Potentiating Learning Through Augmented Reality and Serious Games

Cerqueira, José; Cleto, Bárbara; Moura, João Martinho; Sylla, Cristina; Ferreira, Luís

doi:10.1007/978-3-030-67822-7_15

Cited by 5 publications

(3 citation statements)

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“…Digital games are characterised by several elements: entertainment, gameplay, rules, objectives, human-machine interaction, outcomes and feedback, adaptability, sense of triumph, conflict competitiveness and challenges, problem solving, social interaction, images, and narratives [71]. There are advantages over traditional learning materials, namely encouraging making and experimenting with different solutions for solving problems and creating innovative teaching and learning scenarios in virtual and combined environments [72]. Thus, digital game-based learning connects the teaching process with new learning technologies, promoting cognitive changes and offering entertainment to students [8].…”

Section: Game-based Teachingmentioning

confidence: 99%

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

Teixeira,

Vasconcelos

2024

Geosciences

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Studies highlight researchers’ concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games’ effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers’ perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers’ opinions on the impact of games on student learning.

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Section: Game-based Teachingmentioning

confidence: 99%

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

Teixeira,

Vasconcelos

2024

Geosciences

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“…The analysis of literary sources showed the high contribution of scientists and practitioners in the development of computer applications, the use of virtual and augmented reality technologies, as well as artificial intelligence objects [8][9][10][11][12][13][14][15][16][17][18]. These works have covered many diverse scientific and technical fields, from the development of object detection systems [19], education [20,21], cinematography [22], equipping scientific laboratories [23], solving tourism problems [24], modeling and optimization [25], to gaming applications [26][27][28]. However, not one work presented the process of expanding the possibilities of developing game artificial intelligence.…”

Section: Introductionmentioning

confidence: 99%

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

Abu-Abed

Zhironkin

2023

Applied Sciences

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Currently, the gamification of virtual reality for training miners, especially for emergencies, and designing the extraction of minerals in difficult technological conditions has been embodied in the Virtual Mine software and hardware. From a software development point of view, Virtual Mine is indistinguishable from other virtual reality games, and this offers a chance to use the potential of rapidly developing game software in mining, including engines, 3D modeling tools, audio editors, etc., to solve a wide range of game development tasks. The chosen direction will optimize the work of developers by providing a tool for developing game artificial intelligence to solve problems that require implementing the behavior of game agents without using a rigidly defined choice of scenarios or chains of these scenarios. The aim of the work is to expand the possibilities of working with game artificial intelligence on the Unreal Engine game engine to make it more functional. As a result, a tool has been obtained that can be used to optimize the time and improve the quality of the development of game artificial intelligence for Virtual Mine using flexible development approaches. The asset editor was developed, application modes and their working tabs were defined, and a graphical node system for the behavioral graph editor was created. A system for executing a behavioral graph is given; algorithms for its operation and features for executing nodes of a behavioral graph are presented.

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“…Se ha vuelto esencial para los estudiantes actuales obtener alfabetización básica y competencias para la IA, sin embargo, los educadores no se están preocupando por estas tendencias que marcan una era en la pedagogía contemporánea (Chai et al, 2023). Según Zhen et al (2023), el ser humano virtual se emplea ampliamente en varias industrias, asistencia personal, servicio al cliente inteligente, en línea en varias modalidades de educación y para evaluar la actividad física en niños de secundaria (Ahmed et al, 2023), visualización de datos, realidad aumentada, virtual e IA (Cerqueira et al, 2023).…”

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Aplicaciones de la Inteligencia Artificial en la Universidad Técnica de Manabí

Moreno Arteaga,

García Mera,

Maitta Rosado

et al. 2023

Tesla rev. cient.

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Introducción: La Inteligencia Artificial puede ayudar a los psicólogos a evaluar la eficacia de los tratamientos psicológicos donde la IA puede analizar los datos de las terapias virtuales y proporcionar información sobre la tasa de éxito de los tratamientos y cómo se comparan con otros para ayudar a los profesionales de la psicología a determinar cuáles son los tratamientos más eficaces Objetivo: el objetivo del presente articulo es analizar cómo influye la Inteligencia Artificial en los estudiantes de la carrera de Psicología. Métodos: esta investigación posee un enfoque mixto, ya que se utilizaron métodos, técnicas e instrumentos para el procesamiento de la información desde una perspectiva tanto cualitativa como cuantitativa. Los instrumentos aplicados fueron la entrevista y la encuesta, se involucró a 15 docentes y 60 estudiantes de la carrera de Psicología de la Universidad Técnica de Manabí. Resultados: como resultado se logró integrar herramientas tecnológicas asociadas a métodos conectivistas y constructivistas, lo cual contribuye a que los estudiantes mejoran su rendimiento académico Conclusiones: la Inteligencia Artificial tienen impacto en el rendimiento académico de los estudiantes porque mejoran el proceso de enseñanza-aprendizaje

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Potentiating Learning Through Augmented Reality and Serious Games

Cited by 5 publications

References 50 publications

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

Aplicaciones de la Inteligencia Artificial en la Universidad Técnica de Manabí

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