A Comparative Analysis of a Game-Based Mobile Learning Model in Low-Socioeconomic Communities of India

Autor/inn/en	Kim, Paul; Buckner, Elizabeth; Kim, Hyunkyung; Makany, Tamas; Taleja, Neha; Parikh, Vallabhi
Titel	A Comparative Analysis of a Game-Based Mobile Learning Model in Low-Socioeconomic Communities of India
Quelle	In: International Journal of Educational Development, 32 (2012) 2, S.329-340 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.05.008
Schlagwörter	Foreign Countries; Electronic Learning; Educational Development; Educational Technology; Handheld Devices; Computers; Educational Games; Socioeconomic Status; Models; Instructional Effectiveness; Mathematics Education; Gender Differences; Children; Developing Nations; Comparative Analysis; Grouping (Instructional Purposes); India + Suchen Sie Ihr Suchwort? Ausland; Bildungsentwicklung; Unterrichtsmedien; Digitalrechner; Educational game; Lernspiel; Socio-economic status; Sozioökonomischer Status; Analogiemodell; Unterrichtserfolg; Mathematische Bildung; Geschlechterkonflikt; Child; Kind; Kinder; Developing country; Developing countries; Entwicklungsland; Grouping; Gruppenbildung; Indien
Abstract	This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions. (Contains 2 tables and 11 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10