Abstract
Location-based games supported by a mobile technology seem to be promising tool for facilitating situated learning and enhancing cognitive and sensory engagement. The objectives of this paper are to provide a deep insight into process of development and implementation of educational location-based game, and to bring recommendations for such games' designers and educators.
We created "Veltrusy: Treasure Island" the game providing an adventure educational experience in the location of chateau park Veltrusy. The story leads them throughout 10 locations in the park and presents cultural and natural heritage through logic riddles and activities demanding users' interaction with the environment.
The educational aim was to provide an understanding of the local specific biotops (protected by NATURA 2000). The paper presents remarks from the process of creation the educational location-based experience and brings the results from its implementation and critical evaluation with two groups of teachers; one group (N=7) of elementary school teachers and second group (N=10) of environmental educators.
They tested the final version of the game individually or in pairs, the participant observers recorded all their activities and comments into structured forms. The findings from this study highlight number of practical reflections and recommendations important for successful educational design as well the interaction design.
Besides other findings, motivation and situated learning can be enhanced by an interactive story supported by discovery of material cues in location. From the technical point of view, the design need to count with not only one but a group of players and provide them by engaging collaborative activities.
Furthermore the on-screen and off-screen activities need to be batched in order to provide an efficient situated learning experience while the off-screen activities should outweigh the on-screen ones.