Digital gaming for evolutionary biology learning: The case study of parasite race, an augmented reality location-based game

Aivelo, Tuomas; Uitto, Anna

doi:10.31129/lumat.4.1.3

Cited by 16 publications

(13 citation statements)

References 61 publications

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“…The increasing use of mobile phones makes it possible to explore digital educational games in outside environments, and when combined with augmented reality (AR) content, the educative effect may be exponential and result in best practices [2]. With the use of AR, the real-world environment can be augmented by providing users with accurate digital overlays.…”

Section: Introductionmentioning

confidence: 99%

The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

Pombo

Marques

2020

Education Sciences

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New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

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Section: Introductionmentioning

confidence: 99%

The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

Pombo

Marques

2020

Education Sciences

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“…The positive relationship among participants was frequently mentioned, both among trainees and with the trainers, which is crucial for a teacher to feel confident in sharing ideas and experiences. From these results, three guidelines were revealed: (7) to (9). These focus on the relevance of shared work among groups members, which is richer if conducted by teachers from different STEAM subject areas, as well as between different groups and trainers, in a secure environment.…”

Section: Resultsmentioning

confidence: 99%

“…MARGs can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value [2][3][4]. Among their benefits, the literature has been pointing to increased engagement and motivation for learning [2,5,6] as well as students' enhanced understanding of scientific models [7] and of complex concepts that are difficult to understand with traditional textbooks [8]. For example, the authors of [9] mentioned that there is no limit to the potential valuable educational uses of AR apps that are aligned with situated [10] and constructivist learning theories [11], highlighting the relevance of social interactions among people, for learning within a specific context.…”

Section: Introductionmentioning

confidence: 99%

“…The supporting technologies for the implementation of this type of teaching and learning approach are increasingly pervasive and popular [15], so it is time for MARGs' adoption in educational contexts. However, new practices require teacher training, as teachers are often reluctant to integrate innovations into curriculum [7,16]. Additionally, as this is a relatively new field, there is a scarcity of educational resources articulated with the curriculum requirements, particularly in Portuguese language.…”

Section: Introductionmentioning

confidence: 99%

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Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

Pombo

Marques

2021

Education Sciences

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Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

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“…In terms of implementation settings, most research in the fields of engineering and health and medicine was conducted in formal settings, such as factories, workshops, and operating rooms. In contrast, studies in the 'Other' category were conducted in informal settings, such as campus sites, libraries, and general learning commons [22][23][24].…”

Section: Instructional Contextsmentioning

confidence: 99%

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

et al. 2022

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This study presents a systematic review of literature on the application of augmented reality (AR) in professional training contexts published between 2001 and 2020. A total of 49 articles were selected after a two-stage screening process, and key research findings were analyzed and synthesized using a coding scheme comprising five inter-related aspects: basic information, instructional contexts, technology features, instructional design, and research results. The review results depict the trend patterns in AR-supported professional training in terms of publication, research paradigm, and technological affordances, and report the contextual differences in AR pedagogies and instructional functions over time. Furthermore, a meta-analysis was conducted in the present study to examine the overall effectiveness of AR application in professional training, with the results indicating an overall small effect size (g = 0.268) and nine significant moderating factors. Informed by the review and meta-analysis results, a set of implications for facilitating and investigating AR-supported professional training are proposed and discussed.

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Digital gaming for evolutionary biology learning: The case study of parasite race, an augmented reality location-based game

Cited by 16 publications

References 61 publications

The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

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