Interactive Design and Gamification of Ebooks for Mobile and Contextual
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PAPER INTERACTIVE DESIGN AND GAMIFICATION OF EBOOKS FOR MOBILE AND CONTEXTUAL LEARNING Interactive Design and Gamification of eBooks for Mobile and Contextual Learning http://dx.doi.org/10.3991/ijim.v9i3.4421 José Bidarra 1, Mauro Figueiredo 2, Carlos Natálio1 1Open UniversitY of Portugal, Lisbon, Portugal 2UniversitY of Algarve, Faro, Portugal Abstract—Given the global spread of mobile platforms like sources; a generation whose expectations and world views iOS and Android, it is relevant to consider the potential of are different from those that preceded it" (p. 27). Moreo- these devices to teach and learn. Our exploratory research ver, this is a generation that lives in a very complex world was designed to evaluate the possibility of using common and will have to make very difficult decisions (economY, eBook formats to create gamebooks (gamified books) that environment, social welfare, etc.). UnfortunatelY, school are effective in teaching and learning. After analyzing the education often does not establish the bridges which allow features available in many free or open tools, we decided to students to develop skills to better understand this com- use iBooks Author to build a model of a dynamic book that plexitY [3]. may function as an educational game for "Environmental With the emergence of (cloud) distributed learning Studies", aimed at children in the 4th grade, mostly 9 to 10- technologies, students can learn in a more informal setting year olds enrolled in Portuguese schools. This paper pre- using mobile devices, without being confined to a room sents the design and features of this interactive book titled full of computers. Furthermore, teachers and educators "Adventures in the Guadiana River", developed using the emphasize the importance and need for "authentic learn- Apple iBook format, and especially set for the iPad retina. Because this is a proprietary format, we also built a proto- ing activities", where students can work with real world type following the EPUB3 standard and developed new problems [4]. Therefore, the development of educational ways to interact with content within this universal format. activities for students that combine learning resources Preliminary tests with our prototypes revealed very good from the real world with those from the digital world has usability and a promising pedagogical potential for the become an important and challenging research topic. This proposed models. maY be accomplished, for example, bY using mobile communication and wireless technologies, which can be Index Terms—mobile learning; e-learning; multimedia; moved to anY place, allowing for scientific experimenta- eBook; gamebook; iBooks Author; EPUB3 tion, augmented realitY, image collection, resource shar- ing, and communication with colleagues. I. INTRODUCTION In the current context of mobilitY, we wanted to explore We are presentlY witnessing a new era in which the the possibilitY of integrating the tYpical structure of a classic "passive receiver" of the communication is appar- game in a new tYpe of electronic book (eBook) to be used entlY assuming a role as an active interlocutor, able to in tablets. The concept is, in essence, an interactive intervene and to express a critical opinion. This perspec- eBook, which enables the integration of text with images, tive takes shape if we look at various blogs and social audio, video and animations. We understand that there are websites, like YouTube or Facebook. We are actuallY clear pedagogical benefits in the development of an inno- talking about innovations that result in the development of vation that combines a book with a game – let’s call it a a networked societY, in constant interaction, where indi- gamebook - with potential in various learning contexts viduals take quick decisions, are globallY informed, and (formal, informal or non-formal). It is this new possibilitY integrate various digital media. In this context, it is wise to that we pursue in our investigation, evaluating the poten- consider the integration of digital media and mobile de- tial of the technologY in terms of tools and interfaces. vices (iPad, iPod, tablets, smartphones), allowing students The mobile learning concept is part of a societal model to set personal goals, to manage educational content and that assumes digital skills as vital in this second decade of to communicate with others in the right context [1]. the XXI century. We refer to, in particular, the abilitY to It is also important to note that this is a generation of (1) analYze and produce digital information where and digital natives; these students are the generation of digital when the user wants, (2) make decisions in the context of games and social networks. We cannot ignore that theY an information societY, (3) applY creative skills and inno- are no longer the same students for which the education vation (technological and methodological), (4) engage in system was designed traditionallY. These students grew in collaborative work and (5) master an operational a new technological environment, with its own techno knowledge of digital media and global communications. culture, and theY will live in a more demanding, competi- This article reports on our exploratorY investigation on tive and complex world. See, for example, the prospect of eBook formats (EPUB and iBooks) and the creation of Heide and Stilborne [2], for whom "the technological gamebooks that maY be effective in various learning situa- revolution has produced a generation of students who tions. Ongoing research involves the evaluation of three grew up with multidimensional and interactive media major components that are clearlY distinguishable: (1) 24 http://www.i-jim.org PAPER INTERACTIVE DESIGN AND GAMIFICATION OF EBOOKS FOR MOBILE AND CONTEXTUAL LEARNING assess the potential of the current eBook technologY, (2) images, texts and notes), and is not linked to the studY the role of narratives in games, and (3) determine classroom; the potential of gamebooks for certain educational appli- learning activities are mainlY based on online cations. resources and on interaction with other people (often through academic work); II. DESIGNING MOBILE LEARNING collaboration networks and group work are an While reviewing the literature we found several defini- important aspect of mobile interaction anYtime, tions of mobile learning. It should be noted, for instance, anYwhere; the view of Sharples [5], who defines mobile learning as the learning process that is not limited to a fixed place and the ease of instantly publishing content online takes advantage of mobile computing technologY. Consid- stimulates students to become researchers and ering the popularitY of mobile devices (e.g, smartphones, authors; tablets and laptops), we realize that most researchers in the possibilitY to easilY capture, record and publish this field have adopted this definition, which we think multimedia transforms students into producers and remains valid in the second decade of this century. critics (for example, when interacting in Facebook, Traxel [6] also defines mobile learning as learning that Twitter, Flicker or YouTube). is supported bY a portable or mobile device. This mobile III. GAMIFICATION IN MOBILE LEARNING device encourages learning through its ease of access to information, the abilitY to easilY move and its abilitY to Research in educational technologY needs to go far be- manage very diverse media (text, image, audio, video, Yond learning with multimedia to recognizing the role of animation, etc.). The integration of portable devices in the new learning experiences; for example, one that games instructional model is assumed, in the opinion of this and simulations can reveal. The learning model which we author, to be a possible waY to increase the efficiencY of call "ludic" - based on games - can be used in formal or learning. Portable devices have been used for a significant informal education bY well-defined age groups, and can be period in curriculum areas such as languages [7], [8], [9], introduced in various scientific fields. But how do we [10], mathematics [11], social studies [12], [13], [14], and broadlY define "game"? For our educational purposes a science [15], [16]. working definition maY be the one proposed bY Klopfer On the other hand, compared with traditional education [29], for whom a game is a goal-oriented activitY, based based on textbooks, learning with eBooks, coupled with on specific rules, which players perceive as enjoYable. In mobile devices, seems to be an increasinglY attractive an educational context, considering that "ludic” is not option; one which can trigger the interest and motivation usuallY a prioritY in most activities, a game maY be the of students. Considering that interactive eBooks maY motivating factor that is needed in manY learning re- eventuallY have teaching potential, they can also be dis- sources. tracting and produce some dispersion [17], [18]. On the UnfortunatelY, the production and deploYment of edu- positive side, Glasgow [19] showed that student motiva- cational games presents some difficulties, particularlY: tion is higher when children interact with multimedia The high development costs and an uncertain market materials, especiallY those children with reading difficul- make investment in educational games and ties. Supporting this view, Bearne [20] argues that most innovations too riskY for producers; children todaY are immersed in vast multimedia experi- Institutions resist adopting innovations and do not ences and