Authors:
Nada Soudy
1
;
Silvia Pessoa
1
;
M. Bernardine Dias
2
;
Swapnil Joshi
1
;
Haya Thowfeek
1
and
Ermine Teves
2
Affiliations:
1
Carnegie Mellon University in Qatar, Qatar
;
2
Carnegie Mellon University, United States
Keyword(s):
Mobile, Game-based Learning, Motivation, Implementation.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Game-Based and Simulation-Based Learning
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Mobile Information Systems
;
Mobile Learning
;
Smart Devices as Collaborative Learning Tools
;
Ubiquitous Learning
;
Web Information Systems and Technologies
Abstract:
This paper investigates the role and impact of Brain Race (BR), a customized mobile game-based learning
tool, on the learning and teaching experiences of teachers and learners in a community adult English literacy
program in Qatar. Relying on observations, formal interviews, and surveys with teachers and learners, this
paper examines the implementation process of introducing BR in a classroom, the interaction of teachers and
learners with BR and their opinions on BR, and BR’s perceived impact on learner motivation, engagement,
and learning outcomes. Results indicate that although BR motivates learners and allows them to practice
English concepts, certain issues, such as equipment used, scheduling, and content relevance, must be
addressed in order to make the experience more efficient and valuable to both teachers and learners. The paper
argues that learners and teachers have a variety of preferences, and thus it is important that they are able to
decide for themselves how they want t
o include game-based learning tools, such as BR, into their classrooms.
We conclude with recommendations to improve the implementation process so that learners can benefit more
from BR and similar games.
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