Lessons learned from integrating concept mapping and gaming approaches into learning scenarios using mobile devices: analysis of an activity for a geology course

Abstract

In this study, an integrated concept mapping and gaming-based learning approach was proposed to support mobile learning activities. To investigate the effects of the interaction between concept mapping and gaming on the participants' mobile learning outcomes, a quasi-experimental design was adopted and conducted for a learning activity of the elementary school course unit 'knowing the representative rocks in different geographical locations in Taiwan'. The participants were divided into three experimental groups and one control group. The experimental groups used the integrated concept mapping and gaming-based mobile learning approach, the gaming-based mobile learning approach and the integrated concept mapping and guidance-based mobile learning approach, respectively. On the other hand, the control group used the conventional guidance-based mobile learning approach. The experimental results showed that no interaction was observed between the gaming approach and the concept mapping approach. Furthermore, it was found that the concept mapping approach was not beneficial for students' learning achievement, while the gaming approach significantly improved their learning motivation, learning satisfaction and flow experience. Finally, discussion is provided to explain the findings, in particular, to infer why concept mapping did not achieve the expected positive impacts, as a reference for future studies.