Over the last few years the use of mobile technologies has brought the formulation of location-based
learning approaches shaping new or enhanced educational activities. Involving teachers in the design of
these activities is important because the designs need to be aligned with the requirements of the specific
educational settings. Yet, analysing the implementation of the activities with students is also critical, not
only for assessment purposes but also for enabling the identification of learning design elements that
should be revised and improved. This paper studies a case that applies visualizations to support students’
self-assessment and teachers’ inquiry of a mobile learning design. The design is a gamified location-based
learning activity composed by geolocated questions and implemented with the “QuesTInSitu: The Game”
mobile application. The activity was designed by 7 teachers and enacted by 81 secondary education
students organized in a total of 23 groups. Log files, gathered from “QuesTInSitu: The Game”, provided
the data for the visualizations, which represented relevant aspects of the group activity enactment (both
time used to answer questions and to reach the geographical zone of the questions, scores obtained per
zone, etc.). On the one hand, the visualizations were discussed with the teachers as a learning analytics
tool potentially useful to consider when redesigning the activity, if needed. On the other hand, the study
shows that the visualizations led students to make a better diagnose of their own activity performance.
%0 Journal Article
%1 andjaviermelero2015activity
%A Melero, Javier
%A Hernández-Leo, Davinia
%A Sun, Jing
%A Santos, Patricia
%A Blat, Josep
%D 2015
%E and,
%J British Journal of Educational Technology
%K analytics bjet-si-2015 design inquiry learning teacher
%N 2
%P 317–329
%T How was the activity? A visualization support for a case of location-based
learning design
%U http://onlinelibrary.wiley.com/doi/10.1111/bjet.12238/abstract
%V 46
%X Over the last few years the use of mobile technologies has brought the formulation of location-based
learning approaches shaping new or enhanced educational activities. Involving teachers in the design of
these activities is important because the designs need to be aligned with the requirements of the specific
educational settings. Yet, analysing the implementation of the activities with students is also critical, not
only for assessment purposes but also for enabling the identification of learning design elements that
should be revised and improved. This paper studies a case that applies visualizations to support students’
self-assessment and teachers’ inquiry of a mobile learning design. The design is a gamified location-based
learning activity composed by geolocated questions and implemented with the “QuesTInSitu: The Game”
mobile application. The activity was designed by 7 teachers and enacted by 81 secondary education
students organized in a total of 23 groups. Log files, gathered from “QuesTInSitu: The Game”, provided
the data for the visualizations, which represented relevant aspects of the group activity enactment (both
time used to answer questions and to reach the geographical zone of the questions, scores obtained per
zone, etc.). On the one hand, the visualizations were discussed with the teachers as a learning analytics
tool potentially useful to consider when redesigning the activity, if needed. On the other hand, the study
shows that the visualizations led students to make a better diagnose of their own activity performance.
@article{andjaviermelero2015activity,
abstract = {Over the last few years the use of mobile technologies has brought the formulation of location-based
learning approaches shaping new or enhanced educational activities. Involving teachers in the design of
these activities is important because the designs need to be aligned with the requirements of the specific
educational settings. Yet, analysing the implementation of the activities with students is also critical, not
only for assessment purposes but also for enabling the identification of learning design elements that
should be revised and improved. This paper studies a case that applies visualizations to support students’
self-assessment and teachers’ inquiry of a mobile learning design. The design is a gamified location-based
learning activity composed by geolocated questions and implemented with the “QuesTInSitu: The Game”
mobile application. The activity was designed by 7 teachers and enacted by 81 secondary education
students organized in a total of 23 groups. Log files, gathered from “QuesTInSitu: The Game”, provided
the data for the visualizations, which represented relevant aspects of the group activity enactment (both
time used to answer questions and to reach the geographical zone of the questions, scores obtained per
zone, etc.). On the one hand, the visualizations were discussed with the teachers as a learning analytics
tool potentially useful to consider when redesigning the activity, if needed. On the other hand, the study
shows that the visualizations led students to make a better diagnose of their own activity performance.},
added-at = {2015-02-08T13:15:50.000+0100},
author = {Melero, Javier and Hernández-Leo, Davinia and Sun, Jing and Santos, Patricia and Blat, Josep},
biburl = {https://www.bibsonomy.org/bibtex/2ce997d9b65d9606fa95a05f49c88297f/yish},
editor = {and},
interhash = {0e96bca5739a1abcb32e533ae07ca376},
intrahash = {ce997d9b65d9606fa95a05f49c88297f},
journal = {British Journal of Educational Technology},
keywords = {analytics bjet-si-2015 design inquiry learning teacher},
number = 2,
pages = {317–329},
timestamp = {2015-03-22T23:05:48.000+0100},
title = {How was the activity? A visualization support for a case of location-based
learning design},
url = {http://onlinelibrary.wiley.com/doi/10.1111/bjet.12238/abstract},
volume = 46,
year = 2015
}