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A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India

November 19, 2012

There are over 5 billion mobile subscribers worldwide today –an astounding number considering the world’s current populationwhich is roughly 6.8 billion (ITU, 2010). This means that even in
very rural areas of the developing world, today’s children are moreoften than not already exposed to some type of mobile technology,and their exposure is only expected to increase in the coming decades. The rapid proliferation of mobile technologies throughout
the world has brought substantial attention to the potential to leverage the power of these new technologies to address decadesold problems, including educational inequalities (see Keen and
Mackintosh, 2001; Ling, 2004).Today’s mobile devices, with their increasing affordability and
storage, can be equipped with a vast amount of educationalcontent, including mobile videos, learning simulations, andeducation games targeted to appropriate ages. Moreover, unlike
desktop computers or even notebook computers, handheld mobiledevices require substantially less infrastructure and electricity,which gives them many advantages over traditional computers.
Most importantly, mobile devices are capable of reaching even th

most marginalized communities (Attewell, 2005; Kim, 2009), and
research has shown mobile learning devices have the potential to
widen access and supplement education in remote and under-served areas of the world (Zurita and Nussbaum, 2004).A number of studies have examined how mobile technologies
can be used for both formal and informal literacy development andlanguage learning (Brown, 2001; Cabrera, 2002; Chinnery, 2006;Joseph et al., 2005; Kadyte, 2004; Kiernan and Aizawa, 2004; Levyand Kennedy, 2005; Norbrook and Scott, 2003; Ogata and Yano,
2004; Paredes et al., 2005; Thornton and Houser, 2005). Manyothers have attempted to leverage mobile technologies fornumeracy and math skill development (e.g., Baya’a and Daher,
2009; Franklin and Peng, 2008; Matthee and Liebenberg, 2007). In addition, several studies have shown that mobile learning devicescan be effective educational resources for schools that lackeducational resources and places where traditional learning cannot take place (see Attewell, 2005; Sharples et al., 2005; Stead et al., 2006), as well as for underperforming students (Shin et al.,2006).[…]

Authors: Paul Kim, Elizabeth Buckner,Hyunkyung Kim,Tamas Makanya,Neha Taleja,Vallabhi Parikh  by Journal of Educational Development 




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