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Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50

13th International Educational Technology Conference

A Mobile Game-based Insect Learning System for improving the learning

achievements

Chung-Ho Sua, Ching-Hsue Cheng b*

a
Department of Animation and Game Design, Shu-Te University, Yanchao, Kaohsiung Taiwan 824
b
Department of Information Management, National Yunlin University of Science and Technology, Touliu Yunlin, Taiwan 640

Abstract

This paper aimed to investigate how gamified learning approach influence science learning achievement through a context-
aware mobile learning environment and to explain effects on student learning outcome. A mobile learning environment has
been developed based on MILS (Mobile Insect Learning System) gamified learning activity. A series of gamified learning
activities based on MILS was developed and implemented in an elementary school science curriculum to improve student
learning achievement and help students to actively engage in learning activities. A quasi-experimental design was used to
investigate the effectiveness of gamification approach by combining game elements with the use of MILS in a real-world
scenario. The response to questionnaire indicates that students valued the outdoor learning activities made possible by use of
the smartphone and its functions. Pre- and post-test results demonstrated that incorporating mobile and gamification
technologies into botanical learning process could achieve a better learning achievement than using non-gamified mobile
learning and traditional instruction. In managerial implications, the results could provide parents, teachers, educational
organizations to make related educational decision.

© 2013
© 2013The
TheAuthors.
Authors. Published
Published by Elsevier
by Elsevier Ltd. Ltd.
Open access under CC BY-NC-ND license.
Selectionand
Selection andpeer-review
peer-review under
under responsibility
responsibility of Association
of The The Association of Science,
of Science, Education
Education and Technology-TASET,
and Technology-TASET, Sakarya Sakarya
Universitesi,Turkey.
Universitesi, Turkey.

Keywords: Gamification, Elementary education, Teaching strategies, Mobile learning

1. INTRODUCTION

In the last decade, the development of mobile phone industry, associated with the parallel development in
Mobile Internet has been explosively swift: from the earliest voice phone to the current 3G smart phone which
can serve as a mini-computer, telephone, or camera, and transfer data as well as audio and video files. The

* Corresponding author. Tel.: +00 886 917 231 831; fax: +00 886 7615 8000.
E-mail address: mic6033@stu.edu.tw

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya
Universitesi, Turkey.
doi:10.1016/j.sbspro.2013.10.305
 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50 43

interaction with this ubiquitous devices and their use for learning purposes extend the traditional learning
paradigm into a new phenomenon so-called mobile learning (m-learning). Preliminary research suggests that
mobile devices can create more active learning experiences that improve student engagement, learning, and
course retention (Joosten, 2010), and the use of new technologies can enhance motivation, which is a vital aspect
of learning, deliver information when needed, and encourage to solve problems and satisfy curiosity (Sharples et
al., 2002). Furthermore, much research has shown that the mobile device as a mobile guide can help student to
increase their science and geographical knowledge as well as their motivation to engage in learning activities
(Huang et al., 2009; Hwang et al., 2010; Zhang et al., 2010). Many educators have emphasized the importance
and necessity of “authentic learning activities” in which students are able to work with problems from the real
world (Hwang et al., 2010). Students participating in an m-learning environment can enhance their learning
performance and improve their creativity (Cavusa & Uzunboylu, 2009). Furthermore, researchers have also
indicated the difficulty of supporting and guiding learners in such environments that combine real-world and
digital-world learning resources (Chu et al., 2010). Therefore, it has become an important issue to develop
effective and easy-to-follow learning guidance models for context-aware mobile learning system.

2. Literature review

To set a cornerstone for a common understanding before constructing the research model, some related
theoretical perspectives based on literature analysis results are briefly described in this section to serve as a
common ground.

2.1. Context-aware mobile learning environment

Mobile devices have become more and more popular, which can facilitate data collection, process and
analysis, and the high interactivity enabled by beaming makes collaboration and communication among students
handy. A learning environment is so-called mobile learning (m-learning). Mobile technologies can meet higher
order learning needs and realizing a more creative and learner-centered educational process (Joo & Kim, 2009).
Several studies have demonstrated successful experiments that support knowledge production and
transmission among learners and educators through the use of mobile devices in the learning activities of various
courses, such as natural science (Hwang et al., 2010a), social science (Chiou et al., 2010) and language courses
(Ogata et al., 2009; Sandberg et al., 2011). For example, Chen et al. (2003) proposed a mobile learning system
for scaffolding bird watching learning activity that enables students to take photos of birds with handheld devices
and to communicate with teachers and other students in an outdoor wireless environment. Chu et al. (2008)
conducted several outdoor learning activities in a butterfly ecology garden by integrating mobile learning
environments with electronic library facilities to assist elementary students to observe and distinguish butterfly
features in a science course. Lai et al. (2007) note the affordances that mobile technologies provide for
experiential learning by allowing rapid “note taking” through photos, audio and video recording, and by
supporting students through in field provision of learning materials and prompts to assist their development of
abstract concepts. Also, Huang et al. (2010) developed a mobile plant learning system to facilitate student
learning in an elementary-school-level botany course. Furthermore, recent findings in this research literature
show that digital learning resources, alongside the real-world learning contexts, improve students’ learning
interest, motivation (Chen et al., 2003; Chen et al., 2009, among many others) and their learning achievement
(Chu et al., 2010; Hwang & Chang, 2011, among many others).
Therefore, this study aimed to develop a low cost location-aware m-learning environment with appropriate
learning activities that incorporate game elements, which should promote the development of problem-solving
skills and to engage learning interest and increase learning achievement through adopting a game-informed
approach to support learners' authentic learning experience.
44 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50

2.2. Gamification

Mobile technologies can be used as powerful cognitive tools within constructivist approach to solve complex
problems and to engage students in authentic and meaningful activities (Jonassen & Reeves, 1996). Educational
gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learners’
behavior. In the previous research study, Sandberg et al. (2011) found that many children used a trial-and-error
strategy on play the games. For this reason, gamifying a course would be a great help to primary students by take
advantage of the motivational power of games and apply it to the motivational problems in education so
successful learning can take place (Prensky, 2001).

3. Methodology

This study tries to enlarge the scope of game-play in learning situation by adopting gamified learning strategy
and combining game elements with well-designed mobile learning activities. The goal is to determine whether
mobile technologies can support gamified learning approach, and learning strategies influenced achievement in
the natural science course. The implementation of our solution proposal, called Mobile Insect Learning System
(MILS). A series of learning activities geared toward integrating the game elements into course design was
developed for the outdoor learning environment.

3.1. Research concept

This section introduces the research design concept of our study, which applies the mobile insect learning
system with game elements to facilitate the mobile learning activity in an outdoor educational environment.
According to the use perspective, we designed an experiment in which students carry out the well designed
gamified learning activity in a mobile learning environment. This study was based on a quasi-experimental. We
divided students into three groups an experimental group and two different control groups that were formed from
three classes. To evaluate the effectiveness of this approach, a mobile learning activity was implemented in the
elementary school natural science courses in Kaohsiung Taiwan. Quantitative data analysis was also used to
evaluate the students’ Learning achievement. The study proposes a research framework relative to the
effectiveness of learning achievement by adoption of different learning approach in a mobile learning
environment as shown in Fig.1.

Fig.1 Research Framework

 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50 45

Tow major hypotheses are described as follows according to the research purpose and research questions:
H1: The demographic variables will affect the learning achievement positively.
H2: The students who receive different interventions show significant difference in individual learning
achievement in an outdoor learning environment positively.

3.2. Design and Implementation

With MILS, teachers can create any number of teams for students, and create any number of specific, relevant
goals and missions for that team to pursue. These include visiting learning area, observing learning target, and
generally being social.

Fig.2 illustrates the framework of the MILS application, which is based on a standard server-client model and
is composed of two modules. The client side and server side are connected through a conventional 3G or Wi-Fi
network. The screenshot of system functions are shown in Fig.3. After login to the mobile learning application,
students can browse the learning games nearby them and select one to participate, as shown in Fig.3(a). The
system then sends students a new Quest reminder with instructions on how to start with the learning task, as
shown in Fig.3(b). The learning contents were represented on the screen after students scanned the QR code of
specific learning target, as shown in Fig.3(c). Students can view the learning objects, the NPCs (No Player
Character), and the notes created by others according to their location in the learning area, as shown in Fig.3(d).
All of the NPCs are essential to the main storyline and will guide students to the next steps in chatty, as shown in
Fig.3(e). Students can create personal knowledge gained through firsthand observation and personal experience,
as shown in Fig.3(f).

Fig.2 The framework of the MILS application

46 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50

Fig.3 The screenshot of system functions for MILS application

 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50 47

3.3. Participants

The participants of this study were three classes of fourth grade students taught by same teacher in an
elementary school in Taiwan, the teacher had been teaching in the school for more than three years. The age
range of the students was 10-11. After studying the fundamental knowledge of insects in a natural science course,
these participants were randomly assigned to three groups to participate separately in three different teaching
methods with some learning objects and tasks. The participants of the experimental group used MILS application
incorporate game-informed learning approach in an outdoor education environment. Before analyzing the
research hypotheses, we examined the level of knowledge about insects in each of the three groups by using one-
way ANCOVA (Analysis of Covariance), and we found it to be equivalent among the groups. The results of the
pre-test showed that the experimental group (M = 71.059, SD = 8.352), the first control group (M = 72.235, SD =
10.036) and the second control group (M = 73.176, SD = 9.846) had no significant differences between them (F
= .429, p = .652 > .05).

3.4. Research instrument

In order to evaluate the students’ learning achievements and attitudes while participating in the different
learning conditions, various data sources and methods were utilized, including pre-test/post-test design,
questionnaires, and interviews with the teacher and students. The Cronbach's alpha value for internal consistency
reliability of the pretest and posttest was .89. An acceptable alpha value was .7 or higher (Nunnaly, 1978)
indicating a good reliability of the tests used in this study.

4. Data analysis and results

In this study, student toward natural science learning was measured and the effect of different teaching
strategies on learning achievement in a natural science course was analyzed. There are totally 102 students
participating in this study, of which 54 are male and 48 female, with the average age of 10-11 years.

4.1. Results of hypothesis test

For testing hypothesis H1, Table 1 shows the analysis comparison for the impact of demographic variables on
the student’s learning achievement. The result shows the experienced students were more enjoyment in the
learning activities, and more satisfied with their learning achievement in the ‘Understanding of Insects’ learning
activity than the non-experienced students. The students with different gender lead to differences in post-
examination achievement (P=.044). The male students did have a higher learning performance than the female
students in the experimental group. The students' subject interest also indicated a significant difference for post-
examination achievement (P=.000), which means the students who are interested in insects lead to higher
learning achievement than the students who are not interested in insects. Moreover, the prior experience with
smartphones also leads to significant difference in post-examination achievement (P=.010). Based on the results
of Table 1, the hypothesis 1 is significance.
48 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50

For testing hypothesis 2, this study analyzed the differences between pre-examination, post-examination and
learning strategies using one-way ANCOVA in order to eliminate the influence of the pre-examination. First,
normality plots revealed that the normality assumptions were valid, and there was an interaction of minor degree
between pre-examination achievement and the learning strategies (F=0.429,P=0.101), which indicated that the
regression slopes of the three learning strategies were homogeneous, so the assumption of equality of variance
was not violated. Since the homogeneity requirement was met, we were able to carry on with the ANCOVA
analysis, as depicted in Table 2. The results show that using mobile learning with gamification approach can
promote student's botanical knowledge and lead to differences in learning performance, after removing the
influence of the pre-examination. The post-hoc analysis for the research model showed that achievement in using
mobile learning with gamification approach was higher than the achievement of conventional mobile learning
and traditional instruction alone. The result shows that hypothesis H2 is significance.

Table 1 The t-test and ANOVA results for the impact of demographic variables on the student’s learning
achievement
Subject Prior Working off- Games
Hypothesis Constructs Gender Time to play
interest experience campus frequency
Learning
t(-2.112)* t(-4.535)* t(-2.640)* F(2.846) F(2.365) F(1.449)
H1 achievement
Comparison M>F Y>N Y>N
* P 0.05 ** P 0.01 *** P 0.001 M=male, F=female ,Y=Yes N=No

Table 2 The t-test and ANCOVA for learning achievement on learning strategies
t-test for Equality of Means
Learning
Hypothesis Group N Mean SD Scheffe
Achievement F Value Sig. (2-tailed)
Comparison

EG 34 71.06 8.352

Pre-test CG1 34 72.24 10.036 0.429 (.652) .789

CG2 34 73.18 9.846

H2
EG 34 82.94 10.009
25.287 EG > CG1*
Post-test CG1 34 75.59 9.595 .062
(.000) EG > CG2*
CG2 34 74.71 8.956

EG= Experimental Group,CG1= Control Group 1,CG2= Control Group 2)* P 0.05 ** P 0.01 *** P 0.001

5. Conclusions & Findings

This study has investigated how different learning conditions affect student's learning achievement for
botanical knowledge in an outdoor educational environment. Three interesting findings were summarized in the
following:
(1) Learner characteristics affect learning achievement:
The results of questionnaire indicate that among the six demographic variables and learning achievement,
subject interest were indicated as the important factor followed by gender ,subjects interests and prior experience.
(See Table 1). This study supports the argument that male students have higher learning performances than
females; experienced students have higher learning performances than those non-experienced students.
Compared to male students, female students considered some instructional factors and learning activities more
 Chung-Ho Su and Ching-Hsue Cheng / Procedia - Social and Behavioral Sciences 103 (2013) 42 – 50 49

valuable than other learning factors. It can be naturally interpreted that female students and the students who are
not interested in insects.
(2) The advantages of MILS:
The students in the experimental group satisfied the learner controlled pace of the learning process, and they
thought the gaming mechanics in the structure of game play were organized and useful for assisting them to learn.
(3) The comparison of learning achievement with different learning strategies. Experimental group’s students
who use MILS have better learning achievement than other control groups in post-test.

Through gamification we can not only create a mindset that encourages students to try new things, to not be
afraid of failing (Lee & Hammer, 2011), but also can enable students to engage in enjoyable experiences for the
purpose of learning. In addition, gamification is an innovative approach to learning, and because new
technologies and new applications are continuously emerging, it is still developing. Future studies must continue
to examine the new mechanics and new applications associated with emerging gamification technologies.

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