Educational Location-based Applications

Guest Editors

 

• Jannicke Baalsrud Hauge, Universität Bremen, Germany

• Esteban W. G. Clua, Universidade Federal Fluminense, Brazil

• Jimmy Jaldemark, Mid Sweden University, Sweden

• Heinrich Söbke, Bauhaus-Universität Weimar, Germany

 

Important dates

 

• Deadline: May 5, 2021 
• Notification to the authors:  July 01, 2021
• Camera ready paper: July 20, 2021
• Publication of the special issue: mid August, 2021

 

Overview

 

Mobile devices have become more and more common in recent years. A key feature of mobile devices is their location awareness. The absolute location awareness or also the relative location awareness related to an object can be exploited for location-based applications on mobile devices allowing location-based interactions. A common example are digital scavenger hunt apps that guide users to different locations. Location-based apps are also often used for learning purposes, as they support a variety of learning concepts. In their literature review on mobile apps in general (Zydney & Warner, 2016), for example, the authors found situated learning, inquiry-based learning, sociocultural theory, scaffolding, communities of practice, and seamless learning, which can be taken as an indication of the manifold didactic options of location-based apps.

Moreover, further developments could be observed lately: Internet of Things (IoT) ensures that interaction possibilities of mobile devices with many other technical objects are provided. In addition, the Smart Cities paradigm provides for more and more sensors and location-based data both offering options for location-based interactions potentially fostering learning.

Another group of location-based interactions is given by commercial location-based entertainment games. Games such as Ingress, Pokémon GO and Minecraft Earth attract a large player base on the one hand and are increasingly credited for learning effects on the other.

his special issue intends to foster a more general discourse on the specific contexts in which location-based interactions, e.g. enabled by location-based apps, might be the at the core of learning tools, based on the debate of mobile and context-based learning. Further, we would like to outline design guidelines that ensure a balance between educational purpose and technical content when developing and using location-based apps facilitating location-based interactions. Also, inclusive design plays a key role in enabling users with disabilities to location-based experiences. 

 

Topics of Interest

 

Topics of interest include, but are not limited to:

 

• Design frameworks for educational location-based interactions

• Augmented Reality (AR) technology enabling location-based interactions

• Mixed Reality (MR) and location-based interactions

• Ubiquitous location-based interactions

• Location-based interactions in hybrid contexts

• Lessons learnt from educational location-based interaction usages

• Reuse of entertainment location-based games in serious application contexts

• Characterization of educational location-based interaction application contexts

• Characterization of educational location-based interactions

• Design of inclusive educational location-based interactions

• Guidelines for the design of didactic scenarios based on educational location-based interactions

• Assessment of didactic scenarios using educational location-based interactions and integration into existing learning curricula and learning infrastructure

• Case studies of educational location-based interactions

• Case studies of application fields for educational location-based interactions, such as urban planning

• Content provision enabling educational location-based interactions

• Analyses of location-based game mechanics and their transfer to educational location-based interactions as game mechanics

• Technical infrastructure for educational location-based interactions

• Multi-learner scenarios and their rules of interaction (Collaboration)

• Gamification of educational location-based interactions

• Learning patterns in educational location-based interaction driven social contexts

• Ethical issues of educational location-based interaction application contexts

 

Submission procedure 

 

All submissions must be original and may not be under review by another publication.

The manuscripts should be submitted anonymized either in .doc or in .rtf format. 
All papers will be blindly peer-reviewed by at least two reviewers. Perspective participants are invited to submit a 8-20 pages paper (including authors' information, abstract, all tables, figures, references, etc.). 
The paper should be written according to the IxD&A authors' guidelines .

Submission page -> link
(when submitting the paper please choose the section: 'SI: Educational Location-based Applications')


For scientific advices and for any query please contact the guest-editor:

 

• jmbh [at] kth [dot] se

• esteban [at] ic [dot] uff [dot] br

• Jimmy [dot] Jaldemark [at] miun [dot] se

• heinrich [dot] soebke [at] uni-weimar [dot] de

 

marking the subject as: 'IxD&A special issue on Educational Location-based Applications'.

News