Being able to accommodate activity's formal purposes as a critical factor when designing for 'location-based learning games' at scale

Over the past few years the use mobile technologies for learning has attracted the interest of practitioners in all phases of education to facilitate informal learning in formal contexts (Bachmair, Cook, & Kress, 2010). Key aspects of such interests are the growing significance of mobile devices in learners’ everyday lives (Vinu, Sherimon, & Krishnan, 2011), the increasing portability of these technologies, as well as the reduction in their cost and services. Also, the use of mobile technology in education has led to a new educational paradigm in which students can learn anytime and anywhere (Jones & Jo, 2004; Vinu et al., 2011).