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The purposes of this paper are to implement a spaced repetition algorithm into a learning game, analyze the pros and cons of this implementation and make different considerations about designing the game to make the algorithm work in an optimal way. While games offer a promising way of engaging and motivating learners to deal with a certain topic, repetitions foster immersing this topic sustainably. Those repetitions should be done at sophistically determined intervals to maximize learning outcomes.

The work is implemented as two prototype learning games which use the SM2 algorithm for content selection and repetition scheduling. Based on our findings about user behavior, this study developed an auxiliary algorithm to aid SM2 in the special setting of a learning game. To design the game in a way which supports the spaced repetition approach, this study have analyzed best-practices in this domain and made some considerations for adapting them accordingly.

An auxiliary algorithm is needed to support the usage of common spaced repetition algorithms in mobile learning games. Best-practices in designing those games need to be to suit the spaced repetitions approach.

This paper shows the benefits of combining learning games with the spaced repetition approach and points out specifics in designing spaced repetition based mobile learning games.

While spaced repetitions are already commonly used with other types of learning, it has yet to be implemented in learning games. This study’s approach shows ways to do this and which considerations have to be made.

The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan.

This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed.

The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period.

This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique.

This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.