A Comparative Analysis of Low or No-Code Authoring Tools for Location-Based Games

Batsaras, Christos; Xinogalos, Stelios

doi:10.3390/mti7090086

Cited by 2 publications

(2 citation statements)

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“…What's more, it supports various media formats (text, images, audio) to enhance the gaming experience, is free, and has a friendly, easy-to-navigate user interface. Its main drawback is that it does not support a multiplayer game and does not provide an online discussion space (Batsaras & Xinogalos, 2023).…”

Section: Research Focusmentioning

confidence: 99%

“…Also, in a different authoring tool (e.g. ARIS) (Batsaras & Xinogalos, 2023) or in the future version of Taleblazer that will allow monitoring the progress of the game participants, it would be interesting to measure the degree of emotional involvement of the players, thanks to visibility of ongoing scores. Further, the relationship of their degree of involvement with the learning outcome could be explored.…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

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Delving into the impact of location-based games on high school students: Foro Italico vs. The Siege

2023

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This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: “The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)”, briefly hereafter, The Siege and “Let’s Discover the Secrets of Foro Italico”, briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive Theory of Multimedia Learning, Situated learning in combination with approaches that highlight the importance of augmented reality and location–based (digital) games to improve the learning outcome. The research sample was 58 students, aged 12-18, who participated in both games, and the methodological tool was a questionnaire, distributed to the participants after the completion of both games. The processing and analysis of the data was done in the program SPSS. The games were created in the context of previous research, with the aim of verifying or differentiating from already recorded results. This research largely confirmed previous research results but also enriched the existing conclusions with new ones, regarding the importance of the age group and previous experience of the participants, as most of the experiments so far did not provide sufficient statistics of quantitative data. Although the learning performance was not we verified, the additional findings could prove useful in the future for a more tailored design of similar educational games, in order to optimise the learning process, taking into account factors that influence game reception. However, the need for a larger sample size and for further investigation of how games function as learning resources is undeniable.

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Section: Research Focusmentioning

confidence: 99%

Section: Suggestions For Future Researchmentioning

confidence: 99%