As mobile gaming explodes worldwide, the market for “games for good” (either with an educational or social-change focus) is open for growth. Mobile games provide a way to quickly pass time, an always-on-hand source of entertainment, and a way to connect with others through competing scores or sharing strategies. Can mobile games also be used to teach, inform, and raise awareness?
Level One: The Mobile Gaming Landscape
The current mobile landscape shows that games are popular worldwide, regardless of handset type or region. A June 2011 Gartner report on the state of the gaming industry reported that mobile gaming is expected to see the largest growth percentage of any aspect of the industry (compared to consoles and PCs), estimating “its share growing from 15 percent in 2010 to 20 percent in 2015.” Tuong Nguyen, principal research analyst at Gartner, is quoted as saying, “As the popularity of smartphones and tablets continues to expand, gaming will remain a key component in the use of these devices. Although [mobile devices] are never used primarily for gaming, mobile games are the most downloaded application category across most application stores, […] For this reason, mobile gaming will continue to thrive as more consumers expand their use of new and innovative portable connected devices.”
The growth of mobile games can be clearly seen in US mobile trends; a July 2011 report from Nielsen says that games are the most popular kind of app for smartphone owners, with 64% of US smartphone owners using a mobile game app at least once a month. The Nielsen report also found that “the average mobile gamer plays an average of 7.8 hours a month,” and that “those with iPhones tend to play around 14.7 hours each month while those with Android smartphones play around 9.3 hours per month.”
But mobile games aren’t just popular on smartphones; feature phone users are embracing the mobile gaming trend as well. MobiThinking’s 2011 global mobile statistic report found that among Africans who use mobile devices as their primary means of accessing the Internet, 55 percent report downloading games. OnDevice Research’s 2011 Mobile Internet Satisfaction report found that mobile games can influence handset purchase, as users want mobile devices that can support games. They report that, “89% of mobile media users in Kenya consider the quality of games they can play on their device when choosing a new phone.”
A 2009 report on India’s mobile gaming field from Vital Analytics found “approximately 120 million urban Indians used their mobile phones to play games during quarter ending July 2009, a reach of 41%. In terms of time spent playing games, 37% of the population spends less than an hour in a week playing games while on the other end of the spectrum 9% spend over 5 hours on an average.” The report also found that most popular types of mobiles games for Indian users were sports games (such as cricket) and arcade-style puzzle games.
With all these mobile gaming enthusiasts out there, where does that leave educational and social change games? Couldn’t some of this popularity be turned toward math, literacy, or advocacy games? The landscape shows that mobile games are popular regardless of handset and location, so the question now is how to make a game that provides both value and entertainment to the player.
Have you ever had a problem with your neighborhood and wanted to rally your community around finding a solution? Commons, a mobile mapping and reporting game, does just that. Commons is an iPhone app that allows players to locate their position on a map and then guides the players through a series of challenges to report and comment on their neighborhood. Reports can be voted on, so users who submit the best reports or images can win badges that show their involvement. The first real-world gameplay happened lower Manhattan in New York City on June 19th at the Come Out and Play Festival.
Hadeda: The Noisy Way to Practice Spelling Vocabulary using a Cell Phone data sheet 566 Views
Author:
Laurie Butgereit, Adele Botha
ISSN/ISBN Number:
978
Publication Date:
Jan 2009
Publication Type:
Journal article
Abstract:
With the push to better school results in mathematics, science, and technology related subjects, often language education is moved into the background. In Africa, however, education is often not in the mother tongue of the learners. Pupils are in a position where they are trying to learn complicated subjects such as science and mathematics in a language which is not their home language. In some African countries, there are dozens if not hundreds of languages. Hadeda is a project where primary school pupils (and even secondary school pupils) are encouraged to practice spelling words or vocabulary words using their cell phone. Hadeda allows the language teacher to create spelling lists or vocabulary lists in English and Afrikaans. Hadeda then generates a fun cell phone application using multiple text-to-speech engines to encourage pupils to practice spelling the words.
How Dr Math reaches Pupils with Competitions and Computer Games by using MXit data sheet 1046 Views
Author:
Laurie Butgereit
ISSN/ISBN Number:
978
Publication Date:
Jan 2009
Publication Type:
Journal article
Abstract:
In a world where school books, pencils and paper have to compete with cell phones, IPODs, and MP3 players for pupils' attention, Dr Math entices pupils to practice basic mathematics skills by providing games and competitions using Mxit over cell phones. Dr Math is a Mxit contact which pupils can add which gives pupils the opportunity to compete with other pupils in basic arithmetic skills such as addition and multiplication and more advanced mathematics skills such as factoring a polynomial and finding the prime factors of a number. In addition, interactive fiction games are available with mathematical twists in a plot that require some basic arithmetic skills to solve the puzzle. And, all of this is done over Mxit – South Africa's leading instant messaging provider – on cell phones.
At MobileActive, we’ve held a bi-weekly Research Ignite series to keep up with the latest in research related to mobiles for development. For the past few weeks, our team has been learning and discussing new research and reports. We invite you to put on your learning caps and plug into our screencasts, where we will feature some exciting developments in the world of m4d.
For this Ignite, we’re featuring three studies that were presented at the 28th ACM Conference on Human Factors in Computing Systems. The research covers mobile games in rural India and China that address literacy, and a study on mobile Internet use in South Africa.
Researchers from the Chinese Academy of Sciences, University of California, Carnegie Mellon University and Nokia Research Palo Alto developed two mobile games, Multimedia Word and Drumming Stroke, which aim to help young children in rural China recognize Chinese characters and practice strokes. It is the first known m-game that leverages a mobile learning tool for the Chinese language.
A Mobile Marakothi, a Traditional Children’s Game in India, that Teaches English
In rural India, empirical studies show that children often miss school largely due to family labor, assisting in domestic work at home or in the farm without wages or as hired labor. The authors believe that “Mobile learning can empower poor children to balance their educational and income earning goals,” and so, pursued the development of a mobile game to teach English vocabulary. Mobile phones with the m-game were deployed to children living in rural Uttar Pradesh, India for 26 weeks. The pilot identified opportunities for out-of-school learning, revealed gender influences on m-game usage and surprisingly, showed that m-games traversed caste and village boundaries and facilitated social interaction.
Presentation starts at 4:03 min.
Challenging Assumptions of Mobile Internet Access: The Experience of Women in A Township in South Africa
More and more mobile users are surfing the internet on their phones. For most people in developing countries, there is no plan B – in other words, no PC-based internet access. This study reports the experience of a group of women in Khayelitsha, in Cape Town, South Africa who connected to a mobile-based internet for the first time. In this article, six challenges facing mobile-only internet users in developing countries are identified. The authors propose how to the mobile industry can move forward by keeping the end-users in mind and introduce the concept of “digital divide” that is secondary to mobile access – it’s “after-access”.
Presentation starts at 9:59 min.
Thank you to the authors for providing permission to use images, screenshots and data as well as helpful feedback for the screencast. For more research, reports, and white papers about mobile technology for social change visit our mdirectory.
An Exploratory Study of Unsupervised Mobile Learning in Rural India data sheet 3045 Views
Author:
Kumar, A., Tewari, A., Shroff, G., Chittamuru, D., Kam, M., and Canny, J.
ISSN/ISBN Number:
978
Publication Date:
Apr 2010
Publication Type:
Other
Abstract:
Cellphones have the potential to improve education for the millions of underprivileged users in the developing world. However, mobile learning in developing countries remains under-studied. In this paper, we argue that cellphones are a perfect vehicle for making educational opportunities accessible to rural children in places and times that are more convenient than formal schooling. We carried out participant observations to identify the opportunities in their everyday lives for mobile learning. We next conducted a 26-week study to investigate the extent to which rural children will voluntarily make use of cellphones to access educational content.
Our results show a reasonable level of academic learning and motivation. We also report on the social context around these results. Our goal is to examine the feasibility of mobile learning in out-of-school settings in rural, underdeveloped areas, and to help more researchers learn how to undertake similarly difficult studies around mobile computing in the developing world.
Let's Play Chinese Characters - Mobile Learning Approaches via Culturally Inspired Group Games data sheet 3155 Views
Author:
Tian, F., Lv, F., Wang, J., Wang, H., Luo, W., Kam, M., Setlur, V., Dai, G., and Canny, J.
ISSN/ISBN Number:
978
Publication Date:
Apr 2010
Publication Type:
Other
Abstract:
In many developing countries such as India and China, low educational levels often hinder economic empowerment. In this paper, we argue that mobile learning games can play an important role in the Chinese literacy acquisition process. We report on the unique challenges in the learning Chinese language, especially its logographic writing system. Based on an analysis of 25 traditional Chinese games currently played by children in China, we present the design and implementation of two culturally inspired mobile group learning games, Multimedia Word and Drumming Strokes. These two mobile games are designed to match Chinese children’s understanding of everyday games. An informal evaluation reveals that these two games have the potential to enhance the intuitiveness and engagement of traditional games, and children may improve their knowledge of Chinese characters through group learning activities such as controversy, judgments and self-correction during the game play.
M4Girls: Empowering Female Students data sheet 5590 Views
The following is the executive summary of M4Girls, prepared by the Mindset Network and Neil Butcher and Associates, and reprinted here with permission from Mindset.
Introduction
The M4girls project is a partnership between Nokia, Mindset Network, and the Department of Education (North West Province/South Africa) to test the provision of educational content on a mobile phone platform to girl learners. The project targeted the development of Mathematics competencies in Grade Ten girl learners from underserved communities, and aimed to empower girl learners in the following ways:
•Access to mathematics (as a pilot subject area and driven by priority areas in education in South Africa);
•Exposure to a complementary platform of curriculum-aligned Mathematics content (Mindset content) on mobile phones; and
•Exposure to technology in the form of mobile phones.
