Game-Based Mobile Learning with Augmented Reality: Are Teachers Ready to Adopt It?

Marques, Margarida Morais

doi:10.1007/978-981-13-9652-6_19

Cited by 12 publications

(18 citation statements)

References 15 publications

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“…At the end of the workshop, motivation (total of 25 mentions) was surpassed by better learning (total of 32), these being the most relevant benefits for the majority of teachers. These results were in line with a previous study [10], related to a short-term teacher training on the same topics, but focused on mobile learning, where student motivation, ease in finding information (which in this study was included in the better learning category), and technology availability stood out. The results indicated that teacher training supported more teachers in identifying learning promoted by these approaches, although with less intensity for games (an increase from 3 to 8 mentions in the present study) and higher intensity for AR (an increase from 4 to 13 mentions).…”

Section: Opinions About Benefits and Barrierssupporting

confidence: 92%

“…Twelve teachers reported having either a feature phone (2) or a smartphone (10), and one stated having both. Schools provided students' access to mobile phones in only five cases in this cohort.…”

Section: Study Participantsmentioning

confidence: 99%

“…Game-based learning usually refers to the use of gameplay with the purpose of promoting determined learning objectives [6]. With the motivation factor being one of the most cited arguments in the literature [7][8][9][10], other positive results include student satisfaction with the learning experience [11], increased student achievement across all schooling levels [12]; and facilitation of students' 21st-century skill development [13]. To achieve these positive results, some caution is required, namely incorporating learning theories into the game design [13], taking into account learners' personal factors, such as learning achievement or learning styles [14], and challenging players in a way that matches students' abilities [15].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Marques

Pombo

2021

Education Sciences

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Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training’s impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers’ understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.

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Section: Opinions About Benefits and Barrierssupporting

confidence: 92%

Section: Study Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Marques

Pombo

2021

Education Sciences

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“…These results support the initial analysis (presented in Table 3), as the EVS median values for basic education students and accompanying teachers are higher than the EVS median value for secondary teaching students. These results are supported by previous studies, where the mean EVS value was 83.8 for 244 students in 2nd and 3rd CBE [29] and 88.2 for a cohort of 45 teachers in a workshop [32]. This indicates that the EduPARK app has a high educational value.…”

Section: Users' Perceptions: Educational Value and Interestsupporting

confidence: 90%

“…These results indicate that participants considered that the EduPARK app comprises all the dimensions of the educational value analysed in this study: Learning value, intrinsic motivation, engagement, authentic learning, lifelong learning, and conservation and sustainability habits. Subsets of students and teachers from this dataset achieved similar results in previous studies [9,29,32]. EVS data are submitted to exploratory data analysis.…”

Section: Users' Perceptions: Educational Value and Interestmentioning

confidence: 63%

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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A Systematic Mapping Review of Research Concerning the Use of Games in Teacher Training

Pozzi,

Volta,

Passarelli

et al. 2023

Advances in Sustainability Science and Technology

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Game-Based Mobile Learning with Augmented Reality: Are Teachers Ready to Adopt It?

Cited by 12 publications

References 15 publications

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

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

A Systematic Mapping Review of Research Concerning the Use of Games in Teacher Training

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