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About QFK QFK Games QFK for everybody QFK and GBL Game Based Learning eMAPPS project

QFK ...

... for children

By working directly with teachers and children in 17 schools in the 8 mainland New Member States of the EU, during eMapps.com project significant evidence of the learning outcomes which can be supported by using a QFK platform in the school environment was gained, including;

  • investigation of the ‘real world’ through access, analysis and interpretation of information sources
  • problem-solving, goal-related behaviour;
  • improved achievement and depth of learning in specific curriculum areas;
  • increased technology capability and skill;
  • communicative skills;
  • collaborative skills;
  • softer skills: e.g. resilience and persistence;
  • the emergence of mentoring and teaching skills among children

Children who played learned new facts across a range of (cross-) curriculum subjects, new technology skills and improved generic skills such as teamwork and cooperation, analytical appraisal, collaborative decision-making, negotiating, independent decision-making, planning and navigating.

Children who allready participated demonstrated increased self-confidence and self-reliance and quite often showed leadership and high achievement in cases where this was not expected. When playing games, the relationship between teacher and children was more relaxed and less formal than that in the classroom.

Where children were involved in developing games, they were enthusiastic, creative and hardworking. In several cases, game playing stimulated other learning activities such as artwork, acting, writing and video making Successful games can teach large amounts of learning content. Players resolve challenges and problems. There is a high degree of learner autonomy, answering to a constructivist rather than didactic model. Players are required to use scientific methods, gathering data before developing, testing and revising an hypothesis. Well-designed games incorporate motivational factors such as challenge, fantasy and curiosity Players are able to affect the outcome of the game positively or negatively, depending upon their actions, requiring them to use mental and/or physical skills and to develop strategies in order to succeed.




... for teachers

Why QFK is important for teachers:

  • A new type of teaching by use of mobile technologies in schools “without walls”
  • A mix of tasks from the virtual and real worlds given through an interdisciplinary approach
  • Expanding children’s competencies - not only their knowledge
  • Learn how to use the computer game concept for (“serious”) teaching
  • New ways of working with information
  • Getting to know where you live better

Benefits for teachers:

  • Can choose what knowledge and skills to develop – whether the amount of knowledge, interconnection of concepts or linking reality and causality.
  • Preparation of different scenarios according to pedagogical requirement.
  • Games can be developed in line with the actual skills of teachers and potential of the school.
  • Cooperation with colleagues within the school (acting as a single team), consultation on different issues with colleagues from different schools.
  • Support by school management for an innovative approach.


... for headmasters

Did you know that at the age 21 average student have spent 15,000 hours in school, 20,000 hours watching the TV and 50,000 at computer? Schools importance decreases constantly and you have to fight more and more to get at least some part of student attention. Believe us, they will listen to you when you are able to speak in their language and via devices they are using.

We know that you are used to think about mobile phones as peace-disturbers of lesson but let´s look also at the bright side of mobile technology. These devices can be used for learning as well. And even games can be a serious learning. If you believe that things will turn back normal and it´s possible to proceed with old good ways, you are wrong.

How can your school benefit?
eMapps project is something you can count on to have some success on this field. We have prepared for school a system which consist internet platform, manuals, sample games and methodology how to use smart phones for learning.

It´s tested with primary students in eight countries and it really works. QFK activities and games have good quality and children learn something they will use also in real life not only theoretically. School life turns often a routine and all we need sometimes interesting alternation. But this alternation can have the same usefulness as traditional classroom learning. Sometimes it can be even better. Happy people in your organization are a great value. And don´t forget integration of different subjects – geography, history, art, music, math, biology and even health education – outside activities have very important part in QFK games. Yes, of course you have to re-arrange something in your lesson plans and do also some extra organizational work but it gives you credit back, students will value it and parents as well.

How to join us?
Contact us or other eMAPPS.com partners via email marko.papic@ltfe.org or goto www.emapps.com.


... in Higher Education

During the project period the participants developed learning materials of different subjects of primary schools in form of games, and they also developed the control system so that the children can follow up the game after fulfilling the requirements.

We know that you are used to think about mobile phones as peace-disturbers of lesson but let´s look also at the bright side of mobile technology. These devices can be used for learning as well. And even games can be a serious learning. If you believe that things will turn back normal and it´s possible to proceed with old good ways, you are wrong.

The materials were created to be usable by electronic and mobile equipment. The 8-10 year old children could achieve learning and communication results, remaining knowledge, if they are active in using the suggested tools. They learned not only in classroom, but also in several locations that are connected with the learning material. Consequently the teachers who participated in the project had to learn a lot of new kind of material development, using e-resources and m-equipment when developing and playing.


... and industrial partners

Beyond the approach, where teachers and children are involved in and responsible for the design of the games, using a common platform, there remain variant approaches to the implementation of games in school-based leaming.

While it is possible that commercial ‘off-the-shelf ’ games can be successfully packaged and integrated into the curriculum in a cost-effective way which capitalises on the investment made in the quality of game ‘design’ and ‘flow’, it appears more likely that the QFK approach will produce games which are closely aligned with the curriculum and course content and syllabi.

It is clear from the results of the QFK research that a number of challenges remain to be addressed before the potential of mobile technology based games in learning can be realised. There remains a general lack of alignment between the world of education and the games industry based on previous false starts and misunderstandings. It is important that we learn from these experiences.

Designers of "edutainment" games have not always understood how and why games are effective in learning. Those in school education have not always seen how to align the curriculum with games without taking away the fun and therefore the motivation.

A guiding principle of the QFK approach is that games can succeed BECAUSE sound pedagogical approaches are innate in their design and that this makes it possible to create effective blended game-based learning.

QFK has also identified issues of equipment cost, personal security and platform ease of use, which require fine tuning in individual contexts in order for games-based learning in schools to be successful.

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