Basics of qualitative research: Grounded theory procedures and techniques

How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

The theory of affordances

What Video Games Have to Teach Us about Learning and Literacy

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game's learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N=47) and the other one the non-gaming one (Group B, N=41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students' views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students' knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys' greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students' gender.

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

This paper reports a study that attempts to explore how using mobile technologies in direct physical interaction with space and with other players can be combined with principles of engagement and self-motivation to create a powerful and engaging learning experience We developed a mobile gaming experience designed to encourage the development of children's conceptual understanding of animal behaviour Ten children (five boys and five girls) aged between 11 and 12 years played and explored the game The findings from this study offer interesting insights into the extent to which mobile gaming might be employed as a tool for supporting learning It also highlights a number of major challenges that this format raises for the organisation of learning within schools and the design of such resources

Savannah: mobile gaming and learning?

We study a collaborative location-based game in which groups of 'lions' hunt together on a virtual savannah that is overlaid on an open playing field. The game implements a straight-forward approach to location-based triggering in which players must be in the same spatial locale in order to share information and act together. Comparison of video recordings of physical play with system recordings of game events reveals subtle and complex interactions between highly dynamic player behavior and the underlying technology. While players exhibit a fluid approach to group formation, the system embodies a more rigid view, leading to difficulties with sharing context and coordinating actions, most notably when groups of players span virtual locale boundaries or initiate actions while on the move. We propose techniques for extending locales to support more flexible grouping and also discuss the broader implications of our findings for location-based applications in general.

/pdf/life-on-the-edge-supporting-collaboration-in-location-based-3acdk0y0kc.pdf

Life on the edge: supporting collaboration in location-based experiences

This paper analyses the stages and circumstances for immersion based on quantitative and qualitative feedback from 700 people who took part in a three week long public trial of a location-based audio drama. Ratings of enjoyment, immersion and how much history came alive all scored highly and people often spent up to an hour in the experience. A model of immersion as a cycle of transient states triggered by events in the overall experience is defined. This model can be used to design for immersion in future experiences.

/pdf/parallel-worlds-immersion-in-location-based-experiences-micwwxbw1v.pdf

Parallel worlds: immersion in location-based experiences

This paper reports the findings from quantitative and qualitative studies of Riot! - a location-sensitive interactive play for voices. The paper begins by introducing Riot!; it then explores the gr...

Interdisciplinary criticism: Analysing the experience of riot! a location-sensitive digital narrative

Here we describe research addressing the next generation of mobility technology, which will deliver "the right experience in the right moment." The maturing field of pervasive computing yields the technology and the challenges described here. We focus on rich interactive mobile experiences triggered by context information available from the users, their environment, and a wealth of context-enabled content. We call such applications mediascapes.

Josephine Reid

Papers

Savannah: mobile gaming and learning?

Life on the edge: supporting collaboration in location-based experiences

Parallel worlds: immersion in location-based experiences

Interdisciplinary criticism: Analysing the experience of riot! a location-sensitive digital narrative

Mediascapes: Context-Aware Multimedia Experiences