffer, D.W. (2006). How computer games help children learn. New York, NY: Palgrave Macmillan.-2284 DASHDASH
  10. Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile Learning. In N. Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-Enhanced Learning (pp. 233 – 249).
  11. Sweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment, 3(3), 3– 3.
  12. Wang, F., & Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5 – 23. Doi:10.1007/BF02504682

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.