Augmented Reality Game for Anti Corruption Education in Behavior of Students of University

Hadi, Pieter Santoso; Widiantoro, Albertus Dwiyoga; Prasetya, Hendra

doi:10.24167/sisforma.v6i1.1368

Cited by 2 publications

(2 citation statements)

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“…AR solutions were mainly used as tools to support the learning and training of prosocial [28,29,31,33,39,44], empathetic [43], and anti-corruption [21] behaviors for environmental education [20,24,38,41] and for the training of specific motor skills [25].…”

Section: Interventions Delivered In Educational Settingsmentioning

confidence: 99%

“…Concerning the theoretical framework, some of these papers were based on traditional approaches to the treatment of behavior such as behavioral change [20,23,24,26], social modeling [31,34], and cognitive behavioral [32,39] approaches. Other papers addressed behavioral training from the perspective of concept mapping [33], visual novel [21], theatrebased training [31], and coaching [37] or were inspired by more general theories, such as neuroconstructivism [28], the persuasion theory [24], and the theory of reasoned action [34].…”

Section: Interventions Delivered In Educational Settingsmentioning

confidence: 99%

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The Potential of AR Solutions for Behavioral Learning: A Scoping Review

et al. 2022

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In recent years, educational researchers and practitioners have become increasingly interested in new technologies for teaching and learning, including augmented reality (AR). The literature has already highlighted the benefit of AR in enhancing learners’ outcomes in natural sciences, with a limited number of studies exploring the support of AR in social sciences. Specifically, there have been a number of systematic and scoping reviews in the AR field, but no peer-reviewed review studies on the contribution of AR within interventions aimed at teaching or training behavioral skills have been published to date. In addition, most AR research focuses on technological or development issues. However, limited studies have explored how technology affects social experiences and, in particular, the impact of using AR on social behavior. To address these research gaps, a scoping review was conducted to identify and analyze studies on the use of AR within interventions to teach behavioral skills. These studies were conducted across several intervention settings. In addition to this research question, the review reports an investigation of the literature regarding the impact of AR technology on social behavior. The state of the art of AR solutions designed for interventions in behavioral teaching and learning is presented, with an emphasis on educational and clinical settings. Moreover, some relevant dimensions of the impact of AR on social behavior are discussed in more detail. Limitations of the reviewed AR solutions and implications for future research and development efforts are finally discussed.

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