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Mobile learning, classroom, basic education, search strategies, learning processes, education, educational technology, educational trends
Aguaded, I. (2012). Media proficiency, an educational initiative that cannot wait. [La competencia mediática, una acción educativa inaplazable]. Comunicar 39, 07-08. https://doi.org/10.3916/C39-2012-01-01
Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in history education: A mobile game in and about medieval Amsterdam. Computers & Education, 52(2), 449-459. https://doi.org/10.1016/j.compedu.2008.09.014
Barroso, J., & Cabero, J. (2016). Evaluación de objetos de aprendizaje en realidad aumentada: Estudio piloto en el Grado de Medicina. Enseñanza & Teaching, 34(2), 149-167. https://doi.org./10.14201/et2016342149167
Blunt, R. (2007). Does game-based learning work? Results from three recent studies. In Interservice/Industry Training, Simulation & Education Conference (I/ITSEC) (pp. 1-11). Orlando, Florida, USA: NTSA.
Bottino, R.M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286. https://doi.org/10.1016/j.compedu.2006.02.003
Brazuelo, F., Gallego, D., & Cacheiro, M.L. (2017). Los docentes ante la integración educativa del teléfono móvil en el aula. Revista de Educación a Distancia, 52, 1-22. https://doi.org/10.6018/red/52/6
Bressler, D.M., & Bodzin, A.M. (2013). A mixed methods assessment of students’ flow experiences during mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517. https://doi.org/10.1111/jcal.12008
Bronack, S.C. (2011). The role of immersive media in online education. Journal of Continuing Higher Education, 59(2), 113-117. https://doi.org/10.1080/07377363.2011.583186
Burbules, N. (2014). El aprendizaje ubicuo: nuevos contextos, nuevos procesos. Entramados, 1, 131-133. https://bit.ly/2SOhHah
Cabero, J., & Barroso, J. (2016). The educational possibilities of augmented reality. Journal of New approaches in Educational Research, 5(1), 44-50. https://doi.org/10.7821/naer.2016.1.140
Cabero, J., & García, F. (2016). Realidad aumentada. Madrid: Síntesis.
Cabero, J., & Marín, V. (2018). Blended learning y realidad aumentada: Experiencias de diseño docente. RIED, 21(1), 57-74 https://doi.org/10.5944/ried.21.1.18719
Cantillo, C., Roura, M., & Sánchez, A. (2012). Tendencias actuales en el uso de dispositivos móviles en educación. La Educ@ción Digital Magazine, 147, 1-21. https://bit.ly/2znGXZy
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London and New York: Routledge Falmer. https://bit.ly/2BdCnOz
Cózar, R., De-Moya, M., Hernández, J., & Hernández, J. (2015). Tecnologías emergentes para la enseñanza de las ciencias sociales. Una experiencia con el uso de realidad aumentada en la formación inicial de maestros. Digital Education Review, 27, 138-153. https://bit.ly/2V4Ford
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69. https://doi.org/10.1126/science.1167311
Diego-Obregon, R. (2014). Realidad aumentada en documentos e imágenes. Aula de Innovación Educativa, 230, 65-66. http://bit.ly/2Q1fCTw
Díez, E., & Díaz, J.M. (2018). Ubiquitous learning ecologies for a critical cyber-citizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 93-103. https://doi.org/10.3916/C54-2018-05
Dondlinger, M.J. (2007). Educational video games design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31. https://bit.ly/2BzU9M3.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. https://doi.org/10.1007/s10956-008-9119-1
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 42-53. https://bit.ly/2FK8jhI
Fombona, J. (2013). La interactividad de los dispositivos móviles geolocalizados, una nueva relación entre personas y cosas. Revista Historia y Comunicación Social, 18, 777-788. https://doi.org/10.5209/rev_HICS.2013.v18.44007
Fombona, J., & Vázquez-Cano, E. (2017). Posibilidades de utilización de la geolocalización y realidad aumentada en el ámbito educativo. Educación XX1, 20(2), 319-342. https://doi.org/10.5944/educxx1.19046
Fombona, J., Pascual, M.J., & Madeira, M.F. (2012). Realidad aumentada, una evolución de las aplicaciones de los dispositivos móviles. Píxel-Bit, 41, 197-210. https://bit.ly/2rpWSTS
Gee, J.P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo (J.M. Pomares, Trad.). Málaga: Aljibe. https://bit.ly/2BJioqw
Greenfield, P.M. (2010). Video games revisited. In R. Van-Eck (Ed.), Gaming and cognition: Theories and practice from the learning sciences (pp. 1-21). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-61520-717-6.ch001
Han, J., Jo, M., Hyun, E., & So, H.J. (2015). Examining young children's perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474. https://doi.org/10.1007/s11423-015-9374-9
Huang, C.S.J., Yang, S.J.H., Chiang, T.H.C., & Su, A.Y.S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276. http://bit.ly/2Q0oNDT
Kamarainen, A.M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M.S.,…Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556. https://doi.org/10.1016/j.compedu.2013.02.018.
Katja, F. (2012). Mobiles Lernen in der Schule. In J. Laufer. & R. Röllecke (Eds.), Chancen digitaler Medien für Kinder und Jugenlichen (pp. 53-59). München: Koepadverlag.
Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). ‘Making it real’: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3), 16-174. https://doi.org/10.1007/s10055-006-0036-4
Kim, H., & Han, S. (2014). A framework for the automatic 3D city modeling using the panoramic image from mobile mapping system and digital maps. 2014 ieee virtual reality (vr). https://doi.org/10.1109/VR.2014.6802087
Klopfer, E., & Squire, K. (2008). Environmental detectives: The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. https://doi.org/10.1007/s11423-007-9037-6
Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade. https://bit.ly/2XbN90z
Knaus, T. (2017). Pädagogik des digitale: Phänomene, Potentiale, Perspektiven. In S. Eder, C. Mikat, A. Tillmann (Eds.), Software takes command (pp.40-68). München: Kopaed. https://bit.ly/2Gxjr0L
Liao, T. (2015). Augmented or admented reality? The influence of marketing on augmented reality tecnologies. Information Communication & Society, 18(3), 310-326. https://doi.org/10.1080/1369118X.2014.989252
Mathews, J.M. (2010). Using a studio-based pedagogy to engage students in the design of mobile-based media. English eaching: Practice and Critique, 9(1), 87-102. https://bit.ly/2TXdSf5
Pendit, U.C., Zaibon, S.B., & Abubakar, J.A. (2015). Digital interpretive media usage in cultural heritage sites at yogyakarta. Jurnal Teknologi, 75(4), 71-77. https://doi.org/10.11113/jt.v75.5069
Pérez-Rodríguez, M.A., & Delgado-Ponce, A. (2012). From digital and audiovisual competence to media competence: Dimensions and indicators. [De la competencia digital y audiovisual a la competencia mediática: Dimensiones e indicadores]. Comunicar, 39, 25-35. https://doi.org/10.3916/C39-2012-02-02
Perrota, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. Slough UK: National Foundation for Educational Research. https://bit.ly/2GQlRHh
Ramírez, V., & Cassinerio, S. (2014). Realidad aumentada-trabajo cooperativo; nivel inicial. In Congreso Iberoamericano de Ciencia, Tecnología (pp. 1-21). Buenos Aires: Innovación y Educación. http://bit.ly/2JD3ua4
Rico, M.M., & Agudo, J.E. (2016). Aprendizaje móvil de inglés mediante juegos de espías en Educación Secundaria. RIED, 19(1), 121-139. https://doi.org/10.5944/ried.19.1.14893
Rodewald, E.M. (2017). Profilklasse, ‘Smart Gaming’ 175-181. In F. Gross, & R. Röllecke (Eds.), MedienPädagogik der Vielfalt- Integration und Inklusion. München. Kopaed. https://amzn.to/2tunWki
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31-45. https://doi.org/10.1007/s10956-006-9036-0
Slova?ek, K.A., Zovki?, N., & Cekovi?, A. (2014). A Language games in early school age as a precondition for the development of good communicative skills. Croatian Journal of Education, 16(1), 11-23. https://bit.ly/2Nc4uBM
Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29. https://doi.org/10.1007/s10956-006-9037-z
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413. https://doi.org/10.1080/10508400701413435
Squire, K., Giovanetto, L., Devane, B., & Durga, S. (2005). From users to designers: Building a self-organizing game-basedlearning environment. TechTrends, 49(5), 34-42. https://doi.org/10.1007/BF02763688
Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17, 530-543. https://doi.org/10.1007/s10956-008-9120-8
Wu, H.K., Lee, S.W.Y., Chang, H.Y., & Liang, J.C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
Zamora-Manzano, J.L., & Bello-Rodríguez, S. (2017). Dispositivos móviles como herramienta de aprendizaje en el mundo del Derecho. In M. Pérez-Fera, & J. Rodríguez-Pulido (Eds.), Buenas prácticas docentes del profesorado universitario (pp.139-152). Barcelona: Octaedro.
Zhao, Z., & Linaza, J.L. (2015). La importancia de los videojuegos en el aprendizaje y el desarrollo de niños de temprana edad. Electronic Journal of Research in Educational Psychology, 13(2), 301-318. https://doi.org/10.14204/ejrep.36.14108