The use of augmented reality games in education: a review of the literature

Koutromanos, George; Sofos, Alivisos; Avraamidou, Lucy

doi:10.1080/09523987.2015.1125988

Cited by 111 publications

(79 citation statements)

References 27 publications

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“…Whilst ignoring the technological aspects of the reviewed games altogether, Schmitz et al discovered that EMARGs can have certain motivational and pedagogical effects, although the role of AR is not clear in these results. Koutromanos et al [20] reviewed seven mobile AR games developed for informal and formal environments. Their analysis perspective was that of research design and evaluation, and the results indicated that in some cases mobile AR games, among other effects, can enhance learning whilst increasing authenticity and engagement.…”

Section: Related Workmentioning

confidence: 99%

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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: Related Workmentioning

confidence: 99%

“…Year Focus # of Studies Timespan Schmitz et al [19] 2012 Motivational and pedagogical effects 8 2005-2010 Koutromanos et al [20] 2015…”

Section: Reviewmentioning

confidence: 99%

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

Laine

2018

Computers

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“…Such a step was followed by analyzing several literature review studies to be able to get deeper insights regarding the dimensions that can be included to summarize the selected researches. After several literature review studies are examined and analyzed (see Koutromanos, Sofos, & Avraamidou, 2015;O'Flaherty, & Phillips, 2015;Bacca, Baldiris, Fabregat, & Graf, 2014), variables for either inclusion or exclusion are determined. Table 1 illustrates the cases for inclusion and exclusion criteria.…”

Section: Identifying Relevant Studiesmentioning

confidence: 99%

The Use of Augmented Reality in Formal Education: A Scoping Review

Saltan

Arslan²

2016

EURASIA J MATH SCI T

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Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016(Johnson et al., , 2015. Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12 education (Johnson et al., 2016(Johnson et al., , 2012. If this is the current state of the art for the use of AR in education, it is important to investigate how educators and researchers integrate AR into teaching-learning processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O'Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term 'augmented reality.' Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students' engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.

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“…Many empirical studies carried out in the last decade have explored the impact of entertainment and/or serious games on motivation and learning (Abdul Jabbar & Felicia, 2015;Ke, 2016;Koutromanos, Sofos, & Avraamidou, 2015;Young et al, 2012); others investigated how game mechanics can be tailored for specific educational goals (Lameras et al, 2017). The overarching objective of these research efforts has been to seek evidence of games' educational effectiveness and to optimize game-based learning design.…”

Section: State Of the Artmentioning

confidence: 99%

Meeting players where they are: Digital games and learning ecologies

Persico¹,

Passarelli²,

Pozzi³

et al. 2019

Brit J Educational Tech

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This paper explores the relationship between digital games and learning along the continuum from formal to informal learning. Games are an increasingly important component of our learning ecologies but their potential can prove difficult to fully harness due to the downsides of gaming in informal contexts and to the limitations games can present when adopted in formal learning contexts. The aim of this paper is to shed light on the strengths and weaknesses of games for learning, and to gather stakeholder recommendations for the main actors in the field. The adopted research approach is qualitative and participatory, involving players, teachers, parents, researchers and developers. Data from 25 interviews and 11 focus groups yielded insights into the educational, psychological and ethical aspects of play. Results suggest that gameplay influences individuals in a very personal manner, and that its effects cover a wide range of skills, extending to identity development. Hence, to harness this potential, all actors in the ecology need strong awareness of both the affordances and the risks of games, and deep respect for individuals’ LEs. The study has implications for a wide range of actors, including educators, players, researchers, parents, game developers and policymakers.

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The use of augmented reality games in education: a review of the literature

Cited by 111 publications

References 27 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

The Use of Augmented Reality in Formal Education: A Scoping Review

Meeting players where they are: Digital games and learning ecologies

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