Story-based UFractions Mobile Game in South Africa: Contextualization Process and Multidimensional Playing Experiences Eeva Turtiainen 1 , Seugnet Blignaut 2 , Christo Els 2 , Teemu H. Laine 1 , Erkki Sutinen 1 1 University of Joensuu, Department of Computer Science and Statistics, PL 111, 80101 Joensuu, Finland eeva.turtiainen@edu.kitee.fi, {teemu.laine, erkki.sutinen}@cs.joensuu.fi 2 North-West University, School of Continuing Teachers Education, Private Bag X6001 Potchefstroom, 2520, South-Africa {seugnet.blignaut, christo.els}@nwu.ac.za Abstract. To increase more applied and transferable learning of mathematics we present mathematical mobile, story-based -game UFractions and its contextualization for the African cultural context. The prototype of UFractions was tested during March 2009 on 105 Grade 8 learners in five South African schools and 20 students and teachers of the University of Pretoria, South Africa. A multi method approach comprising qualitative and quantitative data collection strategies was employed. Based on the empirical research, story- based mobile gaming brings many dimensions into learning. Students identified themselves with the story of the Mother leopard and her cub Senatla and the story induced ethical, physical and cognitive rationales. Participants solved actively real-life fraction problems using mathematical rods and gave affective, functional and action-oriented arguments for liking the mathematics in the game. Players’ constructive feedback helps future development of UFractions. Keywords: Contextualization, educational games, manipulatives, mobile gaming, tangible manipulatives, South Africa 1 Introduction Most IT (information technology) learning tools are developed in Western countries for use of learners with this cultural background. The technological tools may not necessarily have the same success when used in other cultural contexts as the tools are often dumped without hardly any adaptations. However, planting of IT tools to the new environment would elicit more sustainable technology. Modifications of the technology according to the cultural context would guarantee a better understanding and utilization of the tools [1-3]. We present a learning tool, designed in Finland, but contextualized in South Africa to facilitate learning of mathematics for secondary school pupils in an engaging and motivating way.