Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning

Tobar-Muñoz, Hendrys; Navarro, Silvia Margarita Baldiris; Fabregat, Ramón

doi:10.1109/icalt.2014.168

Cited by 10 publications

(6 citation statements)

References 6 publications

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“…For example, four learners with different characteristics including visual impairment, hearing impairment, physical disability, and autism participated in the testing of an application for learning and rehabilitation in special educational needs (Ojeda-Castelo et al, 2018 ). Ten studies included learners with hearing impairments, mostly with cochlear implants while two studies involved learners with deafness (Tobar-Munoz et al, 2014 ; Bouzid et al, 2016 ). Eight studies involved learners with visual impairment (Sepchat et al, 2006 ; RuŽičková and Hordějčuková, 2015 ; Ciman et al, 2018 ; De Biase et al, 2018 ; Matas et al, 2019 ; Neto L. et al, 2019 ; Neto L. V. et al, 2019 ; Sari et al, 2019 ; Neto et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…Strategies for math and reading development within the designed game-based learning included sequencing (Kosmas et al, 2018 ), matching (Tobar-Munoz et al, 2014 ), computation (Christensen and Gerber, 1990 ) and test or quiz (Bendak, 2018 ). To improve motor skills and cooperation ability, group work (Creighton and Szymkowiak, 2014 ) and social interactional learning (Özen, 2015 ) were employed.…”

Section: Resultsmentioning

confidence: 99%

“…Wii and controllers were used in two educational games that focused on improving learners' engagement and cooperation (e.g., Creighton and Szymkowiak, 2014 ) and recreation and leisure skills (e.g., Sherrow et al, 2016 ). Augmented Reality (AR) and VR technologies were used to improve learners' engagement and focus (e.g., Pourazar et al, 2019 ; Rahmadiva et al, 2019 ; Stylianidou et al, 2020 ), hand–eye coordination (e.g., Lu et al, 2018 ), cognitive reinforcement (e.g., Groenewegen et al, 2008 ; Kurniawati et al, 2019 ) and the teaching of pairing and ordering (e.g., Tobar-Munoz et al, 2014 ). 3D simulation was often included alongside VR and AR in improving learners' key skills, personal development, and work sustainability (e.g., Flogie et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…The work [45] designed a video game, which shows the combination of AR and DGBL makes inclusion of children towards learning process, need to test the game with different environments. The study [46] uses video game for 20 kids and result shows that students are motivated towards learning process, further need to observe AR and DGBL and game design principles need to be tested. The work [47] multi touch surface assists to improve concentration and impulse control, proper conclusions not taken.…”

Section: Different Application For Adhdmentioning

confidence: 99%

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

Sumathi¹,

Cholli²,

Nayak³

2019

IJMECS

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Attention Deficit Hyperactivity Disorder (ADHD) is the most frequent brain disorders in children. Brain is the greatest complicated data processing part in human body. ADHD can begin in childhood age and may extend till adolescent too. ADHD patients activities/actions/behaviour are totally different from non ADHD patients. To solve the problem in early stage is more precious contribution for children life. Otherwise the disorder may cause further destruction in child brain. An activity of ADHD child is: carelessness, impulsive, and feverish. These activities may be common in other children too but for ADHD patients these activities are more severe and more often occurs. ADHD can arise problems at school, home, it may affect children learning ability, and child may not join with others. ADHD is one among many childhood syndromes. The paper summarises the different ADHD diagnosis methods and suggested treatments for the disorder.

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“…Some studies have reported ARGBL experiences with many types of AR and games (Tobar-Muñoz et al, 2017). For example, ARGBL has been demonstrated through Geo-Located AR (Dunleavy et al, 2008;Klopfer & Sheldon, 2010;Klopfer & Squire, 2008;Rosenbaum et al, 2007;Squire, 2010;Squire & Jan, 2007), Marker-Based Augmented Reality (C.-H. Chen et al, 2015;Gomes et al, 2014;Guenaga et al, 2014;Lin et al, 2011;Marco et al, 2009;Tobar-Muñoz et al, 2014) Image-based (Chen & Chan, 2019), and QR-Code-based AR (Bressler & Bodzin, 2013). Also, ARGBL is an opportunity to propose learning activities using board games such as the one proposed by Lin and Hou (2022) and the one by Li et al (2018), demonstrating how such games improve learning and performance while lowering learning anxiety.…”

Section: Introductionmentioning

confidence: 99%

Co-Design of Augmented Reality Games for Learning with Teachers: A Methodological Approach

Tobar-Muñoz¹,

Navarro

Fabregat

2023

Tech Know Learn

Self Cite

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Augmented Reality Game-Based Learning (ARGBL) is becoming increasingly relevant in Technology-Enhanced Learning. Games with AR characteristics, or even AR applications structured with rules and game elements, are proving to be effective and successful learning experiences. There is a need to include teachers in the design process. In this paper, two case studies are shown in order to validate a methodological approach for the co-design of ARGBL, in which 6 teachers participated. This is a co-design method that proposes a thorough, iterative process guided by design principles and mediated by dialogue among the stakeholders. Here, the process of co-design with teachers is analyzed and assessed using mixed-methods observations on the use of the produced ARGBL games with students on naturalistic environments. The validation process links the usefulness of the ensuing products with the use of the method and shows the benefits of using co-design methods to create ARGBL experiences.

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Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning

Cited by 10 publications

References 6 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

Co-Design of Augmented Reality Games for Learning with Teachers: A Methodological Approach

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