Educational Augmented Reality Games

Shaping technologies for older adults with and without dementia: Reflections on ethics and preferences

“…As described by Weerasinghe et al, 74 AR technology has the potential to mix virtual and real objects, thus allowing the individual to experience mixed content in various dimensions such as temporal, spatial and contextual. It consists of the superimposition of some animation or image in a realistic way, over an imaged captured by a digital camera, 75 and it has multiple applications for visualization of complex structures, educational games or design-based learning, among others.…”

“…In terms of games using AR technologies, Weerasinghe et al 74 showed that the use of AR games can be applied in any indoor or outdoor learning environment and that it enhances active and authentic learning and creates an opportunity for an enhanced student-centred learning. As an example, Khoo et al 84 developed an AR game called Age Invaders by using a LED floor display not affected by shadows or players moving on the platform, providing the older adults a wearable-free game that allowed them to use their whole body as the interface.…”

“…With regard to technologies involved in AR application, Weerasinghe et al 74 identify an evolvement from handheld devices to head-mounted displays and holographic projections. With regard to this, the Coach Assistant via Projected Tangible Interface (CAPTAIN) H2020–funded project (www.captain-eu.org) will develop a radically new human–computer interface that uses micro-projectors and projected AR to provide assistance whenever and wherever it is needed.…”

Network Analysis for Learners’ Concept Maps While Using Mobile Augmented Reality Gaming

“…By applying content analysis and concept maps as techniques of qualitative research in order to measure the users' responses to questions related to Ingress, it was found through central concepts that the space was part of themselves; by playing Ingress, they left their personal mark in the space, while the educational use of augmented reality was also emphasized. It was also found that there was a differentiation of the answers in question 1 between age groups with age groups agreeing in pairs, the first two (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) and (30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40) with the last two (40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50) and (50-60), while in question 2, there was an overlap in the responses of participants among age groups. In addition, methodologically, it is shown that content analysis and concept maps present the educational researcher with several advantages as they help to better visualize the links and subfields that emerge from interviews and participants' responses.…”

“…From the participants' responses to the questions, it is noticeable that Ingress highlights the fact that the game relates to constructivism. Adult students create their own subjective interpretations and meanings of what they have learned and they connect it to objective reality [30]. AR games offer excellent opportunities for working with physical materials and concepts to construct new knowledge.…”