Using instructional pervasive game for school children's cultural learning

In the past ten years, mobile learning (m-learning) has created a new learning environment that enables learners, through active learning aids. Instructional pervasive gaming (IPG) seems to be an innovative way introduced to enhance m-learning. This study employed a theoretical IPG model to construct a cultural-based pervasive game. Individual and collaborative learning methods, learning effectiveness, attitude toward mobile devices, and satisfaction of the gameplay were explored. Forty-three fifth grade students were selected as the subjects for the experiment. Two religious historical sites were the experimental locations. Open Data Kit (ODK) form was used as the interface for gathering information from the mobile device. The results indicate that IPG is helpful for learning local culture, and students' attitude toward mobile devices affects their learning achievement. Also, the more agreeable students with the game, the more learning achievement can be obtained.