The following is a bibliography, abstract, selected quotes, and future readings from:
Abstract
Hybrid reality games (HRGs) employ mobile technologies and GPS devices as tools for transforming physical spaces into interactive game boards. Rather than situating paticipants in simulated environments, which mimic the physical world, HRGs make use of physical world immersion by merging physical and digital spaces. Online multiuser environments already connect users who do not share contiguous spaces. With mobile devices, players may additionally incorporate interactions with the surrounding physical space. This article is a speculative study about the potential uses of HRGs in education, as activities responsible for taking learning practices outside the closed classroom environment into open, public spaces. Adopting the framework of sociocultural learning theory, the authors analyze design elements of existing HRGs, such as mobility and location awareness, collaboration/sociability, and the configuration of the game space, with the aim of reframing these games into an educational context to fore- see how future games might contribute to discovery and learning.
Select Quotes
- “HRGs, therefore, have a distinguishable characteristic from MUDs, MOOs, and MUVEs when it comes to educational settings: They take advantage of users’ mobility in the physical world, instead of placing the user inside a simulated digital environment” (p. 240).
- “Rather than changing pedagogical practices to take advantage of the affordances made available by the technology, many instructors simply incorporated into existing curricula without altering traditional teaching practices and delivery” (p. 240).
- “Underlying our theoretical framework is that knowledge is not simply a body of facts looking to be acquired but rather is constructed between individuals as they negotiate meaning, primarily through the means of discourse (Lave & Wenger, 1991)” (p. 244).
- “Learning becomes a function of the coconstruction of knowledge (Brown & Campione, 1994) that emerges as game players (students) who inhabit both spaces share the space-specific information to play the game” (p. 244).
- Brown, A., & Campione, J. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-290). Cambridge, MA: MIT Press.
- Dede, C., Ketelhut, D., Nelson, B., Clarke, J., & Bowman, C. (2004). Design-based research strategies for studying situated learning in a multi-user virtual environment. Proceedings of the 2004 International Conference on Learning Sciences, USA.