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Huizenga Jantina, Admiraal Wilfried, Akkerman Sanne & ten Dam Geert (2009). « Mobile game-based learning in secondary education : Engagement, motivation and learning in a mobile city game ». Journal of Computer Assisted Learning, vol. 25, n° 4, p. 332–344. En ligne : <>. 
Added by: Rémi Thibert (13 Oct 2009 11:48:21 Europe/Paris)   Last edited by: Rémi Thibert (19 Oct 2009 15:05:36 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1365-2729.2009.00316.x
BibTeX citation key: Huizenga2009
Categories: General
Keywords: apprentissage, enseignement secondaire, jeu, motivation, TIC
Creators: Admiraal, Akkerman, ten Dam, Huizenga
Collection: Journal of Computer Assisted Learning
Views: 3143/5325
Views index: 35%
Popularity index: 8.75%
URLs ... -2729.2009.00316.x
Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary education playfully acquire historical knowledge of medieval Amsterdam, were investigated in terms of pupil engagement in the game, historical knowledge, and motivation for History in general and the topic of the Middle Ages in particular. A quasi-experimental design was used with 458 pupils from 20 classes from five schools. The pupils in 10 of the classes played the mobile history game whereas the pupils in the other 10 classes received a regular, project-based lesson series. The results showed those pupils who played the game to be engaged and to gain significantly more knowledge about medieval Amsterdam than those pupils who received regular project-based instruction. No significant differences were found between the two groups with respect to motivation for History or the Middle Ages. The impact of location-based technology and game-based learning on pupil knowledge and motivation are discussed along with suggestions for future research.
Added by: Rémi Thibert  Last edited by: Rémi Thibert
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