- Coopersburg, Pennsylvania, United States
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Julie Oltman
Lehigh University, Teaching, Learning, Technology, Graduate Student
- Julie Oltman is an adjunct professor for the College of Education at Lehigh University. She earned her Ph.D. in Teaching, Learning, & Technology.edit
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Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and contextually... more
Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and contextually based learning. One of the most powerful affordances of games is promoting social learning, or social constructivism; collaborative games provide plenty of opportunities for peer sca olding and collaborative discourse. This chapter details three mobile augmented reality games designed to a ord constructivist learning through collaborative interactions: one inside a school, one on and around school grounds, while the last one is located at a working farm. We hope to demonstrate that collaborative mobile games represent a exible approach that can promote meaningful learning across subjects, ages, and even environments. Game-based learning (GBL) can, does, and should continue to occur in class; however, GBL can also be effectively implemented outside and even far away from the classroom, off-site.
DOI: 10.4018/978-1-5225-3949-0
Publication Date: 2018
Publication Name: Handbook of Research on Mobile Technology, Constructivism and Meaningful Learning
Research Interests:
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by Denise Bressler and Julie Oltman
Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and contextually... more
Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and contextually based learning. One of the most powerful affordances of games is promoting social learning, or social constructivism; collaborative games provide plenty of opportunities for peer scaffolding and collaborative discourse. This chapter details three mobile augmented reality games designed to afford constructivist learning through collaborative interactions: one inside a school, one on and around school grounds, while the last one is located at a working farm. We hope to demonstrate that collaborative mobile games represent a flexible approach that can promote meaningful learning across subjects, ages, and even environments. Game-based learning (GBL) can, does, and should continue to occur in class; however, GBL can also be effectively implemented outside and even far away from the classroom, off-site.