A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality

Alper, Ayfer; Öztaş, Elif Şengün; Atun, Handan; Çınar, Dinçer; Moyenga, Moussa

doi:10.46328/ijtes.176

Cited by 26 publications

(19 citation statements)

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“…There are numerous literature review articles on AR in education [9], providing assistance in science, technology, engineering, and math learning [10,11]; AR games related to learning and social interaction [12]; educational games [13,14] and digital games in interesting activities [15,16]; AR-Mobile in learning abstract concepts [17]; AR as an interactive system for math learning [18]; AR in sport education and training [19]; and using games and AR in education [20]. However, it is not common for literature reviews to integrate AR, games, learning models, and pedagogical ways for fun learning.…”

Section: Methodsmentioning

confidence: 99%

“…Relationship refers to the desire to have a close relationship and affectivity with others. The reviewed works consider that the use of AR and games induce motivational aspects for learning [19,20].…”

Section: Motivational Psychologymentioning

confidence: 99%

“…Therefore, games provide a sense of well-being. When a game is projected with educational purposes, it is necessary to address the concept of gamification that, according to [31,33], is related to the design of game elements, strongly related to ludus, games with purposes, and serves to create meanings, sense of actions in human beings, classifications and competence [20,34].…”

Section: Learning Gamesmentioning

confidence: 99%

“…The use of play techniques in education makes the learning process fun and enjoyable for students of all ages [20,75]. Students are motivated and participate enthusiastically in classes.…”

Section: Games and Ar For Pleasant Learningmentioning

confidence: 99%

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Technological Aspects for Pleasant Learning: A Review of the Literature

et al. 2021

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The teaching–learning process, at each educational level, is often an open problem for educators and researchers related to the stated topic. Researchers combine emerging technologies to formulate learning tools in order to understand the abstract contents of the subjects; however, the problem still persists. A technological learning tool would be effective when projected into an educational model that looks at motivation, usability, engagement, and technological acceptability. Some of these aspects could be attributed through the use of augmented reality and games. The aim of this work is to analyze, in the literature, the trends of learning models based on computer technologies for an effective and enjoyable learning activity. The analysis of the literature in that context—emphasizing acceptability, categories, entertainment, educational models—shows that it is still not well explored.

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Section: Methodsmentioning

confidence: 99%

Section: Motivational Psychologymentioning

confidence: 99%

Section: Learning Gamesmentioning

confidence: 99%

“…The use of play techniques in education makes the learning process fun and enjoyable for students of all ages [20,75]. Students are motivated and participate enthusiastically in classes.…”

Section: Games and Ar For Pleasant Learningmentioning

confidence: 99%

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Technological Aspects for Pleasant Learning: A Review of the Literature

et al. 2021

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“…The first step consists of the database selection, criteria establishment, and determination of the categories. The further two steps deal with the description and discussion of the review' results (Alper et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Innovative Inquiry-based Methods in Learning and Teaching Science

Bónus¹,

Antal²

2021

JSE

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

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