Mobile Game-Based Learning (mGBL) Development Methodology

Mobile naughty-Based Learning (mGBL) Development methodological analysis1.0 IntroductionThere is increasing interest in the intent of ICT and educational technology to promote nurture formally or informally. Such technologies be educational bundle in CD, web-based or online learning, e-learning, Computer-Based Training (CBT), and most lately planetary learning (m-learning). M-learning raft be described as a learning technique that happens across locations or that takes advantage of learning opportunities offered by quick technologies such as mobile ph unrivaleds, smart phones, organisers and handheld devices.Many research findings show the capableness and effective spend of mobile technologies for learning purpose (Naismith et al., 2006 Pachler, 2007) with utilise variety of learning systems as listed in Table 1.Table 1 Example of Mobile Learning SystemsApplication TypesProject NamesAuthorsSMS text contentednessBBC Bitesize ProgrammeMobile Learning Language SystemLearnin g System (Blackboard)BBC Bitesize (2003)Thornton and Hosubstance abuser (2004)Vassell et al. (2006)Mobile GamemGBL projectMathematic Video Game- Skills AreaVirusMIT Game-To-TeachMitchell et al. (2006)Lee et al. (2004)Collella (2000)Klopfer and escort (2002)Mobile ApplicationClassroom Response System -EducueAmbient WoodButterfly Watching SystemInteractive Audio-Visual tourDufresne at al. (1996)Rogers at al (2002)Chen at al. (2004)Proctor and Burton (2003)Although there be many application types in mobile learning, this research is centreing on the mobile second as a scope of field of operation. Mobile game-based learning (mGBL) is a game specifically for learning which is also played on a mobile phone, smart phone, PDA or handheld devices. The purpose of mGBL is by using game play to enhance motivation in order to learn, engage education, or to enhance metier of learning content transfer or other specific learning outcome.In a habitual term, mGBL can be categorized as a seriou s game (Sawyer and Smith, 2008). The research on serious game increases dramatically world wide (Corti, 2006) and this is due the fact that the growing usage and popularity of exploiting game to take hold learning (Sawyer, 2008). Figure 1 shows that the GBL is the most popular terms searched via Google amongst other game-based concept.Figure 1 Popularity on Game-Based Concept (based on Sawyer, 2008)To fully utilize the potential of mGBL, we must look beyond the practice uses of the mGBL. The most important part is the design and methodology to develop mGBL. Developing a good game is very(prenominal) important because to make sure the player is motivated enough to keep playing the game until the game goal has been achieved (Kramer, 2000 Rollings and Morris, 2004) and similarly to mGBL by adding learning module as tell apartd by Prensky (2001), Becker (2006), and Gee (2003). In order to take advantage of those cases of good games for learning, the design and maturation of mGBL must be studied.2.0 investigate MotivationsThe ownership of mobile phone exponentially increasing all around the world. For example in Malaysia the subscriptions of mobile phone are growing rapidly with a high shrewdness rate (MCMC, 2007). This is due to the fact that mobile technology is naturally portable, flexible to anywhere, possible to connect us to variety of information sources and enable communication over (Smith et. al, 1999 Naismith et al., 2006).With such huge potential, there is possibility of using mobile for learning because it combines the wireless connectivity and educational contents (text, multimedia, application) delivered according to learners location, requirements and skills (Salz, 2006).One of the educational content is mGBL because it can be exploited to be an interesting mobile content. Most of students like playing games. Looking at this prospective market for game, mGBL is worth to be one of the mobile learning content. In addition, there are a lot of a dvantages of using games for learning. Cisic et al. (2007) discuss the advantages of games which can promote learning by motivation, play environment, and economic consumption playing. Therefore mGBL suppose to be real in an appropriate way which can further achieve the learning objective for mobile learning.Other aspect of motivating for this research is the proposed Malaysian government initiative. Norshuhada and Syamsul Bahrin (2008) have discussed about the Malaysian government initiative which has introduced the Malaysian MyICMS 886 to promote local content phylogenesisMyICMS 886 dictates a number of strategies for the growth of local content and these are promoting awareness, building competencies in higher education and forming strategic alliances. The goals are to encourage local creativity, address impudent content demands and also export content. In achieving these goals, the Malaysian government together with a number of key industry players have provided many funding incentives specifically for local content production.The Malaysian government initiative is mainly purpose to encourage local company to establish and develop local-based content with their creativity for trade both locally and internationally.3.0Research ProblemEmbedding learning content to mobile games can be complicated because mobile games differ from the application software, particularly designing educational game. In order to develop mGBL, it is crucial for developer to refer at the comprehensive design and study methodology.The exploitation of mGBL can be a combination of both amazes game development method and instructional design (ID) regulate. Most of ID seats contain valuable insights and guidelines for development of instruction. Each addresses various problems effectively and it would be foolish to repel them in an attempt to seduce any learning based technology (Becker, 2006). In addition, Moser (2000) stated that ID cast can and should be incorporated in to new view (in different media) for designing object learning and the ability of the method to provide the necessary element of learning.Various game design exemplars and development methods have been proposed and are made available in different genre of games, with each having their own requirements. Similarly to ID theoretical accounts offer different components which cater to which context one applies (Gustfason and Branch, 1997 Moser, 2000). Although game development has a history of implementation in ID (Garris et al. (2002), literature still lack available of comprehensive methods specifically for develop mGBL applications. Most of the methods are guidelines or everyday approaches for developing mobile game (Dholkawala, 2007 IGDA, 2005).Other concerning aspect to develop mGBL is the restrictions on design in mobile environment such as screen design, interaction, and software/hardware dependent (Lee, 2005). The guideline on how to align with these restrictions should also be included in the development method, so that the developer will put into consideration when they commit it into the real development.4.0Research ObjectivesIn attempting to cater this problem, the following research objectives are devised. The main research objective is to propose a methodology for developing mobile game-based learning (mGBL). In accomplishing the main objective, the following sub-objectives are also formedTo investigate the key issues ofdeveloping mobile game for learningembedding ID puzzle in developing mGBL.To explore and identify the main components of methodology for developing mGBL.To develop the methodology for development of mGBL.To test the proposed methodology by developing a prototype.To evaluate the proposed methodology in term of development efficiency5.0Research QuestionsIn achieving the objectives, four main questions bring upWhat are the key issues of developing mobile game-based learning?What are the components of design model for developing mob ile casual game for learning (mGBL)?What are the flows and cycles of the mGBL development methodology?How to evaluate the efficiency of the proposed methodology?6.0Research MethodologyA prominent design science research methodology (Vaishnavi and Kuechler, 2007) will be adopted for accomplishing the research objective because the expected main output for this research is a methodology. The methodology is divided into five phases Awareness of Problem, Suggestions Development, Evaluation, and Conclusion. Figure 2 illustrates the activities will be conducted in this study.ActivitiesPhases1.1 Literature study, web browsing information reuseResearch Methodology1 Awareness of Problem2 Suggestion3 Development4 Evaluation5 Conclusion1.3 Initial study on the usage of mobile game among students1.4 Survey study on mGame Development Methodology among mGame developersOutcomes2.1 Study on the flow and cycle of the mGBL developmentResearch problems break issues of mGBL developmentComponents of mG BL methodology1.2 Comparative study on current mGBL methodologies/ models3.1 Develop the proposed mGBL methodology4.1 Test the proposed methodology by developing a prototype5.1 authorship writing and research publication4.2 Evaluate the proposed methodology in term of development efficiencyProposed mGBL methodologymGBL PrototypeEvaluation ResultPublications2.2 Combine the mGBL development componentsObj 1Obj 2Obj 3Obj 4Obj 5Figure 2 Research methodology adopted from Vaishnavi Kuechler (2007)7.0Comparative Study on the GBL Design and Development homunculussThis study is conducted in order to compare and explore the available design and development methods proposed by several researchers. The collected models can be analyzed into two (1) prevalent Game-based Learning patterns and (2) Mobile Game Design Models and Methodologies.The general GBL models as followingAmory and Seagram (2003) Game Object Model (GOM), Game Achievement Model (GAM) and Persona Outlining Model (POM).Amory ( 2007) Game Object Model IIGarris et al. (2002) Input-Process-Outcome Game ModelKiili (2005) Kiilis ModelNorma (2005) Engaging Multimedia Design ModelWatson (2007) Games for Activating thematic Engagement (GATE) convert et al. (2007) Adaptive Digital Game-based Learning FrameworkNoor Azli et al. (2008) Framework for Designing GBL for ChildrenNor Azan Wong (2008) -GBL Model for history courseware designThe mobile game development models and methodologies as listed belowMitchell et al. (2006) mGBL modelParas Bizzocchi (2005) -Integrated Model for Educational Game DesignDholkawala (2005) Best Practice for Mobile Game DevelopmentMcGuire (2006) Scrum MethodologyDynamic Ventures (2007) -Game Development MethodologyEdwards Coulton (2006) Design-Protect-Build-Test-Market-SellNovak (2004, 2007) Game Development ProcessJanousek (2007) Game Life CycleThe separation between the above two analyzed categories is based on the differences on the design model and development methodolo gies. As stated by Vaishnavi and Kuechler (2007), design model is a set of propositions which express the relationship between components or concept. On the other hand, development methodology is a set of steps or guidelines used to perform a task.Table 2 and 3 illustrate a summary of the relative study on the design or development models and methodologies for game-based learning (GBL), mobile game (mGame), and mobile game-based learning (mGBL). The analysis is based on descriptions, advantages, and disadvantages of the models.Table 2 A summary of GBL modelsNo.NameAuthor/ Proposed byDescriptionDisadvantages1.GOM (GameObject Model)Amory Seagram (2003)GOM is a design model and also an evaluation modelGOM relates game elements to the promotion of educational objectives2.GAM (Game Achievement Model)Amory Seagram (2003)GAM is a design and evaluation modelGAM is part of GOMThe GAM works on the principle of linking educational and in-game objectives in order to create a continuous exper ience and maintain interest in the game.This forms the outline of the game and the basic story.3.POM (Persona Outlining Model)Amory Seagram (2003)POM is a design and evaluation modelPOM uses expected player interaction to build a persona concept to better define the best designPOM works on a lower floor the concept of four fundamental questions.Who will be exploiting the system?What will they be doing?How will they do it?With what technology will the system be developed?4.GOM Version IIAmory (2007)GOM II is an extended model of GOMThe most satisfying addition caused by this model the addition of the Social SpaceThis is only when a design model which is not providing the development methodology.GOM has a tendency to focus also much on mechanical aspectsGOM covers so many things it will bewilder necessary to create a complicated evaluation system to match it.Although it claims to be a model that integrates education theory and game design, it does so at an abstract level by plac ing a requirement for learning objectives as part of the model.There are no actual examples and there is no data.This model doesnt really do much to address how to implement learning objectives, which to my mind is at the core of all instructional design.These model generally applicable for educational software.5.Input-Process-Outcome Game ModelGarris et al. (2002)This is a design model.The model adopts the input-process-output framework, and provides a game cycle that is triggered by specific game features.The objective of this model is to incorporate instructional and certain features of games at first level which then trigger a cycle that includes user judgments or reactions such as enjoyment or interest, user behaviors such as greater persistence or time on task, and further system feedback. Finally, this engagement in game play leads to the achievement of procreation objectives and specific learning outcomes.This is only a design model which is not providing the development me thodology.The model focuses on the game play and game cycle.6.Kiilis ModelKiili (2005)This is a design model.The model works to related already existent game theory with already existent educational theory in order to create a functional model based off of already well accepted concepts.Foremost important in the Killi Model is the concept of Flow possible action found in game design.Kiliis model can best be viewed as one large problem linked by a serial publication of smaller problems.This is only a design model which is not providing the development methodology.Kiliis model focuses only on behavioral aspects7.Engaging Multimedia Design ModelNorma (2005)This is a design model.This model focuses on the engagement level of a learner.The concept of this model can be adapted into designing an educational game.This is only a design model which is not providing the development methodology.This model is a general model for multimedia design specifically for children.8.GATE (Games for Acti vating Thematic Engagement) theoryWatson (2007)This is a design model.GATE theory is a theory of educational game design driven around the principles of engaging the learner in a topic in order to encourage further exploration.The underlying premise behind GATE is to make the player autonomous and self-motivated.The model to a great extent based upon the works of BrunerThis is only a design model which is not providing the development methodology.The GATE model is too abstract.The GATE model is still too new for there to be a body of evidence that either supports or refutes its value.9.Adaptive Digital Game-based Learning FrameworkTan et al. (2007)The model focuses on both of the design and learners aspects.In learners aspect, it consists of psychological needs, cognitive development, and learning behavior.In design elements, it consists of multimodal, task, and feedback.This is only a design model which is not providing the development methodology.This model is still new and needs several studies to support on it effectiveness.10.Framework for Designing GBL for ChildrenNoor Azli et al. (2008)A design model which is modified from Kiilis ModelEmphasize cognitive presence by stressing the importance of reflective observation and knowledge constructionThe model specifically to Pre-school domain.This is only a design model which is not providing the development methodology.This model is still new and needs several studies to support on it effectiveness.11.GBL Model for history courseware designNor Azan Wong (2008)A design modelThe model focuses on components of history courseware design for Secondary school- upper level.The model consists of 2 components pedagogy and digital games components.This is only a design model which is not providing the development methodology.This model is also still new and needs several studies to support on it effectiveness.Table 3 A summary of mGame and mGBL design models and methodologies1.mGBL ModelMitchell et al. (2006)The mGBL models will be iteratively developed within a social-constructivist framework, using experiential learning and situated learning theories that see learning as a social activity constructed in interactions with others.This approach suits learning models delivered via mobile phones.Importantly, they will also support creative decision-making, encouraging players to consider decisions from different perspectives with a focus on mission, defining significant results and doing rigorous assessment.The mGBL model has been applied to these domain e-health, e-commerce, career guidance, and m-governmentAlthough this model is the most relevant to mGBL, but it focuses on the design part.This is only a design model which is not providing the development methodology.2.Integrated Model for Educational Game DesignParas Bizzocchi (2005)This model reconciles flow, learning, and motivation within an immersive game experience.The model shows that games foster play, which produces a state of flow, whic h then increases motivation, and lastly supports the learning process.This is only a design model which is not providing the development methodology.3.Best Practice for Mobile Game DevelopmentDholkawala (2005)This methodology suggests steps in developing mobile game in general from developing game concept until the trimming process.These guidelines are general use for developing mobile game which not includes the ID model.4.Scrum MethodologyMcGuire (2006)The methodology is based on Agile Methodology.The iterative process is a main concern for this methodology.It focuses on the tasks given to each individual of the development team.This methodology also for general use for developing mobile game which not includes the ID model.5.Game Development MethodologyDynamic Ventures, Inc. (2007)The methodology provides guideline to develop general mobile gameIt focuses on the feedback and input from the client, stakeholders and developers.The methodology is an iterative process.This methodolog y also for general use for developing mobile game which not includes the ID model.6.Design-Protect-Build-Test-Market-SellEdwards Coulton (2006)This methodology extends the Design-Build-Test philosophy.The added processes are protecting IP, marketing and selling games.The methodology is also an iterative process.This methodology also for general use for developing mobile game which not includes the ID model.7.Game Development ProcessNovak (2004, 2007)The development process similar to multimedia development phases.The main focus of the methodology is the design documents such as game proposal, game design document, technical design document and test plan.This methodolo