ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

ElsevierFurió Ferri, D.; González Gancedo, S.; Juan Lizandra, MC.; Seguí, I.; Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers and Education. 64:24-41. doi:10.1016/j.compedu.2012.12.015. The effects of the size and weight of a mobile device on an educational game AbstractIn this paper, we present an educational game for an iPhone and a Tablet PC. The main objective of the game was to reinforce children's knowledge about the water cycle. The game included different interaction forms like the touch screen and the accelerometer and combined AR mini-games with non-AR mini-games for better gameplay immersion. The main differences between the two devices were screen size and weight. A comparative study to check how these differences affect different aspects was carried out. Seventy-nine children from 8 to 10 years old participated in the study. From the results, we observed that the different characteristics (screen size and weight) of the devices did not influence the children's acquired knowledge, engagement, satisfaction, ease of use, or AR experience. There was only a statistically significant difference for the global score in which the iPhone was scored higher. We would like to highlight that the scores for the two devices and for all the questions were very high with means of over 4 (on a scale from 1 to 5). These positive results suggest that games of this kind could be appropriate educational games and that the mobile device used may not be a decisive factor.

In this paper, we present a novel study that emphasizes the use of Augmented Reality (AR) as a natural complement for the Virtual Reality Learning Environment (VRLE) model, towards a general acceptance of Mixed Reality Learning Environment (MRLE) in the classroom. Handheld devices help this scheme serving as general purpose computers available for use by other applications. AR has not been explored deeply enough to have full acceptance of use in the classroom. We present an application in which a tablet PC was used to evaluate our game, working with multimodal interaction provided by a tactile screen and an accelerometer. It can be played in two modes: combining AR and non-AR (NAR), and only NAR. Seventy-three children of primary school tested the system. For the learning outcomes, there were no statistically significant differences between both modes, but the AR mode enhanced highly user satisfaction and engagement. This confirms our hypothesis that AR can be an excellent complement to VRLE for the use in the classroom.

In this paper, we present a system that combines Augmented Reality and autostereoscopic visualization. We also report a study for comparing different aspects using an autostereoscopic display and a common display, in which 44 children aged from 8 to 10 years old have participated. From our study, statistically significant differences were found between both displays for the depth perception and for the sense of presence. Several correlations have also been found when children used the autostereoscopic display. In our study, the sense of presence is closely related with the depth perception; and the overall score of the game was also closely related with the depth perception and the sense of presence.

No abstract