Framework for the Development of Augmented Reality Applications Applied to Education Games

Ierache, Jorge Salvador; Mangiarua, Nahuel Adiel; Becerra, Martín Ezequiel; Igarza, Santiago

doi:10.1007/978-3-319-95270-3_28

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…Students were more actively and passionately involved in their activities and preferred this teaching method over traditional ones as it was more efficient and intriguing. [193] Students exhibited improved knowledge retention and learning results. Better outcomes were for students who played the augmented reality game more times.…”

Section: Refmentioning

confidence: 95%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Refmentioning

confidence: 95%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…Logo, um ponto levantado por Ierache (2018) foi o fato de que usuários que usaram a plataforma mais de uma vez se sentiram mais satisfeitos com a estrutura. O impacto de uma atividade inovadora, usada uma única vez pode causar efeito reverso ao esperado, que é a motivação e o engajamento, além da melhora dos índices de aprendizagem.…”

Section: Q4: Foi Mencionada Alguma Melhoria Nos Resultados De Aprendizagem Com O Uso Da Solução?unclassified

“…O que os dois apontam é que a aplicação gerou baixos custos para ser produzida e apresentou resultados satisfatórios, com relação ao aprendizado. Ierache (2018) apresenta que este retorno de informação do usuário é importante para a melhoria da própria aplicação, visto que o uso do sistema pode ser um diferencial na busca do engajamento do usuário e na motivação de estudar, no caso das aplicações para a área de Educação.…”

Section: Q2: Foram Realizados Testes De Uso Da Aplicação Com Feedback Dos Usuários?unclassified

“…Estar preso a um único item do currículo pode ser uma desvantagem a ser considerada, levando a formação parcial do indivíduo, prejudicando assim as premissas da UNESCO no desenvolvimento integral do ser humano em seus domínios de aprendizagem. Ierache et al (2018) apresentaram um estudo onde a plataforma de RA tinha diversos tópicos a serem abordados. Esses, por sua vez, eram oriundos de diversos domínios de aprendizagem.…”

Section: Q7: a Aplicação é Dinâmica E Facilmente Adaptável Para Ser Usada Em Outros Domínios De Aprendizagem?unclassified

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GamificaÃ§Ã£o e realidade aumentada em processos de ensino-aprendizagem: uma revisÃ£o sistemÃ¡tica da literatura

Rosa¹,

Oliveira²,

Zorzal

2021

Br. J. Ed., Tech. Soc.

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This paper presents a Systematic Literature Review (RSL) on the use of Gamification and Augmented Reality applied in Education. RSL enabled mapping and knowledge of the current state of related studies. Thirty articles related to the state of the art were analyzed. From the analysis, it was found that there is no specific learning assessment methodology when applying the Augmented Reality and Gamification tools. An analysis of the results was made to answer the research questions. The study showed that lack of programming knowledge is also a factor that hinders the advancement of research since the researcher must know how to develop the application or have in his team someone who has the competence to do so. Finally, we present the comparatives and analyzes of the studies to obtain answers based on the research questions developed.

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“…The AR begins to appear in the computer and scientific world in the early 1990s, with faster and more efficient technologies, real-time graphic representation techniques, combining the physical world with digital objects [4]; it offers high levels of natural interaction as the computer vision techniques it uses allow it to detect user interactions [5]. The term refers to a set of methods that allow virtual content such as images, 3D models superimposed in real time, where the main idea is to create an environment in which information and virtual objects are merged with the real ones [6]. The technological advances allow AR experiences are no longer only possible on portable computers, but also tend to use smart phones [7], which require features specific for processing of information and the develop the application interface [8].…”

Section: Introductionmentioning

confidence: 99%

Training Systems for Control of Mobile Manipulator Robots in Augmented Reality

Herrera

Rocha

Silva

et al. 2020

2020 15th Iberian Conference on Information Systems and Technologies (CISTI)

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In this article, an augmented reality application interface was developed, using a technological tool oriented towards teaching-learning that allows a mobile manipulator robot training system to be created. Focusing on the simulation of autonomous control algorithms and the implementation of animations made in the Unity 3D software, which will allow the user to interact with the real world through a mobile device where the rear camera will used to capture the image and the touch screen for visualization. It is verified that the application is intuitive and understandable for the user to operate, in order to provide the necessary knowledge of the operation and structure of the robot.

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Framework for the Development of Augmented Reality Applications Applied to Education Games

Cited by 7 publications

References 6 publications

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

GamificaÃ§Ã£o e realidade aumentada em processos de ensino-aprendizagem: uma revisÃ£o sistemÃ¡tica da literatura

Training Systems for Control of Mobile Manipulator Robots in Augmented Reality

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