Potential Prejudice against Mobile Learning Games in Croatian University Teachers and Students

With mobile phones growing ever more powerful in their scope, availability, power, applications, usability and pure enjoyment, and with the popularity of mobile games applications, mobile game-based learning is an emerging field. Some research findings state that mobile games offer considerable potential for supporting social-constructivist learning (e.g. Mitchell 2003, Mitchell and Savill-Smith 2004). This is in line with a body of research that acknowledges the pedagogical role of fun in learning (e.g. Randel et al. 1992, Doolittle 1995, Dempsey et al. 1996, Fabricatore 2000, Prensky 2001, Wu et al. 2004). Moreover, strategic use of games can contribute a ‘flow’ experience that is a characteristic of successful learning processes (Csikszentmihalyi 1990). During the three-year project mobile Game-Based Learning (mGBL), we designed new learning models based on mobile games that can be integrated into learning programmes, thus enhancing the range of opportunities for connecting with students. This paper presents results from the user trials, focusing on the quantitative data gathered from an initial user survey and subsequent qualitative research conducted on Croatian students and teachers. The user trials took place during summer and autumn of 2006 and 2007. We conclude that students accept and welcome technology-assisted learning opportunities and prefer a mix of face-to-face and technology-assisted delivery. However, respondents to our survey and focus groups were generally sceptical as to the usefulness and desirability of the use of serious games delivered by mobile phone to underpin learning. Nevertheless, a focus group trial of an early prototype game attracted mainly positive reviews.