The Giannakas et al. (2018) review found that transitioning game-based learning to mobile requires well-designed technological and pedagogical solutions, not quick modification¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Per the review cited by this editorial, the transition to mobile is not a simple and quick modification of existing game-based learning solutions but requires well-designed solutions from technological and pedagogical standpoints. → 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

q2 · i? · theoretical · r2

Editorial summarizing the Giannakas et al. (2018) review of mobile game-based learning research published 2004 to 2016; the review reports, citing that review, that "the transition to mobile is not a simple and quick modification" of existing solutions. No effect size is printed.

"showing that the transition to mobile is not a simple and quick modification of existing game-based learning solutions, but rather requires well-designed solutions from a technological as well as pedagogical standpoint."

Discussion¶

Related Claims¶

• The effect of mobile game-based learning on learners' engagement and achievement is still to be documented in research — related
• Giannakas et al. (2018) mixes instructional methods with learning theories, listing problem solving, experiential learning, situated learning, and task-based language learning as learning theories — related
• The six dimensions of the Giannakas et al. (2018) review are categories of conditions, and the review lacks guidance for analyzing values — related
• mGBL's main benefit is affective, which may sacrifice effectiveness or efficiency to increase motivation and engagement — related
• mGBL makes more sense for teaching lower-level enabling content than complex performances that mix multiple learning domains — related
• Six response essays propose ways to action practical learning in online spaces, building on the Zacharia et al. (2015) guidance review — related