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Recent developments in the field of mobile computing technologies have lead to a renewed interest among educators in using mobile devices (running systems like Windows Mobile or Symbian, which have many of the features of desktop computers with access to broadband internet networks) as tools for teaching and learning. Location and time independent characteristics of mobile media devices have a unique place in the next generation of learning environments. In the last decade, fast diffusion of mobile devices in society, especially mobile phones, offered great opportunities for ubiquitous learning. There is a growing research interest across the world in seeking to understand how the new wireless and mobile technologies can contribute to improving the student's experience of learning. With the recent advent of 3G smart mobile devices, educational mobile games are gaining more ground in both formal and informal learning environments. Learning games can be considered as a fun and challenging extension to typical learning activities and a strategy to motivate students. The comprehensive use of information and communication technologies is leading to changes in the ways we teach and learn. Digital learning technologies have enabled a variety of ways for teachers to give instruction and students to learn that were not possible in a traditional education environment. With the recent advancement of mobile technologies, such as smart phones, cameras and PDAs (Personal Digital Assistants), numerous new opportunities arise for adult education. Mobile access to learning content provides unique opportunities for leveraging valuable experiences outside of the classroom. Digital mobile games are commonly used with children in their daily life for both educational and entertainment purposes. Today's students, who are the future's adults, will have grown up with these technologies. Well designed educational games and supporting materials can be a powerful learning medium for stimulating motivation and promoting learning (Song & Zhang, 2008). Recent research shows that electronic games are widely used as instructional tools in schools and are becoming more a part of the students and adults' social lives (Klopfer, 2008; Roschelle, Patton, & Pea, 2002; Squire, 2010; Squire & Klopfer, 2007). Little research has been done examining adult educators' perceptions and attitudes towards mobile technology and games. For purposes of this study, we define adult education as any formal or informal education or training aimed at an adult population that is older than traditional university students. Our goal in beginning this area of inquiry was to learn more about how mobile games and technological pedagogical practices are viewed by adult educators. Therefore, this research study explores adult educators' perceptions of and attitudes toward the current use of technology, mobile devices, and educational games for their own classes. Objectives of this study were to explore attitudes and perceptions of adult trainers on mobile games, to examine the extent of use and distribution of mobile devices in adult education, and to examine the preference for game genres by adult educators. The current study is part of "Implementing Learning Game Resources based on Educational Content" (ILGRECO) supported by the European Union Commission's Socrates program, action Grundtvig-1 within the Sixth Framework. Literature Review Mobile Media and Learning The history of mobile devices ranges from graphic calculators (1970s-1980s) to today's 3G smart phones and PDAs. Mobile media have become increasingly relevant to education thanks to the widespread adoption of mobile devices in society (Wood, Lloyd, & Ashfield, 2006). Mobile media devices are relatively inexpensive, offer the possibility of ubiquitous (anywhere, anytime) computing, can facilitate collaborative learning, and support individualized independent learning (Savill-Smith & Kent, 2003). …

Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries