This paper describes the design, deployment, analysis, and evaluation of a learning scenario focused on exploring the educational potential of location-based games. Through its design and rationale, the scenario serves as an illustration of how students can learn through the collaborative design and playing of location-based games. It involves an exploration of the pedagogical potential of students as game designers, through a study of students designing location-based games for peers in order to learn history. This shows the potential of using both authoring tools to have students engage creatively with subject matter and as a focal point of collaborative learning activity. As the topic of the scenario revolved around learning about history, we also found that the ways they relate to this topic when using location-based games offers a new way of integrating curricula in learning activities, and that it is key to think beyond a single subject and look at cross-curricular elements and goals in such scenarios. We offer a very detailed description and analysis of the practical accomplishment of the learning activities involved in the collaborative design of location-based games.

中文翻译：

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通过基于位置的游戏的协同设计学习

本文介绍了学习方案的设计，部署，分析和评估，重点是探索基于位置的游戏的教育潜力。通过其设计和原理，该场景可说明学生如何通过协同设计和基于位置的游戏进行学习。它通过对学生为同龄人设计基于位置的游戏以学习历史的研究来探索学生作为游戏设计师的教学潜力。这表明使用这两种创作工具使学生创造性地参与主题活动以及作为协作学习活动的重点的潜力。由于该场景的主题围绕学习历史，我们还发现，在使用基于位置的游戏时，它们与该主题相关的方式提供了一种将课程整合到学习活动中的新方法，并且关键是要超越单个主题进行思考，并研究此类课程中的跨课程元素和目标场景。我们对基于位置的游戏的协同设计中所涉及的学习活动的实际完成情况进行了非常详细的描述和分析。