Savannah: mobile gaming and learning?

By Keri Facer, R. Joiner, D. Fraser, Josephine Reid, R. Hull, David S. Kirk. Journal of Computer Assisted Learning, 2004

491 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/a3a9dd79e9927794784c1d44b9dd54a2ee7676c3

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Citations in the corpus

Mobile learning with a mobile game: design and motivational effects (2005, background): “There are already a few mobile systems that integrate playing and learning, such as the Cooties Game or Geney (Savill-Smith & Kent 2003) or Savannah (Facer et al. 2004).”
Mobile Learning projects - a critical analysis of the state of the art (2009, methodology): “Continued Name Context Tools Control Communication Subject Objective Mobile Spreadsheet (Tan and Goh 2006) Formal 2 2 1 1 1 MoCoCoMa (Silander et al. 2004) Formal 5 4 5 1 2 Numina (Heath et al. 2005) Formal 2 2 2 1 1 Pebbles (Chen et al. 2000) Formal 2 1 2 1 2 PLASPS (Yin et al. 2006) Formal 3 2 1 1”
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009, background): “…and learning outcomes compared to traditional teaching within primary school mathematics and reading, whereas a pilot evaluation of a mobile DGBL environment on animal behavior with children aged 11–12 years old showed that they were enthusiastic about the experience (Facer et al., 2004).”
Augmented Reality Teaching and Learning (2014, background): “…meaning within active, inquiry-based compelling narratives, solving authentic problems, and physically exercising (Dunleavy et al., 2008; Dunleavy & Simmons, 2011; Facer et al., 2004; Klopfer & Squire, 2008; Perry et al., 2008; Schmalstieg & Wagner, 2007; Squire et al., 2007; Squire, 2010).”
Moving on from Weiser's Vision of Calm Computing: Engaging UbiComp Experiences (2006, background): “Similarly, Savannah was designed as a physical-digital game to encourage the development of children’s conceptual understanding of animal behavior and interactions in an imaginary virtual world.”
Using games and simulations for supporting learning (2006, background): “Other empirical studies (such as Facer et al ., 2004; Egenfeldt-Nielsen, 2005), have found that a key challenge for using games effectively lies in providing close links between the game-play and the learning objectives and outcomes.”
Learning in immersive worlds: A review of game-based learning (2006, background): “Not contextualising the games into a meaningful learning context has been posited as one of the main failings of studies by Egeneldt-Nielsen (2005) and Squire (2005), and has been observed in the mobile gaming learning Savannah project (Facer et al., 2004).”
How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? (2006, background): “Savannah is a mobile strategy adventure game pilot combining the use of virtual and real spaces, mobile technologies and interactive whiteboards to provide a tool for supporting exploratory learning in 11–12 year olds (Facer et al., 2004).”
A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “According to Garris et al. (2002), the following are tangible reasons for using computer games for learning purposes: • Computer games can invoke an intensity of engagement in learners.”