PAPER USING MOBILE DEVICES AND GAMING AS A MEANS OF BUILDING VOCABULARY Using Mobile Devices and Gaming as a Means of Building Vocabulary http://dx.doi.org/ijim.v5i4.1683 Dr. J. B. Redd, Dr. D. Schmidt Iowa State University, Ames, IA, USA Abstract—Mobile devices are gaining momentum and popu- larity in the daily lives of today’s youth. These devices em- brace and encourage ubiquitous learning through their ease of portability and access to various activities that can allow for learning to occur. Learning theories and cognitive tech- niques are explored as a means of providing a mobile educa- tional experience that is individualized, motivational, and beneficial for transfer to later word learning and reading comprehension. Index Terms—mobile devices, game theory, gaming in edu- cation, vocabulary I. INTRODUCTION “The digital world has placed the great library re- sources of the world at anyone’s fingertips” --([46] p. v) This article provides a review of the literary foundation for the basis of studying vocabulary acquisition using mo- bile devices. The main areas discussed include mobile devices, theoretical frameworks, game theory and design, games in education, and vocabulary learning techniques as they relate to vocabulary acquisition by high school stu- dents. Each of these areas plays an instrumental role in providing the background required to study the impact mobile technologies can have on vocabulary development. A. Mobile Devices Technology is constantly evolving and this change is moving into the educational realm by creating opportuni- ties for enhanced learning that is characterized as mobile learning, seamless learning, and ubiquitous learning [78]. This learning can be accomplished through the use of mo- bile devices. Mobile devices are small portable computing devices that can be used in a variety of environments [61]. This includes handheld devices, such as, personal digital assistants (PDA), portable media players (iPod Touch), and handheld game consoles (Nintendo DS). They possess the features of an operating system, a processor unit, a microbrowser, input/output devices, memory, and batter- ies [40]. These devices are making their way from outside to inside classrooms. They provide a way for students to construct knowledge and meaning from experiences by accomplishing learning tasks by using a portable tool [78]. Many of these mobile devices are characterized as minia- ture classroom computers that allow students to partake in the “anytime, anywhere” learning movement [82]. Mobile devices may be useful in creating a way for secondary students to transfer learning from inside to outside the classroom seamlessly. The use of mobile devices, such as the iPod Touch, is becoming more common among secondary students. For example, [1] found that 69% of iPod Touch users are be- Figure 1. Three stages of the Zone of Proximal Development [5] tween 13-24 years of age with 46% of the users between 13 and 17. Similarly, [52] found that 74% of teens (ages 12-17) own an iPod or Mp3 player. As mobile devices get more advanced, the possible educational applications im- prove, which can lead to a re-organization of the learning environment [39]. Reference [27] notes there are many ways to incorporate the use of mobile devices and library activities, such as searching for and reading information (i.e. Kindle App) or interacting with the environment (i.e. Google Goggles). Reference [21] describes a variety of ways of using mobile devices, for example, composing podcasts and movies. Mobile devices allow secondary students to engage in educational activities using the de- vices they are accustomed to. II. THEORETICAL FRAMEWORKS RELATED TO LEARNING WITH MOBILE DEVICES Behind the scenes of these mobile devices are theories at work that describe the way with which learning can occur. Three learning theories, Zone of Proximal Devel- opment, Social Learning Theory, and The Law of Effect, offer an explanation as to how learning can occur using this type of portable device. A. Zone of Proximal Development One-way knowledge is constructed via a mobile device is based upon Vygotsky’s Theory of Zone of the Proximal Development. This theory highlights the space between the actual level of problem solving and the level that can be achieved through guidance and support [98] (see Fig. 1). This theory can be broken down into three stages that look at what the learner can do alone, the level he wants to achieve, and the scaffolding and support necessary to achieve that level. The first stage is independent. This is the learner’s present knowledge and skill level and where he feels comfortable and will have success achieving and solving problems on his own. The next stage is where the zone of proximal development rests. The learner through 30 http://www.i-jim.org