Situated and colocated Learning Games
Résumé
Learning Games are mainly based on scenarios involving artificial situations inspired by real situations. We propose, in this article, the use of ubiquitous computing in mixed reality to overcome the artificial situation of the problem, by recontextualization of problem knowledge and a communication centered solution. In the Mixed Reality paradigm, the use of mobile devices and tangible interfaces is an original solution for merging digital and physical worlds. In this context, mixed reality technologies are responsible for collaboration, and provide users with better feedback by redefining digital data as information and control support of the physical world. However, technologies introduction increase complexity of the design already complex. The challenge is to combine learning usefulness of the pedagogical tool, motivational features from game principles, and advanced environment and technics from HCI to build a collocated and situated physical and numerical learning environment. Furthermore, in the Learning Game design, we can observe a lack of tools supporting the learning game design and development process as a whole. To solve this problem, we propose a design process based on the MDA (Model-Driven Architecture) approach, allowing us to explicate Collocated and Situated Learning Game Architecture and tools supporting LG production. These tools proposed are in charge of defining software behavior and appropriate user interfaces. We expect our proposal to help advance Learning Game design, and ultimately decrease LG production cost and increase their widespread use. This paper provide state-of-the-art of collocated and situated collaborative situations with some proven positive research outcomes, after which we present our approach of the design of Collocated and Situated Learning Games based on a process, a model and associated tools to support it completion. We illustrate our explanations with a concrete example of CSLG design.