Digital Game Based Learning using Augmented Reality for Mathematics Learning

Pritami, Fadila Aulia; Muhimmah, Izzati

doi:10.1145/3185089.3185143

Cited by 15 publications

(15 citation statements)

References 5 publications

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“…In addition, 8 studies used questionnaires, and 2 studies used game log data. [6], [13], [27], [28], [15], [14], [16], [7] Science Direct [18] ERIC [23], [33], [29] ACM [19], [26], [31], [34], [20], [21], [8] Springer Link Questionaire [10]-[12] IEEE 8 [28] Science Direct [17] ERIC [25], [31] ACM [21] Springer Link Log [23], [32] ACM 2…”

Section: Rq3 What Evaluation Methods Is Used To Measure the Results Omentioning

confidence: 99%

“…The following is a discussion of the answers to the research questions. ERIC [23], [25] ACM understanding [4], [9], [10], [5], [12], [22] IEEE 12 [6] ScienceDirect [19], [26], [8], [20], [21] SpringerLink skill improvement [13], [27], [28], [14], [15], [16], [7], ScienceDirect 11 [18], ERIC [23], [29], [24], ACM Enjoyment [25], ACM 2 [20] SpringerLink Attraction [11] IEEE 1 knowledge acquisition [13] ScienceDirect 3 [17] ERIC [30] ACM…”

Section: Articles That Answer the Research Questionsmentioning

confidence: 99%

“…Puzzle [9], [5] IEEE 13 [6], [13], [28], [15], [14], [7] ScienceDirect [17] ERIC [31], [29], [24] ACM [26] Springer Link arcade [16] ScienceDirect 2 [26] Springer Link adventure [23], [24] ACM 2 card game [20] Springer Link 1 narative [19], [26] Springer Link 2 mini game [28], [15], [14] ScienceDirect 5 [32] ACM [21] Springer Link AR game [11], [22] IEEE 4 [30], [25] ACM gamification [12] IEEE 1 multiplayer [20] Springer Link 1 Quiz…”

Section: Rq1 What Type or Type Of Game Is Used?mentioning

confidence: 99%

See 2 more Smart Citations

An Overview Of Learning Support Factors On Mathematic Games

Fairuzabadi

Supianto

2019

KINETIK

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In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

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Section: Rq3 What Evaluation Methods Is Used To Measure the Results Omentioning

confidence: 99%

Section: Articles That Answer the Research Questionsmentioning

confidence: 99%

Section: Rq1 What Type or Type Of Game Is Used?mentioning

confidence: 99%

See 1 more Smart Citation

An Overview Of Learning Support Factors On Mathematic Games

Fairuzabadi

Supianto

2019

KINETIK

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“…Game-based learning impacts students' enthusiasm, commitment, and enjoyment [11]. Besides, an app called 'DorDor' was developed by [12] to prove that Digital Game-Based Learning (DGBL) with Augmented Reality (AR) is useful in mathematics. An extensive qualitative study involving 3,202 participants revealed several reasons why learners enjoy learning gamification [13]: (i) it fosters enthusiasm; (ii) it provides performance feedback; (iii) it fulfils learners' needs for gratification; and (iv) it promotes goal setting.…”

Section: Gamification Of Mathematicsmentioning

confidence: 99%

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Yung

Junaini

Kamal

et al. 2020

IJEECS

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Mathematics is important in our life and society. However, gamification of mathematics is rare for the topics such as fractions and decimals. This paper presents the development of an educational mathematics game called One Slash One Hundred Percent (1 Slash 100%). It is the hybridization of conventional card game and Quick Response (QR). This research aims to study how the respondents explore the card game to master decimal, fraction and percentage. The testing was conducted among secondary school students in Kuching, Sarawak, Malaysia (n=12; age=14). The respondents were asked to answer a set of questions in pre-test and post-test question. The results were promising where the analysis showed a significant difference between pre (M=14.3, SD=2.103) and post-test scores (M=17.6, SD=2.234). Thus, gamification of mathematics using hybrid card game increases their mastery of decimal, fraction and percentage.

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“…Currently, video games have an infinite number of applications in multiples areas of study [1]. Therefore, serious video games facilitate or optimize fields such as: medicine and diagnosis [2,3], special education [4,5], psychology [6,7], university education [8,9], social abilities [10,11], public security [12,13], military training [14,15] and many other areas of knowledge. These video games are known as serious video games [16,17].…”

Section: Introductionmentioning

confidence: 99%

An Approach to Accessible Serious Games for People with Dyslexia

et al. 2021

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Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

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Digital Game Based Learning using Augmented Reality for Mathematics Learning

Cited by 15 publications

References 5 publications

An Overview Of Learning Support Factors On Mathematic Games

An Overview Of Learning Support Factors On Mathematic Games

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

An Approach to Accessible Serious Games for People with Dyslexia

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