Immersive Multi-user Decision Training Games with ARLearn

Klemke, Roland; Ternier, Stefaan; Kalz, Marco; Schmitz, Birgit; Specht, Marcus

doi:10.1007/978-3-319-11200-8_16

Cited by 10 publications

(8 citation statements)

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“…It is notable that there were several games [8,[23][24][25][26][27][28][29][30][31][32] that were referred to as AR games, but that were excluded from the final results because they did not satisfy my definition of AR. These games are essentially educational location-based mobile games based on the ARIS (Augmented Reality Interactive Storytelling) [33], ARLearn [8], or FreshAiR (http://www.playfreshair.com/) platforms, but their concept of AR is merely location-awareness without virtual content being augmented on top of a real-world view.…”

Section: Literature Reviewmentioning

confidence: 99%

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: Literature Reviewmentioning

confidence: 99%

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

Laine

2018

Computers

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“…Usability problems are also highlighted in Klemke et al (2014), which also recognizes the potential of AR wearable devices in overtaking the attention tunneling problem by making the interaction and the user experience as much as natural, immersive and intuitive possible, avoiding also the need from the user to switch his/her attention between the task deployed in the augmented context and the device in his/her hand. Bacca et al (2014) performed a detailed systematic review of the state of the art in AR, analysing the field of education, the target group, the type of AR, the reported purposes, advantages, limitations, affordances and effectiveness of AR in educational settings.…”

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confidence: 99%

Towards Design Patterns for Augmented Reality Serious Games

Antonaci

Klemke

Specht

2015

Communications in Computer and Information Science

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Abstract. For professional workers today, keeping up with knowledge and the continuous technology progress is challenging. Increased innovation speed and dynamic work situations shorten preparation times for new tasks significantly. Traditional professional training approaches preparing employees for new tasks are becoming inappropriate. Thus new educational means are needed. These would help employees get acquainted with new situations faster and more efficiently. According to learning theories such as action learning and situated learning, which embed the learning process in the application context and challenge the learner to be actively involved help to improve the learning process. These theories are the basis for mobile learning and serious games. From research in Serious Games we know that games have the potential to actively involve learners and to immerse them in a learning situation and increase their engagement. With Augmented Reality (AR) and wearable devices a new generation of tools and applications becomes available, which inherently are mobile, contextualized and personalized. First successful application scenarios show the potential of these new technologies for education and training. While the application of game-design patterns to learning processes help to systematically design learning games supporting specific learning outcomes, an empirically tested, systematic approach towards the design of AR-based learning solutions is still missing. Based on the state of the art in AR research and in applying design patterns for serious games, we consequently propose a research methodology to apply game design patterns to augmented reality-based learning games for the training of professionals in dynamic situations.

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“…While we have first results indicating that this kind of games is helpful and can provide effects [37] in other case studies, we are looking for ways to further formalise the design and implementation of multi-user decision training games [38]. Our research Fig.…”

Section: Resultsmentioning

confidence: 92%

“…The SALOMO 1 project aims to provide training solutions to create situational awareness [2] to cope with this situation and to highlight the importance of communication. As multi-stakeholder decision situations confronted with time restrictions and incomplete information such as emergencies have been recognised as a relevant field 1 SALOMO: Situational Awareness for LOgistic Multimodal Operations for training [4][5] [6], a multi-user board game has been designed, which emulates the decision process in the port environment. The goal of the game is to sensitize stakeholders in a value chain about communication and inter-dependencies.…”

Section: Introductionmentioning

confidence: 99%

Design for Teaching and Learning in a Networked World

Conole¹,

Klobučar²,

Rensing³

et al. 2015

Lecture Notes in Computer Science

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Abstract. This paper reports on an iterative design process for a serious game, which aims to raise situational awareness among different stakeholders in a logistics value chain by introducing multi-user role-playing games. It does so in several phases: After introducing the field of logistics as a problem domain for an educational challenge, it firstly describes the design of an educational board game for the field of disruption handling in logistics processes. Secondly, it describes how the board game can be realized in an open-source mobile serious games platform and identifies lessons learned based on advantages and issues found. Thirdly, it derives requirements for a re-design of the mobile game and finally draws conclusions.Keywords: mobile learning, game-based learning, multi-user games, logistics, multi-role game-design IntroductionDecision-making in sociotechnical systems is complex and error-prone due to interdependencies of tasks, conflicting goals in distributed responsibilities and a lack of information among the various stakeholders involved in decision-making [1]. The active sharing of relevant situational information might help to improve shared situational awareness (SSA) among the stakeholders involved [2], which can lead to improved decision making processes within sociotechnical systems. Therefore, it is crucial to understand the role of communication among stakeholders [3]. The SALOMO 1 project aims to provide training solutions to create situational awareness [2] to cope with this situation and to highlight the importance of communication. As multi-stakeholder decision situations confronted with time restrictions and incomplete information such as emergencies have been recognised as a relevant field (pp. 183-196). Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-24258-3 2 for training [4][5][6], a multi-user board game has been designed, which emulates the decision process in the port environment. The goal of the game is to sensitize stakeholders in a value chain about communication and inter-dependencies. The game was conceived to achieve a set of key objectives [7]:• Understanding the impact of increased shared situational awareness (SSA) on individual, group and system level performance • Setting a foundation to identify measures to increase SSA • Offering a frame of reference to assess SSA in the organization and network • Serving as a training tool for disruption managementThe game focuses on how to handle disruptions in the transportation network, and whether and when to communicate information relating to the disturbance to other players. Several roles are played in the game; the vessel planner, the yard planner, the control tower, the resource planner and the sales department. Thus, the paper-based version of the game requires no more and no less than five players.To improve the scalability of the board game, we aim to provide a computerized version of the board game, simplifying the game distribution and execution by providing an automated execution environme...

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Immersive Multi-user Decision Training Games with ARLearn

Cited by 10 publications

References 24 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

Towards Design Patterns for Augmented Reality Serious Games

Design for Teaching and Learning in a Networked World

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