In this chapter, augmented space is described as the layering of media technologies onto the physical space of the city. The approach assesses salient aspects of the experience of space in everyday life, the city and urban space more generally. The chapter discusses these in relation to the deployment of augmenting technologies and modes of display associated with augmented reality, new and digital media: visual or otherwise. Selected work, carried out in relation to culture, leisure and tourism is assessed. These case studies indicate the potential of augmented reality in areas of a) urban design, b) tourism and heritage, and c) the promotion of cycling for health and the creation of alternative transport infrastructure. The main characteristics of AR and augmented space are presented. This is followed by a discussion and development of hybrid research tools and applied in two case studies with a view to providing a potential roadmap for future work in this area.

In recent years, digital convergence has become an extensively researched topic, and is highly relevant to this research.

Digital content is increasingly pervasive. Communication technologies enable the creation and dissemination of content on a transnational basis. However, the relationship between communication technology and society is complex and is impacted both by the requirements of the communicator and also cultural and social norms associated with the context of the user. How does digital technology influence media communication? How far does media communication transcend technology? The boundaries between the various forms of formal communication and social communication are blurring and the user is no longer just a consumer or someone who interacts with information; they are also a creator of new information. Companies with commercial interests in these areas are seeking to exploit new forms of communication without alienating the user.

This chapter shows potentials for learning in context which language learner mobility allows. It uses the European Union funded AMICITIAS Project as a central case study. The significance of gaming and the necessity of interdisciplinarity mobile learning design are argued for. Evaluative, on-location focus groups are reported on, with reflection and key lessons gained in using mobile games as a complementary pedagogy. Differences in user context between e-learning and m-learning are reviewed. Narrative as a location framing tool is explained with game-script extracts. Successes in improving intercultural interaction levels were achieved, but this does not necessitate a technology-centered approach which sees the mobile device as the determinant. Rather, it implies a need for loosened learning experience design, which can benefit from chance encounters that occur when students are mobile. Design lessons include the need for better integration with real-world experiences. J2ME (Java for mobiles) may be receding in the face of Android and iPhone OS. Platforms are discussed and free online tools for language technology projects such as Google Spreadsheets and Dropbox are highlighted. The research points to ways in which individuals may negotiate privacy, spatial awareness, and technology interaction for learning within public areas. The intermingling of intercultural, touristic, historical, and language learning elements into location-based scenarios and narratives is highly innovative. The discussion should be valuable to those considering using mobile learning in a language teaching context and also be of value to those interested in augmented reality and location-based learning.

Mobile language learning games usually only focus on spelling or out of context meaning for the entire dictionary, ignoring the role of an authentic environment. ‘Detective Alavi’ is an educational mobile game that provides a shared space for students to work collaboratively towards language learning in a narrative rich environment. This game motivates and preserves a conversation between learners and their teachers, and also between learners and learners, whilst being immersed in the story of the game. A seamless self-assessment scoring system in the game structure provides a less dominating environment for students to expose their weaknesses, and at the same time assists students to judge what skills they have learned and how much. This game has produced improvement in different cognitive processes and a deeper level of learning during the collaborative game play.

This paper analyses different definitions of mobile learning which have been proposed by various researchers. The most distinctive features of mobile learning are extracted to propose a new definition for Mobile Educational Mixed Reality Games (MEMRG). A questionnaire and a quantifying scale are designed to assist the game developers in designing MEMRG. A new psycho-pedagogical approach to teaching is proposed for MEMRG. This methodology is based on the theme of ‘conversation’ between different actors of the learning community with the objective of building the architectural framework for MEMRG.

A mobile language learning system is implemented using an adventure game. The primary emphasis is upon graphical design and rich interaction with the user. A wide range of functionalities are described, and an efficient navigation system is proposed that uses contextual information, allowing the players to move seamlessly between mobile real and virtual worlds. The game environment is designed to have consistent graphics, dialogue, screens, and sequences of actions. Quick Response (QR) codes provide the necessary shortcuts for the players and Bluetooth connections automatically send and receive scores between teams. A response for every action is produced depending on the screen type, while keeping the file size manageable. Similar user tasks were kept spatially close together with a clearly designated beginning, middle and end. The main sources of error such as entering and extracting contextual data are predicted and simple error handling is provided. Unexpected events in mobile environments are tolerated and allowed. Internal locus of control is provided by 'automatic pause, 'manual pause' and 'save' commands to help players preserve their data and cognitive progress. The game environment is configurable for novice or expert players. This game is also suitable for students with auditory problems and female students are also specifically addressed.

Mobile television environments offer the potential for the repurposing of media content and services, and also the introduction of new forms of commercial advertising which are more accurately targeted towards a user's profile, as per an advertiser's requirements. This modality can include non-commercial information provision. The Google model for linking search terms and keywords to advertisements demonstrates that 'intelligent', context-aware, targeted advertisements are more responsive to user profiles. Advertiser practices such as product placement need re-examination in this context. Prototype mobile TV interfaces, as alternatives to the well-established TV model of viewing content, are presented, in order to evaluate the relationship between television content and mobile devices and to understand the key factors determining possible directions, for the future of mobile television. Changes need to be made to content display, interaction paradigms and device parameters, as social and cultural expectations are re-negotiated.

The rise of mainstream virtual learning environments has facilitated the operation of information spaces to support display, simulation, and interactive modelling. As well as disseminating information and knowledge, they can also be used to accumulate learning as each user is also a potential contributor. This paper examines the use of information environments to support mobile learning and dynamic decision making and the extent to which physical or social space can support the application. Such applications are not limited to the traditional data analysis and modelling functions but can be extended to include storytelling, theatre, and other aspects of the arts and the entertainment industry.

In this research we produced a mobile language learning game that is designed within a technical context. After conceptual analysis of the subject matter i.e. computerâ??s motherboard, the game was designed. The action within the game is consistent to the theme. There is a story, simplifying and exaggerating real life. Elements of control, feedback and sense of danger are incorporated into our game. By producing an engaging learning experience, vocabularies were learned incidentally. Deliberate vocabulary learning games were also added to our package to help students solve their common errors.

In this paper, several Augmented Reality(AR) games used in mobile learning have been evaluated. It is concluded that AR adds a real sense of learning to mobile games by providing models of real world settings for learners. The learning objectives must be integrated into the game rules, story and different levels. The game model must be close to the real world; each team member must have distinct roles; resources must be constrained and appropriate feedback and challenges must be used throughout the game system. BY using this emerging paradigm of instruction, educators can effectively incorporate these games into their curricula.

The boundaries between different kinds of media spaces are complex and challenging. The convergence of computing, media, and telecommunications produces environments that contain elements of their origins, but also contain new components that allow interaction in new ways by new users with new kinds of information. This poses problems for effective human computer interaction and human media interaction because the paradigms are not well understood. Converged environments are driving these new uses just as the first PCs supported keyboards and then WIMP interfaces. Traditional models of human computer interaction are not adequate to deal with this complexity, and the shifting of the boundaries brought about by convergence.

A study of the potential of mobile learning (m-learning) to contribute to the development in a typical rapidly developing country (Iran) is presented. Established educational theories are applied in order to classify potential modalities for m-learning: sample surveys of the reactions of typical user groups were taken and analysed. It is concluded that m-learning will be the best to be executed within the informal framework of learning, not only supplementing the school curriculum, but also extending powerfully into lifelong learning, especially for isolated rural/agricultural communities. It is further concluded that the standard mobile phone is, and will continue for some time to be, the dominant platform.