The effect of mobile game-based learning on learners' engagement and achievement is still to be documented in research¶
Claim · All claims
Evidence · 1 study · theoreticalr1·q1
Currency · newest study 2021 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Current evidence suggests mobile technologies allow just-in-time and just-in-place learning, but the important effect of mobile game-based learning on learners' engagement and achievement remains undocumented. → Andri Ioannou 2021
Evidence¶
Andri Ioannou 2021¶
Andri Ioannou. (2021). Mobile game-based learning in the era of “shifting to digital”. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09969-4
q1 · i? · theoretical · r1
The editorial's own assessment of the field's evidence base, stating mobile technologies "allow for just-in-time and just-in-place learning" while effects on engagement and achievement await documentation. The article offers no data for this assertion.
"the use of smartphones, tablets, sensors, games (e.g., location-based games), allow for just-in-time and just-in-place learning however, the important effect of mobile game-based learning on learners’ engagement and achievement is still to be documented in research."
Discussion¶
Related Claims¶
- Commercial games are attractive and accessible to game-based learning advocates but their pedagogical value is often not documented — related
- The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation — related
- Mobile devices enable just-in-time adaptive interventions that flexibly adapt support to students' changing internal and contextual states — related
- The Giannakas et al. (2018) review found that transitioning game-based learning to mobile requires well-designed technological and pedagogical solutions, not quick modification — related
- Augmented reality and QR-code mobile systems enable context-aware language learning in designated physical zones — related
- Students who used QR codes as augmented reality in their education performed at higher levels than students who did not — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mgb-engagement-achievement-undocumented |
title |
The effect of mobile game-based learning on learners' engagement and achievement is still to be documented in research |
description |
The effect of mobile game-based learning on learners' engagement and achievement is still to be documented in research |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
source_checked |
2026-10-28 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — andri-ioannou-2021 |
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