RoboTIC: A serious game based on augmented reality for learning programming

Schez-Sobrino, Santiago; Vallejo, David; Glez-Morcillo, C.; Redondo, Miguel Á.; Castro-Schez, J. J.

doi:10.1007/s11042-020-09202-z

Cited by 35 publications

(23 citation statements)

References 39 publications

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“…Guidance and correct answers will be provided at the back of the question card. According to the situated learning theory proposed by Brown, Collins, and Duguid [8], applying AR in a health education board game can provide a realistic situational environment for learners and stimulates learners' learning ability by means of guidance interest. To provide better learning effects, according to Paivio [33] who proposed the dual-coding theory, pictures and text are added to the question card as study aids.…”

Section: Augmented Reality-based Board Game For Health Educationmentioning

confidence: 99%

“…ARGBL may affect students' learning motivation, learning achievement, and academic performance [5]. Many research results also identified the integration of AR into GBL advanced teaching [6][7][8][9]. In 1989, Brown et al [10] proposed the contextual learning theory; in the process of interaction between the learner and the context, the learner explores and acquires knowledge from personal experience and applies it flexibly.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

Lin

Wang

et al. 2021

Sustainability

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In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their willingness to acquire new information or skill. Therefore, in this study, a board game assimilating augmented reality (AR) into health education is presented. It associates the card game, slides, and learning sheets gamification teaching model with the learning experience; and proposes the efficacy of the board games mingled with augmented reality to enhance the motivation in learning and confidence in technology. In this experiment for a health education board game, 52 high school students participated in this experiment. There were 25 in the experimental group (with AR) and 27 in the control group (without AR). The IMMS (instructional material motivation survey) and the TAM (technology acceptance model) are applied to acquire quantitative data for examination. The findings are as follows: (1) The acceptance was significantly affected by the integration of AR into the health education board game and (2) the learning motivation was significantly affected by the integration of AR into the health education board game.

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Section: Augmented Reality-based Board Game For Health Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

Lin

Wang

et al. 2021

Sustainability

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“…Although there exist a number of tools, applications, and frameworks in the literature for creating VR/AR applications [38][39][40][41], we here focus on the adaptation of block-based programming language for producing general storytelling applications. To some extent, the aforementioned works faced the same issues as their predecessors in being deployed on a device with the lack of interactions in the AR environment or unstable marker detection and tracking.…”

Section: Related Workmentioning

confidence: 99%

BlocklyXR: An Interactive Extended Reality Toolkit for Digital Storytelling

Jung

Nguyen²,

Lee

2021

Applied Sciences

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Traditional in-app virtual reality (VR)/augmented reality (AR) applications pose a challenge of reaching users due to their dependency on operating systems (Android, iOS). Besides, it is difficult for general users to create their own VR/AR applications and foster their creative ideas without advanced programming skills. This paper addresses these issues by proposing an interactive extended reality toolkit, named BlocklyXR. The objective of this research is to provide general users with a visual programming environment to build an extended reality application for digital storytelling. The contextual design was generated from real-world map data retrieved from Mapbox GL. ThreeJS was used for setting up, rendering 3D environments, and controlling animations. A block-based programming approach was adapted to let users design their own story. The capability of BlocklyXR was illustrated with a use case where users were able to replicate the existing PalmitoAR utilizing the block-based authoring toolkit with fewer efforts in programming. The technology acceptance model was used to evaluate the adoption and use of the interactive extended reality toolkit. The findings showed that visual design and task technology fit had significantly positive effects on user motivation factors (perceived ease of use and perceived usefulness). In turn, perceived usefulness had statistically significant and positive effects on intention to use, while there was no significant impact of perceived ease of use on intention to use. Study implications and future research directions are discussed.

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“…Schez-Sobrino et al [41] proposed RoboTIC, a serious game based on gamification and augmented reality that facilitates the learning of programming among students in lower levels of the education system. In 2020, Elshahawy et al [42] developed a serious game called CodaRoutine to teach problem-solving skills to children with autism, where the game introduces sequential programming concepts.…”

Section: Tangible Serious Games and Computational Thinkingmentioning

confidence: 99%

Serious Game as Support for the Development of Computational Thinking for Children with Hearing Impairment

et al. 2020

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Computational thinking (CT) has been a topic of interest in research, not only in the field of computer science, but also in education, since it allows the development of a set of competencies in the child related to problem-solving and decision-making. However, few studies on CT are focused on children with disabilities. Developing computational thinking skills for children with hearing problems is a challenge, even more so when their language skills are limited. Following a methodology for conception of serious games for children with hearing impairment called MECONESIS (Acronym in Spanish, MEtodología para CONcepción de juEgos Serios para nIños con discapacidad auditiva), we designed the serious game Perdi-Dogs for children between 7 and 11 years old with hearing impairment. We considered a set of aspects, such as challenges/learning, control, rules, feedback, interaction, rewards, surprise, communication/language, and fantasy. Perdi-Dogs involves both a physical and a digital interface, specifically a physical board together with digital interaction, by means of a QR (Quick Response) code and vibrotactile feedback system. Perdi-Dogs simulates a real environment, using physical elements able to interact simultaneously with technology. Evaluation was carried out with a group of seven children between 7 and 11 years old from the Institute for Deaf and Blind Children (Colombia). The results showed a high motivation to play for all of the children involved in the experiment.

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RoboTIC: A serious game based on augmented reality for learning programming

Cited by 35 publications

References 39 publications

Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

BlocklyXR: An Interactive Extended Reality Toolkit for Digital Storytelling

Serious Game as Support for the Development of Computational Thinking for Children with Hearing Impairment

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