This document describes a mobile educational game called "Mobile Educational Rallye & The Bremen Adventure" that was developed to provide a fun and engaging way for students to learn about the history of Bremen, Germany through an interactive scavenger hunt. The game uses a node structure to guide students through various locations in Bremen, providing information and questions at each point to teach about important historical facts and monuments. A sample adventure is outlined covering topics like the founding of Bremen and its history as a Hanseatic city. The game aims to integrate constructivist learning approaches and engage multiple senses to improve retention compared to traditional classroom learning.

1. Mobile
Educational
Rallye &
The Bremen
Adventure

2. Mobile
Educational
Rallye &
The Bremen
Adventure
Advanced Topics in Media Informatics
Mobile Learning
Dennis Krannich & Saeed Zare
Uni Bremen - WiSe 08/09
Jan Smeddinck (Uni Bremen - 1976868)
Thamya Moreira Rocha (Hochschule für Künst - 30249)
Lew Palm (Uni Bremen - 1466562)
Jasmin Eckardt
Date: 28th February 2009

3. Keywords
mobile, learning, game, education, cellphone, usability, future, java, j2me,
rallye, bremen, children, school
Abstract
The "Schnitzelunt" game was developed during the "Mobile Learning" class at
the University of Bremen in 2008. It supplies a framework for adventure-files
(xml) that are to be created in an online-toolkit (web-app), so that scavenger
hunts can be set up without being on-site (using knowledge about the target
location and any available media). The application currently includes a small
example ralley about the history of the city of Bremen, Germany.

4. Contents:
1 Introduction
2 Project Description
2.1 idea & concept
2.2 rallye structure
2.3 sample adventure
3 Paedagogic Discussion
4 Technical Implementation
4.1 plattaforms
4.2 adventure files
4.3 source code
5 Usability Test
5.1 test setup
5.2 test & results
5.3 feedback & findings
6 Conclusion
7 Attachments

5. 1 Introduction
Nowadays, many high school classes are still stuck in “book and projector teaching” for all kinds of
topics, ragning from how our cells work to architecture in the city. Excursions with students and
teachers, visits to museums or computer labs are methods commonly used to break the rhythm of
classes and make the students more interested.
Mobile learning techniques should be more commonly integrated into daily school programs,
because they can raise motivation and interest in the students and provide alternative learning
methods. Therefore: Why not employ a context that the students are already used to; like game
adventures?
The idea was to build an outdoor game (scavenger hunt / rallye [German: “Schnitzeljagd”]) for
pupils, which enables them to learn about history in personal experience at the original places,
supported by mobile devices. This could be advantageous compared to learning from books or in
the class room, because of the direct contact with the subject matter and the playful approach. In
this game, the players are motivated through adapted recurring types of challenges.
The game starts with the player (or group of players) walking to a defined starting point. There, he
or she gets (educational) information about the place from the gaming device, as well as a initial
question they are asked to answer. The riddle can only be solved by investigating the area. A correct
answer must be entered in the device and leads to the next place. This procedure replays there and
leads to the next place and so on. One place can offer the possibility to choose one of several
potentially following 'story nodes', so that the story must not be linear and similar for every player.
The students by themselves, or together with others in groups, are responsible for the learning
outcome. After the adventure is completed the teacher is able to check what the students learned
from the experience.
On the next pages, more details about the concept, idea and the application itself will be discussed.
The first idea for an adventure and how it works with modularized nodes, will be desccribed, asll
well as the structure for the navigation. The technical specifications and how the node system
works will also be explained in details.
The last paragraph of this paper will detail a usability test with a short sample adventure that was
carried out with the prototype of the mobile learning game described above. The questions that the
usability test was setup to answer where: (1) Does the node structure function properly to guide the
participants thorugh the rallye, without them getting lost?
(2) Does the game support learning of explicit game content and maybe even implicit, contextual
information?
These questions mind, we expect the reliability and rate of success of the rallye to rely heavily on
the quality of the individual adventures, since we merely provide a very flexible and open structure
framework. Nevertheless, it can be expected that users will be able to learn a lot while playing
adventures, because learning subjects come into tangible, real-world reach and users must engage
personally and apply multi-strategy problem-solving in order to complete the adventures.
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6. 2 Project Description
2.1 idea & concept
The idea for the game started with the observation that schools could offer more attractive and
immersive classes for the students. Teaching history as a subject could easily be less dull, if it was
possible to use real world experiences, instead of staring at pictures in a book. Students would be
more motivated walking around historical places while learning about their importance. A guided
outdoor learning possibility can be expected to motivate especially the young students to take
initiative and improve the exchange of information between them. A scavenger hunt, running on
the cell phones of the students of a classroom could mean fun and also easy learning. Another great
advantage of the concept lies in the fact that adventures can be composed by any author with
enough knowledge of the location at home, without visiting all the places and leaving marks that
might accidentaly be removed.
The following scenario will give an impression of how the game could be used in a school setting:
It is Monday morning and
Dennis wakes up late at 6:40
and quickly goes running to
school. The lesson starts on
7:00 and the history teacher
will probably already be in
the classroom. Being late on a
Monday is not a good start for
the week ... especially when
you are a sleepy 7th grade
teenager and will probably
receive a tardy.
Entering the classroom,
Dennis notices that it is mobile
Abbildung 1: Marktplatz, Bremen (http://www.big- learning day! Evidently, he
bremen.de/sixcms/media.php/52/marktplatz_kontorhaus.jpg)
won't escape the tardy, but
having a mobile learning day ahead quickly puts him back in a good mood, eager to getting
started with the adventure that lies ahead. Together with the other students, he gets out his
cell phone and starts downloading the task of the day. Today the class will learn about the
history of the city they live in: Bremen.
2

7. After finishing their rallye, the students
gather back at the school and immediately
start to compare their scores. The teacher
then asks every small group to present
what they learned during the adventure to
roundup the day.
Being more than just a guided tour, the learning
material in the mobile application can be all kinds
of media (audio, images, video & text).
The adventures can be planned by teachers in
advance and be shared through an online
platform. The structure of the rallye is
conceptualized as sequential steps, where
students learn from one point to the other
following historical facts, or architectural and
spatial characteristics. They are guided by the Abbildung 2: The "Roland"z
tasks and have their position / progress checked
by giving right/wrong answers about their current location. Because of this simple
approach, the game does not depend on geo positioning systems and can therefore be
played with current standard phones. Designed as a support for traditional lessons in
schools, the rallye is targeted at students between 10-16 years, but could be played by
anyone that is used to handling a mobile phone.
2.2 rallye structure
The rallye must have a clear and functional structure to guide the learning process with the mobile
application. The learning material is split into nodes and the users have to complete one to go to
the next one. Each node covers one specific topic and can contain a variety of media to provide the
information. The node-framework is very open and allows for normal question and answer nodes
with different kinds of answer types (text entry, multiple choice selection, image selection, taking a
picture of a certain target, etc.), aswell as for purely informational nodes.
The starting point for the scavenger hunt is common for all adventures examples. Every new task
starts with a short introduction and a hint to the location that the children have to find in order to
begin. This step is called „info point“ (IP). After each node, a riddle checks whether the children are
at the right place. This is called „check point“ (CP). It is followed by a step called „learning point“
(LP) in which important aspects about monuments and their history are explained. In the end, the
knowledge is checked by a riddle called „knowledge point“ (KP). This riddle is always followed by a
short explanation to strengthen the knowledge. Sometimes children also have to ask passengers to
find a certain answer. This is called question point (QP). At the end of a sequence, children have to
3

8. decide which direction they want to chose next in order to discover a certain topic. This is called
„decision point“ (DP) and it allows adventures to branch and create non-linear game experiences.
2.3 sample adventure
The Bremen History Adventure
With its potential for enriching traditional classes, the game could be part of local historical lessons
in school. For the sample adventure, the old History of Bremen will be uncovered trough the
scavenger tasks. The pupils can better integrate the facts during the game in their already existing
conceptions, when they have some previous knowledge about the topic.
The history of Bremen covers two important aspects that are crucial for understanding the
impact and influence of the city in former times. First of all Bremen was part of the „Hanse“ and
furthermore it was a „free“ hanseatic city. Those aspects are still visible in the name of the city as it
is called „Freie Hansestadt Bremen“. The goal of the game is to find out from which historical facts
this name is derived.
On the market place of Bremen there are several monuments depicting the history of the city. For
this reason, we will start our scenario on the market place which has always been the center of
trade and politics in the history of Bremen. The middle of the market place is decorated by a
„Hanseatic Cross“. Since the lines of this cross point directly at several important monuments, this
will be our starting point for every new scenario.
Here is an example of a sequence of nodes covering the topic “Foundation of Bremen”.
The sequence is composed by main nodes (1,2 and 3) that leads to check points (CP)
and to history knowledge points (KP).
4

9. This is another example about the topic “Liberty of Bremen”. The starting point is the same as the other
sequence, but the sequence ends out differently.
Example adventure script:
Info Point:
Information: Since 1815 Bremen is called Free Hanseatic City of
Bremen. The construction of the Vegesack Harbor and the Weser
River allowed a strong trade tradition in the city. In this rally you
and your friends will learn about Bremen walking around the city
and observing its historical monuments.
(The game starts with a short introduction explaining
that Bremen is called „Freie Hansestadt Bremen“ and
that it is the goal of the game to find out what this
means.)
Check Point:
Question: Do you know what a hanseatic cross looks like? Choose
the right answer.
Answers: 4 images, 1 is right (Feedback: Right answer, good job!
+ score)
(The first riddle of the game is to find the „Hanseatic
Cross“ in the middle of the market place. To confirm that
the children are at the right place, they have to select the Abbildung 3: Image selection
right image out of four images depicting several types of answer modez
crosses.)
5

10. Learning Point:
Information: In 1915 the three Hanseatic cities – Bremen, Lübeck and Hamburg, created a
decoration for bravery and war merit. Medals of the Hanseatic Cross were given as reward to the
ones that fighted in World War One.
(A short explanation is given about the meaning of the Hanseatic Cross and the
Hanse in general.)
Knowledge Point:
Question: Take a look in the facades of the buildings in this square. Can you identify two elements
that are correlated with the harbor tradition of Bremen?
Answers: (Neptune, Poseidon, Boat, Ship, Fish)
Now the children have to look around the place and find some elements in the top of
the buildings that confirm the hanseatic tradition. They have to type in the names of
at least two of the three elements.
Information Point:
Information: You acted bravely, completing this task! Go back to the Hanseatic Cross.
Decision Point:
Decision: Now is the moment to go further! For witch challenge you choose?
Answers: (Old myths, Bremen liberty, Fight for power)
(After this introduction the children can now decide which part of the history they
want to explore. For discovering the political history they can turn to the city hall,
and to learn more about the hanseatic history, etc.)
First example scenario: Old Myths
As example scenario, we decided to let the children explore the symbols and the foundation of the
city and therefore start with „Roland“, Bremen's symbol of liberty. In the following the „points“
express the instructions the children have to follow.
Information Point:
Information: In the medieval times, some German cities were fighting for independence. Bearing
the "sword of justice" and a shield with an imperial eagle, the Roland became the symbol of
braveness and liberty for those cities.
Check Point:
Question: Go to the symbol of Liberty of Bremen. Write its name.
Answer: Roland
Learning Point:
Information: Roland, built in 1404, is located in front of the town hall. It looks directly at the
dome, reminding the church of the new beholders of political power (the emperor).
The meaning of the statue is explained, e.g. why it is a symbol of freedom. A short
introduction on the struggle between emperor and archbishop is given.
6

11. Knowledge Point:
Information: On the emblem at the front of Roland you find the declaration of independence of
the city of Bremen.
Question Point:
Question: What was the name of the king responsible for the Bremen Independence?
Answer: Karl, der grosse
If the student gives a wrong answer, or just cant answer the question,
there is the hint available:
Hint Point:
Information: His first name is written in the emblem on the Roland's shield.
Answer: Karl, der grosse
Decision Point:
Decision: Now is the moment to go further! Which challenge you choose?
Answers: (Old myths, Bremen liberty, Fight for power)
This example was made do demonstrate both the possible structure of an adventure and the type of
learning content. While the specific topic could as well have been architecture, or politics, the
learning environment and methods supported by the game remain the same.
7

12. 3 Paedagogic Discussion
The game we propose in this paper is a progressive learning tool with its strong focus on
exploration and demands in communication and creative problem solving. While the answers are
scripted, as they refer to facts in the environment, students always have to find their own way to
the solve the questions. They do so outdoors, in touch with the learning material and with all
senses involved, taking responsibility to what they learn from such an ?adventure?.
In these terms, the game supports constructivist learning, as “[c]onstructivism, like objectivism,
holds that there is a real world that we experience. However, the argument is that meaning is
imposed on the world by us, rather than existing in the world independently of us. There are many
ways to structure the world, and there are many meanings or perspectives for any event or
concept.“ (Duffy & Jonassen, 1992, p. 3) 1
Students in general can be separated into four types of learners: auditory, visual, motoric and
communicative persons (Pohl 1996)2. Of course, people are always partly all of the four and just
have one way that works best, while the other channels may support the learning process.
Computer games and also our mobile game are great to exploit this, because they can address all
four channels at once with their multi-media capabilities
and multi-player implementations.
Furthermore, it has been shown that learning with
combined senses is more efficient than with singled out
senses, as Wolfgang Pohl reports:
Learning through senses (% quote of memorization):
• hearing only 20%
• seeing only 30%
• hearing and seeing 50%
• hearing, seeing & discussing 70%
• hearing, seeing, discussion & do-it-yourself 90%
(Pohl 1996)
The game fully supports the last multi-sensual group. Furthermore, it is designed to arouse
motivation in different concurrent ways: The adventures are challenging and there is a competitive
notion between single players and/or player groups. The scores can be read and compared and the
game has a no-loose-policy in that wrong answers only reduce positive points and always result in a
hint being offered to avoid the player getting stuck. This refers precisely to the four methods of
creating motivation in video games as stated by Chris Crawford (Crawford 1982)3.
1 Duffy, T. M.; Jonassen, D. H. (1992): Construktivism and the Technology of Instruction. A
Conversation. Lawrence Erlbaum Associates, Mahwah, NJ.
2 Pohl, W. (1996): Das Lernenlernen. URL: http://www.pohlw.de/lernen/kurs/lernen-kurs.doc.
(Abruf: Juni2006)
3 Crawford, C. (1982): The Art of Computer Game Design. URL:
http://www.mindsim.com/MindSim/Corpo-rate/artCGD.pdf. Electronic Revision by Sue Peabody,
Department of History, Washington State University Vancouver 1997 (Abruf: 20. Juni2006)
8

13. 4 Technical Implementation
4.1 platforms
Our game engine should run on many different mobile devices, but we had mobile phones in mind as the
target platform. Nearly everyone from our target group (and everyone else) has such an apparatus in his or
her pocket; that is why the hardware base is no problem for our software.
One software interpreter works on all of these devices: Java ME (Micro Edition)4. Hence, we used JME for
the whole engine programming. But there is a minor flaw - the view differs a little on every machine. For the
actual prototype we focused on our private phones and the phone emulator from the Sun Java Wireless
Toolkit (WTK)5 and ignored display bugs on other devices.
A solution for this would be an applications changeover to the usage of the J2ME Polish library6.
A subversion repository from Google is in use as version control system. The projects homepage is
http://schnitzelhunt.googlecode.com/. You can check out the actual revision via
svn checkout http://schnitzelhunt.googlecode.com/svn/trunk/ schnitzelhunt-read-only
We chose GPL v3 as license for the source code. We did this because we hope that our project is useful for
somebody and may be developed further on after the end of the semester.
4.2 adventure files
Technically speaking, we wrote a game engine (and some little example games). For playing one needs the
engine package (consisting of compiled Java code) and one or more game packages. Game packages contain
the game itself as an XML-file and media files (pictures, sounds and little movies). XML as a format has
many advantages for game files. It is easily readable and writeable by humans with a simple editor. It can
also be processed by other programs, composed in a web frontend, etc. We used an existing XML parser –
the lightweight Xparse-J7 by Michael Claßen to read the adventure information and transform it into code-
objects.
Such a file must have two parts: one info-section with general informations about the adventure (name,
author and so on) and the rallye-section, which consists of several game nodes.
Example info-section from the adventure bremen_history.xml:
<info>
<name>The Bremen Adventure</name>
<place>Bremen, Germany</place>
<author>Jasmin, Jan, Lew, Thamya</author>
<date>04. February 2009</date>
<tags>
<tag>free</tag>
<tag>hanseatic</tag>
4 http://java.sun.com/javame/index.jsp
5 http://java.sun.com/products/sjwtoolkit/
6 http://www.j2mepolish.org/
7 http://www.webreference.com/xml/tools/
9

14. <tag>city</tag>
<tag>bremen</tag>
<tag>roland</tag>
<tag>game</tag>
<tag>history</tag>
</tags>
<description>
In this rally you and your friends will learn about Bremen
by walking around the city and observing its historical
monuments.
</description>
<results>
<range min="0" max="10">Try better next time!</range>
</results>
</info>
One of the many game nodes in this file looks like this:
<node id="harbor_tradition" type="middle"
style="text/bullets/select_image/take_picture">
<task type="text_selection" value="12"
medium="marktplatz_bremen.png"
hint="Think_of_something_that_has_to_do_with_the_sea.">
Standing on the hanseatic cross take a look at the facades
of the buildings. Can you identify an element related to
Bremen's harbor tradition?
</task>
<answers>
<solution id="0" malus="4">container</solution>
<solution id="1" t_id="story_descision">neptune</solution>
<solution id="2" malus="4">crane</solution>
<solution id="3" t_id="story_descision">fish</solution>
</answers>
<media>
<medium id="roland_image" type="video"
alt="description of missing media"
src="media/img/roland.jpg"/>
</media>
<hints>
</hints>
<background>
</background>
</node>
One node can have different kinds of informations or questions. This is a text-selection-node, which means
that there is one question and some possible textual answers. An answer can be wrong (gives a malus for the
reachable score in this node) or right, which leads to another node. In this case the answers “neptune” or
“fish” are moving the player to the node “story_descision”. If “fish” is the first choice, the player gets 12
points. If he/she choses “container” first and then “fish”, this results in only 8 points.
The whole Bremen-history adventure is available in the Googlecode-repository in the directory “res”.
10

15. 4.3 source code
Today our project has 1667 lines of code and consists of 6 files (and classes): Adventure.java,
AdventureLoader.java, GameNode.java, Logger.java, SchnitzelMIDlet.java and Solution.java.
The main program - SchnitzelMIDlet – is a “Midlet”, a Java application for small devices. It handles the
display-related routines, graphics and user input. Also it takes care of the welcome and game selection screen
and loads the user-chosen adventure.
AdventureLoader is used for loading and parsing of the XML files. Therefore, it uses the Xparse-J library. It
puts the game structures in the right objects in memory.
Adventure holds all data of one game. It has a container of game nodes. The adventure class has a bit more
functionality – it knows about the users position in the game and his or her score, and it handles the users
selection of an answer and its consequences.
GameNode contains data and methods of a node. It has a container of Solution objects, which are
representing the different choices a user can make.
Logger has methods for logging messages to a file and the console (while running in the emulator).
Furthermore, we created a full source code documentation and reference, which is attatched to this paper.
11

16. 5 Usability Test
5.1 test setup
Another, very short
sample adventure was
designed for testing the
viability and the efficiency
of the rallye. A fiew tasks
were planned to be
completed in the
University of Bremen,
GW2 building, in
accordance with the nodes
structure from the
“History of Bremen
Adventure”, but with
modified content.
In the usability was an
organized session with
two live runs. Six participants divided in two groups received one cell phone each, with the rallye
installed. Before starting the game, the participants had to answer a pre-survey with questions
about their habits in cell phone usage and gaming experience (see attachment 01).
Following the groups, there was a
observer with each participant.
This observer took notes of every
movement of the users gameplay:
the doubts, comments and
unexpected reactions. The people
tested were not supposed to talk
with the observers, but with the
technical advisor that was also
following them. Any question was
supposed to be answered by this
advisor only.
The testing time was around 15
minutes for both groups. They
were encouraged to work
together and help each other out.
Abbildung 4: Two users trying to discover an answer in the
board plan of the GW2 building. They were working in group,
discussing the answers while the observers watched their
actions.
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17. After finishing the run, the
participants were asked to answer a
post survey. They had to answer
questions about their perception of
the game and some further
questions tested the explicit and
implicit learning content (see
attachment 02).
5.2 test & results
The pre and post surveys of the
usability test, together with the
remarks made by the observers and
the advisors, made it possible to
Abbildung 5: By the end of the text the users had to discover the
collect valuable information.
answer for a puzzle in the environment. After that they saw their
final scores.
Considering that mostly all the
people tested had close contact with new media issues, just 2 answered that they were heavy cell
phone users. Half of the group (three users) answered that they used to play games with the cell
phone.
In the Post-Survey, there were two indirect questions about the environment of the rallye. For the
first question, two participants answered right and for the other there were 3 right answers.
Everyone had fun with the game but when asked about the efficiency of it in a bigger proportion,
some points, like the group dynamics, were questioned.
The observers of the group tested could point some critics:
- Some participants complained about the amount of text in the first task.
- Some started to read the next tasks before completing the previous.
- Two users completed tasks before the others and had to wait for the group.
- Two users requested hints in the last task of the rally.
- Three users gave some wrong and a right answers by try-and-error.
- Some users found the way to the right answers with help of the group.
5.3 feedback & findings
After the usability test, with the notes and appointments made by the observers and the advisors,
some important aspects were noticed. The test was carried out with the real application running on
mobile phones and allowed for a realisitc user experience trial.
The group was encouraged to work always together. Except for one person, it was a successful
experience, since all the participants were discussing the tasks and proceeding together.
The interface was used without problems by everybody but one user. Considering that some people
complained about the amount of text and some, just before finishing to read the text started to go
to the next task, it is clear that the volume of text has to be carefully planned. It is not just about the
13

18. amount of text but all the adventure should be carefully designed to make the learning flow of the
game continuous. The instructions should be clear and hints always available.
The participants were asked about some unrelated information surrounding the rallye way. Some
participants could remember and answered the questions correctly. The potential of learning also
about the context could be really useful in the real world application of the game.
The individual scoring was very motivating to the players. Each user worked together with others
but had individual grades, related to the individual learning experience. To prevent a try-and-error
attitude in choosing the answers, the points for each question would decrease with wrong answers.
It was possible to see that after each answer or by comparing the final scores with the other
participants.
It could be noticed that all the participants had fun, which they also reported in the surveys.
Everybody could complete the adventure and exchanged the final scores in an enthusiastic way.
After the experience, everyone answered in the survey that rallyes like this would be a good
supplement for traditional learning methods.
Abbildung 6: The sample adventure used in GW2 bulding
had examples of answers with pictures to choose.
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19. 6 Conclusion
We wanted to do a complete working prototype, and we did it. In fact it is more, it is a working
system and can be used for learning and playing today. We believe that constructivist education is
the most effective (and fun) way of learning and we wanted to make a tool to supports this.
The usability testing showed how much fun most of the people (at least students) have playing
rallies with a mobile device.
We saw some minor problems with the menu structure, of which we had known before and that
were difficult to fix, because of strange behaviours of Java on some special types of mobile phones.
It was much more challenging for us to learn about right adventure design than about the technical
parts of the project. One has to be mindful about many details in order to create a well working and
useful adventure, always avoiding to confuse or disorient the players, but keeping the adventure
challening.
Also, it is necessary to give an aggressive feedback (a warning about lost score) for wrong choices to
prevent try-and-error strategies, which we implemented after noticing this problem.
It was a surprise to see how important the scoring was for most of the players. Many asked how
they came off in comparison to others (or the respective maximum score). This is why we
integrated more messages about scores in the game, so that players have a quicker feedback to
choices they make and are hopefully more motivated to find the right answer.
It was also noteable that team-work was much more efficient than solo play. Groups solved
problems much faster and were higher motivated. This is an evidence for the accuracy of
constructivist methods and ideas in the rallye project. It would be great to encourage the team-
work on a technical base (on the mobile device, e.g. with multiplayer score results), too.
The game is truly constructivist, because the player acts in reality and there is no rule or strict
pathway how to get the answers and to unravel the questions.
There were other mobile phone scavenger hunts, but mostly simple sales and marketing campaigns
like the "Starbucks Summer Pursuit"8 in 2006.
In a learning context, our idea was discussed on cellphonesinlearning.com9, but without a special
application, only in using flickr for picture exchange. Maybe they will like our program and try it.
In our research in the beginning of the project, we found no mobile application which is in general
useful for scavenger hunts with learning purposes, freely available and – last but not least – open
source. That is why we developed it.
The open design makes the application suitable for different kinds of learning games, alone or in
groups, in competition or cooperation, very mobile, or even at home. There are many ideas to
develop it further. It is almost bug-free, but some features are obviously missing, like little movies
and communication between the devices (e.g. for transmitting scores). Maybe some of us will find
time to go on working on the project in the future. Also we hope for interest in the open source
community.
An online platform for creating and distributing adventure files would be a great project. We
thought about an easy-to-use web-interface for adventure makers. The goal would be the the
launch of a 'social' network of adventure creators and players.
8 http://chef2chef.net/news/foodservice/Press_Releases-Business/Starbucks_Launches_Mobile_Scavenger_Hunt.htm
9 http://www.cellphonesinlearning.com/2007/11/scavenger-hunt-with-cell-phones.html
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20. 7 Attachments
01: Pre-Survey
02: Post-Survey
03: Source Code Reference & Documentation
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21. Attachment 01
Usability Test - 07th of January of 2009
PRE SURVEY
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
How old are you?
___________
For which purposes you use your cell phone?
( ) Working – 1 answer
( ) Communicating/Talking – 6 answers
( ) Agenda – 1 answer
( ) Internet
( ) Music – 3 answers
( ) Games – 3 answers
( ) Other: – 1 answer for notes, 1 answer for photo
Are you used to playing games on your cell phone?
( ) Yes – 3 answers
( ) No – 3 answers
Are you a heavy cell phone user?
( ) Yes – 2 answers
( ) No – 4 answers
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22. Attachment 02
POS SURVEY
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
In the beginning of the adventure you saw a painting.
Which color was the flag in it?
___________ 2 answers right
Which animals could you identify in the poster in front of the door?
___________ 3 answers right
Could you complete the adventure until the end?
( ) Yes – 6 answers
( ) No
Did you have some fun doing it?
( ) Yes – 6 answers
( ) No
Do you think that an adventure like this would work in a bigger proportion?
( ) Yes – 5 answers
( ) No
There was an observation made by a student: „I think that when there are more people all
having an own mobile it is a bit difficult to work together. What is when one is faster than the
others?“
Do you think it would be possible to learn something by playing specially designed
adventures?
( ) Yes – 6 answers
( ) No
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23. Attachment 03
Please see document: “mobile_ralley_src_ref.pdf”
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