Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations

Hwang, Gwo‐Jen; Wu, Po-Han; Chen, Chi‐Chang; Tu, Nien-Ting

doi:10.1080/10494820.2015.1057747

Cited by 222 publications

(176 citation statements)

References 40 publications

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“…For example, EMARGs that used 3D models may have had animations in them, but I could not always confirm that. [34] n/a n/a Visual, touch screen 3D, animations AR Ole Cierraojos [35] n/a Markers (image) Visual, touch screen 3D, 2D, annotations, animations AR Treasure Hunt [36] AndAR Markers (n/a) Visual 3D AREEF [37] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen, sensors 3D, animations ARmatika [38] n/a Markers (image) Visual, touch screen 3D, annotations ARMuseum [39] n/a Markers (image) Visual, marker manipulation 3D, animations Astrid's spår [40] ARToolkit Markers (fiducial) Visual 3D, 2D, video Calory Battle AR [6] Vuforia SDK Markers (image) Visual, marker manipulation 3D, 2D, annotations, animations Conserv-AR [41] Vuforia SDK Markers (image) Visual 3D, annotations EduPARK [42] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, 2D, annotations Electric Agents [43] n/a Position (sensors) Visual, sensors 2D, animations, annotations Eleftheria et al [44] Vuforia SDK on Unity 3D Markers (image) Visual 3D, animations Furio et al [45] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Furio et al [46] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Hsu [47] n/a Markers (image) Visual, touch screen Annotations HUNT [48] Metaio AR Objects Visual, touch screen 2D, video Hwang et al [49] n/a Markers (fiducial) Visual, touch screen 2D, annotations Igpaw [50] Vuforia SDK on Unity 3D Markers (image), sensors Visual, touch screen 3D, annotations Lan [51] Vuforia SDK Markers (image) Visual 3D, animations, annotations Leometry [52] Vuforia SDK on Unity 3D Markers (image) Visual, marker manipulation 3D Lin et al [53] Aurasma Markers (image) Visual 2D, video Luostarinmäki Adventure [54] ALVAR on Unity 3D Position (point cloud) Visual, touch screen 3D, animations, annotations Martinez Zarzuela et al [55] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, annotations NatureAR [56] Vuforia SDK on Unity 3D Objects Visual, touch screen 3D, animations Parallel [57] n/a Markers (image) Visual, touch screen 3D, animations PasswARG [58] Layar n/a Visual, ...…”

Section: Augmented Realitymentioning

confidence: 99%

“…Mathematics was the most popular subject, including elementary areas such as fractions [34], geometry [52,53] and arithmetics [38]. Topics related to science were also popular, including physics [57], chemistry [61], lab experimentation [44], environment [37,41], and other biological sciences [45,49,55,56]. Four of the reviewed EMARGs [6,42,48,58] aimed to be general-purpose educational tools for learning any topics.…”

Section: Pedagogymentioning

confidence: 99%

“…However, no evidence of educational use was shown. Hwang et al (2016) [49] TW Learn about butterflies in a butterfly garden via a location-aware AR board game. Igpaw (2016) [50] PH Learn history in a location-based AR adventure game.…”

Section: Pedagogymentioning

confidence: 99%

“…In another example, HUNT [48] is an AR treasure hunt game that is suggested to be used for educational purposes, but the authors do not show any pedagogical content implementation. Most EMARGs were created for primary school children, to be used in informal pedagogical settings, such as in science centers [61], libraries [60], in nature [41,49,56] or in museums [39,40], thus demonstrating how augmented content can enrich situated learning [64] experiences in authentic contexts. A few games targeted at higher education [57,63] or lifelong learners (i.e., any age group) [50,54,59].…”

Section: Pedagogymentioning

confidence: 99%

See 3 more Smart Citations

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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Augmented reality (AR) has evolved from research projects into mainstream applications that cover diverse fields, such as entertainment, health, business, tourism and education. In particular, AR games, such as Pokémon Go, have contributed to introducing the AR technology to the general public. The proliferation of modern smartphones and tablets with large screens, cameras, and high processing power has ushered in mobile AR applications that can provide context-sensitive content to users whilst freeing them to explore the context. To avoid ambiguity, I define mobile AR as a type of AR where a mobile device (smartphone or tablet) is used to display and interact with virtual content that is overlaid on top of a real-time camera feed of the real world. Beyond being mere entertainment, AR and games have been shown to possess significant affordances for learning. Although previous research has done a decent job of reviewing research on educational AR applications, I identified a need for a comprehensive review on research related to educational mobile AR games (EMARGs). This paper explored the research landscape on EMARGs over the period 2012-2017 through a systematic literature review complemented by two case studies in which the author participated. After a comprehensive literature search and filtering, I analyzed 31 EMARGs from the perspectives of technology, pedagogy, and gaming. Moreover, I presented an analysis of 26 AR platforms that can be used to create mobile AR applications. I then discussed the results in depth and synthesized my interpretations into 13 guidelines for future EMARG developers.

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Section: Augmented Realitymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

See 2 more Smart Citations

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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“…Especially the widespread use of mobile devices has opened up the use of augmented reality in educational settings . Educational use of augmented reality improves student achievement (Cai et al, 2014;Chen & Wang, 2015;Hsiao et al, 2012;Hwang et al, 2016;Shelton & Hedley, 2002;Vilkoniene, 2009;Zhang et al, 2014). Augmented reality has the advantages of increasing student participation (Delello, 2014;Dunleavy, Dede & Mitchell, 2009) and motivation Furió et al, 2015;Perez-Lopez & Contero, 2013;Solak & Cakir, 2015) and making classes more enjoyable Ibáñez et al, 2014).…”

Section: Extended Abstractmentioning

confidence: 99%

Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi

Sırakaya

2018

Kastamonu Eğitim Dergisi

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ÖzBu çalışmanın amacı fen eğitiminde artırılmış gerçeklik kullanımının öğrenci-lerin tutum ve motivasyonlarına etkisini belirlemektir. Araştırmada öntest -sontest kontrol gruplu (eşleştirilmiş) yarı deneysel desen kullanılmıştır. Araştırmanın çalış-ma grubunu bir devlet okulunun 7. sınıfına devam etmekte olan 87 öğrenci oluştur-maktadır. Araştırma sonucunda artırılmış gerçeklik kullanımının öğrencilerin fen öğrenmeye yönelik motivasyonlarını artırdığı sonucuna ulaşılmıştır. Araştırmanın bir başka sonucuna göre, artırılmış gerçeklik öğrencilerin fen öğrenmeye yönelik tutumlarını olumlu şekilde değiştirmiştir. AbstractThe purpose of this study is to determine the effect of augmented reality use in science education on students' attitudes and motivations. A quasi experimental, random matched design with pre-test -post-test and control group was used in the study. The study group was composed of 87 7 th graders attending there separate classes of a state school. Research findings show that augmented reality has increased the motivation of the students towards science education. Another consequence of the research is that the augmented reality learning material has positively changed students' attitudes toward science learning.

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Measuring effectiveness of augmented reality‐based geometry learning assistant on memory retention abilities of the students in 3D geometry

Gargrish

Kaur

Mantri

et al. 2021

Comp Applic In Engineering

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Mathematics is one of the fundamental subjects for engineering students. While learning mathematics, students often find it difficult or lose interest due to the complexity of the subject. Augmented reality (AR) could aid students to learn certain concepts or theories that were difficult to understand in the classroom and also has the capability to enhance the instructional/learning material. In this study, an AR-based learning setting named geometry learning assistant (GLA) was developed to teach geometry to students in a mathematics course. GLA provides an interactive and immersive experience to the students that helped them to learn about 3D vectors and direction ratios. The application includes vector addition, cross product, position vector, direction ratios, and dot product with real-time examples for better learning. Experimental research was organized to investigate the impact of AR intervention on learner's memory retention abilities and learning.Eighty 1st-year polytechnic students participated in the study and they were divided randomly into two groups: experimental group (N = 40) and control group (N = 40). Students of the experimental group were made to learn using AR-based GLA, whereas the students from the control group were treated using interactive simulation (IS). The experimental results showed that the learners from the experimental group have better memory retention abilities after 2 and 4 weeks of the learning activity. AR-based GLA provided a 3D immersive learning experience to the students that enhanced their visualization of the core concepts, which additionally improved their memory retention abilities.

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Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations

Cited by 222 publications

References 40 publications

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi

Measuring effectiveness of augmented reality‐based geometry learning assistant on memory retention abilities of the students in 3D geometry

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