A Novel Serious Game for Education and Training of Computer-Aided Manufacturing (CAM) Programming

Marinakis, Aggelos; Katsamaki, Anastasia; Pateraki, Ioanna; Nikolidakis, Evangelos; Antoniadis, Aristomenis

doi:10.1109/eaeeie50507.2021.9530968

Cited by 3 publications

(5 citation statements)

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“…Unlike the design processes of Marinakis et al (2021) and Woll et al (2011), the application of contextual design (Holtzblatt and Beyer, 2014) allowed for first-hand experience to be gained, which provided quick information uptake. Obtaining the knowledge about the training this way formed a baseline for understanding the training practices and what was required for the application design.…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between these elements forms the design of the AR application. Marinakis et al (2021) initial stages are similar to Woll et al (2011), however, they are followed by two additional stages, development and evaluation. The design goals of both case studies mentioned focused on motivating (Woll et al, 2011) and encouraging (Marinakis et al, 2021) the learners.…”

Section: Related Workmentioning

confidence: 99%

“…In contrast with Irshad et al (2015), Woll et al (2011) and Marinakis et al (2021), the design and development framework proposed by Gilardi et al (2021), see figure 1, focuses on education applications, involving stakeholders and potential users through the process. In the pre-design stage not only software requirements are identified, but also learning needs, learning goals, and integration of the output software within the teaching context.…”

Section: Related Workmentioning

confidence: 99%

“…Each stage in Gilardi et al (2021) framework feeds back to earlier stages, facilitating an iterative approach. Unlike Marinakis et al (2021), where iterations of the design are conducted at the very end of the design and development methodology, or Gabbard and Swan II (2008), where the process is linear, Gilardi et al (2021) approach allows for iterations to occur earlier on in the design process, thus providing early opportunities to refine the design with users and stakeholders and more chances to go back to previous stages, if additional requirements or changes are identified throughout the design and development process.…”

Section: Related Workmentioning

confidence: 99%

“…Early design processes for industrial training AR serious games focused on purely design elements such as learning goals, storyline, and layout (Woll et al, 2011) before evolving to involve an outline of the development part of the process (Marinakis et al, 2021). This paper contribution is a case study on the application of the design and development framework developed by Gilardi et al (2021) on an AR serious game for industrial training.…”

Section: Introductionmentioning

confidence: 99%

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SwageXR: Designing Gamified AR Applications for Industrial Training

Beveridge,

Dahal,

Gilardi

2023

ECGBL

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This paper presents a case study describing the design of SwageXR, an augmented reality (AR) application that gamifies a tubing assembly exercise. The aim of this paper is to contribute to the field of extended reality (XR) applications by providing a case study of a novel design process based on an existing framework by Gilardi et al. Design needs and requirements were gathered using a contextual design approach and qualitative research through interviews with training course instructors as well as a workshop involving them. The contextual design approach involved the PI taking part in the training course as one of the trainees to observe and build understanding of the taught practical content and the context in which the learning happened. This was followed by semi-structured interviews with 4 training instructors, with results indicating preferred course content to digitise, early concepts for gamification, and the storyline of the gamified content with respect to existing training. Using the data and experience gained from the contextual design approach and interviews, a paper prototype of the gamified AR application was developed, and feedback was obtained from the company technical director. The paper prototype and feedback were used as a basis for developing a 3D prototype in VR using ShapesXR. This led to a virtual reality (VR) workshop involving the technical director and training manager of the company where the 3D prototype was demonstrated and discussed. The workshop resulted in the flow of the overall application being refined including the storyline, gamification, training, and challenges. The design process aims to facilitate the development of a coded working prototype for SwageXR, with gamification elements such as score, time-based challenges and leaderboards. An initial experience playtest with course trainees will then be possible to gain insight on engagement levels and trainee attitudes about the initial game experience. The main outcome of this research is a design approach that tries to address the gap outlined by Krauß et al., the approach makes use of rehearsal techniques and virtual reality to provide context for AR application design.

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Section: Discussionmentioning

confidence: 99%