Enhancing cybersecurity learning through an augmented reality-based serious game

Salazar, Mikel; Gaviria, Jaime Orrego; Laorden, Carlos; Bringas, Pablo García

doi:10.1109/educon.2013.6530167

Cited by 12 publications

(8 citation statements)

References 15 publications

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“…Mobile learning or, simply, m-learning is the didactic-pedagogical expression used to designate a new educational "paradigm" based on the use of mobile technologies [58]. Also, McGreal [55] adds that "m-learning happens in [50], [76], [17], [52], [51], [8], [28], [27], [64], [32], [37], [80], [62], [7], [31], [45], [18], [30], [20] Not mentioned [74], [70], [9] Situated learning [33], [67], [39] Cognitive theory of multimedia learning and cognitive load theory [42], [82] Cognitive load theory [73], [39] Learning styles theory [35], [38] Mobile learning context in which it is needed and relevant and is situated within the active cognitive processes of individual and groups of learners. " Thus, it takes advantage of the widely available mobile devices to provide access to learning anywhere and anytime, which changes many paradigms of traditional education.…”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

“…The most common way was the teacher(s), or in some cases, schools directors, working as consultants or curators. Teachers were consulted for different purposes, such Table 5 Technologies AR is combined with Study Reference AR Combination [50], [44], [42], [74], [71], [52], [64], [38], [32], [37], [69], [49], [80], [62], [7], [36], [9], [79], [48], [31], [8], [10], [45], [53], [18], [75], [19], [20], [51], [8], [77], [30], [82], [67], [70], [76] None [13] YouTube tutorial [27] Personal blogs [28] Digital sketching [17] Notes and texts provided by the teacher […”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

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Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

et al. 2019

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Education has benefited from augmented reality's (AR) potential to promote interactive experiences both inside and outside the classroom. A systematic review was conducted on how AR's impact in the learning process has been evaluated. We selected papers from 2009 to 2017 in three databases, IEEE, ACM, and Science Direct, using an open-source crawler, and in one Brazilian Conference, SBIE. We followed the PRISMA protocol. Forty-five works were selected and used to extract data for our research. They were also analyzed according to quantitative and qualitative criteria. The results from all the papers are available in an online database. Results evidenced an increase in the number of papers evaluating the AR's impact in education. They also showed that AR has been applied in different areas and contexts. Most papers reported positive outcomes as a result of AR insertion. However, most studies lacked the involvement of the teacher and the use of multiple metrics to evaluate educational gains.

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Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Educational level 1 2014 [18], 2016 [16], 2016 [19], 2017 [15], 2018 [20], 2018 [21], 2018 [23], 2019 [22], 2019 [24], 2020 [17] Educational level 2 2010 [25], 2013 [32], 2014 [26],…”

Section: Thematic Categorymentioning

confidence: 99%

Use of Augmented Reality with Game Elements in Education

Ređep

Hajdin

2021

JIOS

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This paper reviews the literature and analyzes the research topics on the use of augmented reality technology in education with possible integration of game elements, in order to obtain a synthesis of previous knowledge related to the topic in the period from 2010 to 2020. Fifty-two papers describing different aspects of augmented reality used in the field of education were selected for the analysis. The main conclusions of the systematization and synthesis were: a) five basic thematic categories were identified; b) 2019 was recognized as the year with the largest publication of papers; c) the use of augmented reality in teaching activities, and especially with game elements, improves student efficiency, stimulates attention and interest, brings improvements in collaboration and perception of fun, improves teaching and learning processes and in general encourages innovation and improvement through educational technology.

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“…Some papers employed augmented reality on mobile devices, to design a serious game [70], to generate a new architecture [99], and to provide immersive experiences [97] [73]. This technology can be used to motivate and stimulate the use of AAC, or to aid in the learning of important concepts related to this theme merging virtual objects with real-world images.…”

Section: ]mentioning

confidence: 99%

“…Mehigan [69] talk about mobile learning system for assist in the learning of blind and visually impaired people. Salazar et al [70] presents a serious game designed to teaching concepts about cybersecurity using augmented reality. Yang et al [64] talk about gesture interaction for learning.…”

Section: ]mentioning

confidence: 99%

Mobile Interaction for Augmentative and Alternative Communication: a Systematic Mapping

Ascari

Pereira

Silva

2018

JIS

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Verbal communication is essential for socialization, meaning construction and knowledge sharing in a society. When verbal communication does not occur naturally because of constraints in people’s and environments capabilities, it is necessary to design alternative means. Augmentative and Alternative Communication (AAC) aims to complement or replace speech to compensate difficulties of verbal expression. AAC systems can provide technological support for people with speech disorders, assisting in the inclusion, learning and sharing of experiences. This paper presents a systematic mapping of the literature to identify research initiatives regarding the use of mobile devices and AAC solutions. The search identified 1366 potentially eligible scientific articles published between 2006 and 2016, indexed by ACM, IEEE, Science Direct, and Springer databases and by the SBC Journal on Interactive Systems. From the retrieved papers, 99 were selected and categorized into themes of research interest: games, autism, usability, assistive technology, AAC, computer interfaces, interaction in mobile devices, education, among others. Most of papers (57 out of 99) presented some form of interaction via mobile devices, and 46 papers were related to assistive technology, from which 14 were related to AAC. The results offer an overview on the applied research on mobile devices for AAC, pointing out to opportunities and challenges in this research domain, with emphasis on the need to promoting the use and effective adoption of assistive technology.

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Enhancing cybersecurity learning through an augmented reality-based serious game

Cited by 12 publications

References 15 publications

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

Use of Augmented Reality with Game Elements in Education

Mobile Interaction for Augmentative and Alternative Communication: a Systematic Mapping

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