You are here:

How was the activity? A visualization support for a case of location-based learning design
ARTICLE

, , , ,

British Journal of Educational Technology Volume 46, Number 2, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

Over the last few years, the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet analysing the implementation of the activities with students is also critical, not only for assessment purposes but also for enabling the identification of learning design elements that should be revised and improved. This paper studies a case that applies visualizations to support students' self-assessment and teachers' inquiry of a mobile learning design. The design is a gamified location-based learning activity composed by geolocated questions and implemented with the “QuesTInSitu: The Game” mobile application. The activity was designed by seven teachers and enacted by 81 secondary education students organized in a total of 23 groups. Log files, gathered from “QuesTInSitu: The Game,” provided the data for the visualizations, which represented relevant aspects of the group activity enactment (both time used to answer questions and to reach the geographical zone of the questions, scores obtained per zone, etc). On the one hand, the visualizations were discussed with the teachers as a learning analytics tool potentially useful to consider when redesigning the activity, if needed. On the other hand, the study shows that the visualizations led students to make a better diagnosis of their own activity performance.

Citation

Melero, J., Hernández‐Leo, D., Sun, J., Santos, P. & Blat, J. (2015). How was the activity? A visualization support for a case of location-based learning design. British Journal of Educational Technology, 46(2), 317-329. Wiley. Retrieved February 29, 2020 from .

Cited By

View References & Citations Map
  • Exploring Data Visualization as an Emerging Analytic Technique

    Min Liu, University of Texas at Austin, United States; Jina Kang, Pan Zilong, Wenting Zou & Hyeyeon Lee, Univ. of Texas at Austin, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1681–1690

  • Design and Assessment of a Location-based Game to Support English Vocabulary Learning in University

    Feier Tang, Graduate School of Human-Environment Studies, Kyushu University, Japan; Boyu Wang, Graduate School of Information Science and Electrical Engineering, Kyushu University, Japan; Kosuke Kaneko, Cyber Security Center, Kyushu University, Japan; Yoshiko Goda, Graduate School of Instructional Science, Kumamoto University, Japan; Yoshihiro Okada, Innovation Center for Educational Resource, Kyushu University, Japan; Masanori Yamada, Faculty of Arts and Science, Kyushu University, Japan

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 468–474

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.