Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Books
Business
Catalogues
Education
Entertainment
Finance
Games
Health
Lifestyle
Medical
Music
Navigation
News
Newsstand
Productivity
Reference
Social Networking
Sports
Travel
Utilities
Weather
Research by Kukulska-Hulme et al. (2011) found that the most prominent uses [of mobile devices] were:
Contact with others Information seeking E-book reading Listening to podcasts Scheduling Photo-taking Voice recording Updating notes Facebook, and Instant messaging (p. 25).
In the top 200 list, 18 out of 23 categories appear. The following categories had apps that matched the prominent uses listed by Kukulska-Hume et al. (2011): Education Music Photo & Video Reference Social Networking
Books
Business
Catalogues
Education
Entertainment
Finance
Games
Health
Lifestyle
Music
Navigation
Productivity
Reference
Social Networking
Sports
Utilities
Weather
4 out of 200
were educational apps.
Games
Education
70%
0%
This is no surprise, Schwabe and Goth (2005) found that game design in learning was not only motivating but engaging. In their mobile game design for learning, they found that students most enjoyed the experience of:
4.34
average
From
615 938
users.
Finger Dexterity
Detail-orientation
General Knowledge
Vocabulary
88%
3%
of the gaming apps in the Top 200 designed the game with only trivia questions.
of the gaming apps in the Top 200 designed the game with levels that include tasks or challenges.
9%
of the gaming apps in the Top 200 designed the game as a virtual world.
While storytelling is a powerful teaching method in engaging students in learning, creating ones own story gives the learner more choice in what they want to learn and develop versus a forced learning path. For example, Schwabe and Goth (2005) found that students enjoyed navigation through a map or virtual world similar to their present environment.
43%
of the gaming apps in the top 200 had a narrative or used storytelling to guide the player.
7%
of the gaming apps in the top 200 allowed players to create their own world and story.
Some of the mobile apps had avatars or a story line for a main character. These characters varied from human, animal or insect to zombies. Interestingly enough, Nowak and Rauh (2005) writes participants strongly preferred avatars that were both human and matched their own gender (p. 172). This is reflected in the game apps in the top 200.
73%
15%
of the gaming apps had an animal avatar.
of the gaming apps had a human avatar or a human as the main character in a story.
7%
5%
While some of the gaming apps had educational value, some raised questions about content appropriateness. While these types of games are popular, is it appropriate for learning?
11%
of the gaming apps in the top 200 had a violent storyline or topic.
2
References
Kukulska-Hulme, A., Petit, J., Bradley, L., Carvalho, A. A., Herrington, A., Kennedy, D. M., and Walker, A. (2011). Mature students using mobile devices in life and learning. International Journal of Mobile and Blended Learning, 3(1), 18-52. Nowak, K. L., and Rauh, C. (2006). The influence of the avatar on online perceptions of anthropomorphism, androgyny, credibility, homophily, and attraction. Journal of Computer-Mediated Communication, 11, 153-178. Schwabe, G., and Goth, C. (2005). Mobile learning with a mobile game: Design and
Note: The data was collected via iTunes on July 7, 2012. Rankings can change during the day based on activity.