Discussion: A new generation of learners has difficulty sitting still in a classroom listening to a teacher lecture, and do not have the patience to read a novel, yet they can sit and play a video game for hours. Through mobile games they can memorize move combinations, navigate maps with ease, and create complex worlds. Traditionally digital games have been ‘closed’, in the sense that the experiences were limited to the world created by the game developers, but now, with AI, gaming experience can be open, essential infinite, and personal, perhaps indistinguishable from real world experience. On a more philosophical level, every dimension of real life can be characterized as a game (going to the store, having dinner with friends, baking bread, etc.) so mobile intelligence introduces the possibility of the augmented gamification of everything we do.
523 Inspiration: With the concept of mobile games in mind, authentic educational games for a variety of topics or subjects are being developed for the mobile user – whether it is integrated into a collaborative classroom experience, or an on-the-go way of learning. Mobile Games could become essential for many kinds of learning contexts, and for reaching those learners who have difficulty in a traditional learning setting.
Mobile Games have huge potential to change how students learn, especially for those who struggle in traditional classrooms but thrive in interactive, game-based settings. AI can make these games more adaptive and personal, turning “play” into a real pathway for mastery. But there are real risks too: game mechanics can oversimplify complex ideas, addictive designs can blur the line between learning and dependency, and unequal access to devices or the internet could widen the digital divide. The key will be using mobile games in ways that deepen understanding and promote equity, rather than letting entertainment take the place of real learning.
I am personally passionate about mobile games in my professional career because it can provide a safe, interactive way for students to have fun while learning that may not be achieved in a traditional classroom design. It is very common for children to log hours of play. They are using problem solving skills, critical thinking skills, and team working skills with other players. Mobile games provide a way to think about something as being more authentic, hands-on, as it relates to learning. Mobile games are a simulated real-life problem or scenario that engage students minds in a fun way. I genuinely believe educational mobile games, when done thoughtfully, can greatly improve engagement and learning outcomes of students, while fulfilling the needs of diverse learners. In all, this frontier can have many opportunities for me to innovate my teaching practice and meaningfully reach each of my students.
I find mobile games compelling not just because students love to play them, but because creating games can be a powerful way to learn. In my own teaching, I’ve seen how giving students the chance to design interactive stories or simple games makes them much more engaged; they take ownership, collaborate, and think creatively about how knowledge can be applied. With the support of AI, even students who aren’t strong coders can still contribute by building characters, writing dialogue, or shaping the design of the game. This turns learning into a process where students are active creators instead of passive consumers, which I believe is one of the most exciting directions education could take.
The average Canadian teenager voluntarily spends about 45 minutes per day on video games (~1 hour for boys and ~15 minutes for girls) (Statistics Canada, 2019). This stat implies how deeply games are already a part of human development. To me, learner-centered education means teaching, practicing, and assessing in ways that truly reflect who students are and how they engage with the world. Video games already offer this kind of engagement. Some games take 100–200 hours to complete and require players to think critically, coordinate complex actions, work through challenges, and apply their knowledge of the game’s goals, laws, and environment. It’s a form of learning in action.
With AI advancing quickly, we’re starting to see developers use it to streamline game creation. Before long, it will be possible to design customizable games aligned to specific subjects or learning goals. I can imagine how educators and institutions would be able to create accessible, personalized game-based experiences for their learners.
Of course, not every learner thrives in game-based or competitive environments, and that’s important to acknowledge. Regardless, most of the potential for mobile learning and GBL has been untapped. Mobile gaming especially has the potential to become a leading component of mobile learning, connecting what learners already do in their free time and what they can achieve academically.
I believe this is an inevitable development in education, considering the changes within our society. For instance, consider how there are more graphic novels within school libraries now, when we noticed students struggling/ lack of enthusiasm with text. Since most students have mobile phones already, this has the opportunity to eliminate resource issues at school (i.e., having computers available for students to access) so that teachers can integrate this seamlessly into their teaching. However, the lack of accessibility depending on the demographics of student populations will be something that will have to be navigated.
In my experience, I have noticed that students have engaged more with educational games because of the opportunity for instant feedback and the competitive nature of it. The ability to repeat and visualize the advancement of skills and knowledge (i.e., level-up) provides something tangible for students to determine their progress and, as a result, develop more motivation. As a teacher, being able to look at data and manipulate it (e.g., visualization of certain topics/questions that students are struggling with) could change class structure and progress.
I believe this frontier is important because it highlights both the opportunities and challenges of mobile games, particularly in an age where their use is often uncontrolled. Without parental or instructional limits, young users can spend unlimited time on games, which may negatively impact their ability to focus on other tasks. At the same time, mobile games can reinforce valuable learning skills, such as memorization, goal-setting, problem-solving, and critical thinking. Games can also be personalized to fit individual learners’ needs and contexts, giving them the potential to connect with and engage more students, helping them reach their full potential.
Educators can design games that integrate subject-specific skills, allowing students to practice and develop core competencies without realizing that they are actively learning. For example, instead of a traditional study sheet, teachers can create games in which students match terms to definitions through objectives and challenges. This allows students to complete levels and goals while simultaneously developing the skills necessary for academic success. Overall, this frontier demonstrates the future of accessibility and engagement, and how a controversial platform can be thoughtfully integrated to enhance learning, increase accessibility, and become a powerful educational tool.