Science Spots AR: a platform for science learning games with augmented reality

Laine, Teemu H.; Nygren, Eeva; Dirin, Amir; Suk, Haejung

doi:10.1007/s11423-015-9419-0

Cited by 101 publications

(70 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lan (2013) [51] SG Learn to be a responsible pet owner in a quiz game guided by animated 3D characters. Leometry (2016) [52] KR Learn geometry in a story-driven AR adventure game with puzzles. Lin et al (2016) [53] TW A puzzle game for replicating geometric shape for children with disabilities.…”

Section: Pedagogymentioning

confidence: 99%

“…[34] Fractions Grades 7-9 Informal (any) -AR Ole Cierraojos [35] Reading comprehension Grades 3-6 Formal Mixed-method (16) AR Treasure Hunt [36] Energy awareness n/a Informal (any) Qualitative (n/a) AREEF [37] Environmental awareness Grades 1-6 Informal (swimming pool) Mixed-method (36) ARmatika [38] Arithmetics Grades 1-6 Formal Quantitative (30) ARMuseum [39] Oil production Grades 4-6 Informal (museum) -Astrid's spår [40] Culture Lifelong learners Informal (museum) Qualitative (20) Calory Battle AR [6] Physical exercise/any Grades 1-9 Informal (outdoors) Mixed-method (61) Conserv-AR [41] Environment conservation n/a Informal (nature) -EduPARK [42] Any Grades 3-7 Informal (park) Mixed-method (74) Electric Agents [43] Literacy (vocabulary) Grades K-4 Informal (livingroom) Qualitative (34) Eleftheria et al [44] Science Grades 4-6 Formal/Informal -Furio et al [45] Water cycle Grades 2-4 Formal Mixed-method (79) Furio et al [46] Diversity, tolerance, solidarity Grades 2-4 Formal Mixed-method (84) Hsu [47] English Grade 3 Formal Quantitative (38) HUNT [48] n/a n/a Informal (any) -Hwang et al [ The reviewed EMARGs were created for a wide range of pedagogical purposes. Mathematics was the most popular subject, including elementary areas such as fractions [34], geometry [52,53] and arithmetics [38]. Topics related to science were also popular, including physics [57], chemistry [61], lab experimentation [44], environment [37,41], and other biological sciences [45,49,55,56].…”

Section: Pedagogymentioning

confidence: 99%

“…Apart from the obvious game-based learning and technology-enhanced learning that affect all EMARGs, the theories that were explicitly mentioned in varying detail were: active learning [34], contextual learning (including embedded, situated and authentic) [34][35][36]42], discovery-based learning [36], collaborative learning [35,43], experiential learning [41,45,46], scaffolded learning [43], the flow state [44,47], learning styles [45][46][47], task-based and self-directed learning [47], Van Hiele levels of geometry learning [52], problem solving [53], and independent learning [53].…”

Section: Pedagogymentioning

confidence: 99%

“…The marker manipulation interaction method refers to physical manipulation of a marker in the camera view. For example, in Calory Battle AR [6] and Leometry [52], the player disarms a virtual bomb and a virtual trap, respectively, by poking a 3D bomb/trap object standing on a marker with a disarming tool represented by a 3D object on another marker. In ARMuseum [39], the player can use their hand to press a virtual button standing on a marker.…”

Section: Augmented Realitymentioning

confidence: 99%

“…For example, EMARGs that used 3D models may have had animations in them, but I could not always confirm that. [34] n/a n/a Visual, touch screen 3D, animations AR Ole Cierraojos [35] n/a Markers (image) Visual, touch screen 3D, 2D, annotations, animations AR Treasure Hunt [36] AndAR Markers (n/a) Visual 3D AREEF [37] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen, sensors 3D, animations ARmatika [38] n/a Markers (image) Visual, touch screen 3D, annotations ARMuseum [39] n/a Markers (image) Visual, marker manipulation 3D, animations Astrid's spår [40] ARToolkit Markers (fiducial) Visual 3D, 2D, video Calory Battle AR [6] Vuforia SDK Markers (image) Visual, marker manipulation 3D, 2D, annotations, animations Conserv-AR [41] Vuforia SDK Markers (image) Visual 3D, annotations EduPARK [42] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, 2D, annotations Electric Agents [43] n/a Position (sensors) Visual, sensors 2D, animations, annotations Eleftheria et al [44] Vuforia SDK on Unity 3D Markers (image) Visual 3D, animations Furio et al [45] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Furio et al [46] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Hsu [47] n/a Markers (image) Visual, touch screen Annotations HUNT [48] Metaio AR Objects Visual, touch screen 2D, video Hwang et al [49] n/a Markers (fiducial) Visual, touch screen 2D, annotations Igpaw [50] Vuforia SDK on Unity 3D Markers (image), sensors Visual, touch screen 3D, annotations Lan [51] Vuforia SDK Markers (image) Visual 3D, animations, annotations Leometry [52] Vuforia SDK on Unity 3D Markers (image) Visual, marker manipulation 3D Lin et al [53] Aurasma Markers (image) Visual 2D, video Luostarinmäki Adventure [54] ALVAR on Unity 3D Position (point cloud) Visual, touch screen 3D, animations, annotations Martinez Zarzuela et al [55] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, annotations NatureAR [56] Vuforia SDK on Unity 3D Objects Visual, touch screen 3D, animations Parallel [57] n/a Markers (image) Visual, touch screen 3D, animations PasswARG [58] Layar n/a Visual, ...…”

Section: Augmented Realitymentioning

confidence: 99%

See 4 more Smart Citations

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

Laine

2018

Computers

View full text Add to dashboard Cite

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.

show abstract

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Augmented Realitymentioning

confidence: 99%

Section: Augmented Realitymentioning

confidence: 99%

See 3 more Smart Citations

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

Laine

2018

Computers

View full text Add to dashboard Cite

show abstract

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Yegorina¹,

Armstrong²,

Kravtsov

et al. 2021

Review of Education

View full text Add to dashboard Cite

Augmented reality (AR) technology has been gaining a meaningful position in the education sector with multiple subjects’ application to support teaching and learning experiences. Thanks to the advancement of hardware and technological platforms it is becoming easier to adopt AR technology at schools. This study represents a systematic literature review of AR application in the area of science, technology, engineering and mathematics (STEM) education at primary school level with the focus on collaborative and gamified practices applied to mobile application for geometry and geography subjects. The main objective of this paper is to investigate and analyse the main characteristics and state of the art of the AR STEM gamified collaborative applications for geometry and geography in primary education and their efficiency on the teaching and learning process. This study performs qualitative analysis of the content of 97 articles that provide an overview of the relevant mobile applications for this systematic literature review, book chapters and conference articles published from 2010 to 2021. The main contribution of this article is in the area of in‐app augmented collaborative experiences in geometry and geography learning in primary grades for further research and technology development. In addition, an extensive analysis of the existing AR mobile applications from peer reviewed articles for the above‐mentioned subjects is provided in a comparative table.

show abstract