1 The impact of coupled games on the learning experience of learners at-risk: An empirical study Birgit Schmitz, Roland Klemke, Marcus Specht Abstract. Offering pervasive game-based learning scenarios to at-risk learners is considered effective and motivating. This experimental study offers a detailed example of an educational setting that couples a mobile game with a PC browser game. It evaluates how this coupling supports engagement and learning for the target group. Nineteen participants aged between 17 and 21 years played and explored the game. The findings through seven-week gaming indicate that coupled games have potential to increase learners’ interest in a topic and can support learning activities. Keywords: educational games, pervasive technology, SMS notifications, mobile game design patterns, learning outcomes, at-risk learners INTRODUCTION Todays young adults have grown up using devices like computers, mobile phones, and video consoles for almost any activity. Their habits in using media strongly contrast with traditional schooling methods, which seem little motivating in the light of these devices [1]. While young adults conduct a substantial part of their lives via the mobile phone, schools and universities have long pursued other forms of educational interaction and contact [2]. However, for nearly half a decade now, digital and in particular pervasive game-based learning scenarios have started to gain traction among educational practitioners [3][4][5]. Pervasive learning games provide motivating, low-threshold learning opportunities and enable the creation of situated learning scenarios that enhance encoding and recall [6][7]. As Traxler