Increasing quality of learning experience using augmented reality educational games (original) (raw)
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International Journal of Engineering Education
Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperfor...
An Analysis of the Educational Potential of Augmented Reality Games for Learning
2012
This paper presents a review of practical research papers on augmented reality games for learning. The study evaluates how these games may impact motivation (affective learning outcomes) and knowledge gain (cognitive learning outcomes). For the analysis, we use game design patterns for mobile games and Bloom's taxonomy of educational objectives. Our study results substantiate the generally assumed motivational potential of augmented reality games.
Augmented Reality Gaming in Education for Engaged Learning
2010
In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.
2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 2019
Integration of technology in education with adequate pedagogical approaches creates new opportunities for improving the quality of teaching and learning experiences, raising students' interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students' collaboration, energy, and enthusiasm. In order to increase the quality of experience of the learning process, elements of popular games (e.g., mobile games and augmented reality games) should be used in the educational context. This paper describes how design thinking methodology can be used to propose a model for the integration of games in education. The methodology defines the process of creating educational games starting from students' attitudes and needs and moving towards expected educational outcomes. As an example, a case study augmented reality prototype game was designed in order to illustrate the possibilities and benefits of t...
There is a significant body of research relating to augmented reality (AR) uses for learning in the Primary and the Secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances and/or effectiveness of ARGBL across various Primary and Secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on Primary education and 7 on Secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.
Design of a Mobile Augmented Reality Platform with Game-Based Learning Purposes
Information, 2020
Augmented reality (AR) is an emergent technology that overlays virtual objects into the real environment. Lately, AR is gaining prominence in education because of its increasing affordability through computers or mobile technologies. In addition, research sustaining the benefits of AR to promote student’s engagement to learn is increasing every day. However, the literature identifies lack of studies about the use of AR in education, namely, studies focused on the development of AR games designed over specific learning objectives (game-based learning). This paper presents a mobile augmented reality platform with learning purposes. The platform includes a mobile application that consists of a location-based game targeted to promote learning about the universe. Furthermore, it includes a back-office that allows teachers to introduce information about celestial bodies and also develop a set of multiple-choice questions to assess student’s learning about the subject matters they teach. T...
International Journal of Serious Games, 2015
This qualitative research is part of a learning effort to better understand how serious games are exploited in a science education context. The research team examined this issue by focusing on augmented reality as a technological innovation imbedded on a tablet. Given the current state of knowledge related to serious games and augmented reality, and given the fact that its use in the context of teaching/learning is not extended, this paper focuses on an initial exploration of how a new teaching practice involving a serious game based on an interactive augmented reality solution would impact on students in a physics class. A Design Based Research methodology was applied in a real-world context within a college-level physics class. Two conceptual tests containing ten questions on spatial notions regarding electromagnetic fields were administered to two control groups and two groups using the proposed serious game. The latter groups were administrated a game evaluation questionnaire as well. Thematic interpretation of students written responses to the evaluation questionnaire as well as the lessons and observations we derived from the in-class experimentation are provided and discussed in the paper. Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms pag. 71 Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms pag. 73 We only used it twice, and the first time we played the game somewhat randomly. (M51) We didn't have enough time to take notes and understand the concepts sufficiently. (A9)
A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality
2021
Changes in the lifestyles of human beings keep up with science and technology in tandem with the growth of science and technology. As in all fields, expectations are influenced by the advancement of science and technology for the use of emerging technologies in educational environments. By empowering the physical world with virtual information, Augmented Reality (AR) creates new opportunities for education. The impact of uncertainty and scientific advances in the field of application has modified the definition of “AR Technology” to “AR Environments”. Within the scope of this study, it is aimed to analyze scientific studies on game-based learning and the use of AR in educational activities systematically. In this context, the “education area”, “the level of education of the participant”, “dependent variables”, “data collection tools”, “research methods used”, “type of AR used”, “software used in the development phase of the application”, factors such as “advantages and limitations t...
A Systematic Review of Augmented Reality Game-Based Applications in Primary Education
Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students' motivation and learning performance by incorporating this instructional model into their teaching.
Augmented Reality (AR) is adopted in educational projects to mediate an enhanced visual and cognitive perception. Recently it is used also for creation of AR games. Educational games are modern learning and training strategies for engaging learners and stimulate an active learning through a game-like scenario. The paper analyzes how game concepts and design principles can be applied or adapted to AR, and how AR technology affordances can be leveraged in order to implement a new class of educational and simulation games. The authors also present a concept of an AR simulation game for Android devices for teaching basic 3D graphics principles and stimulating 3D modelling skills.