Dragon Tale - A Serious Game for Learning Japanese Kanji

Plecher, David A.; Eichhorn, Christian; Kindl, Janosch; Kreisig, Stefan; Wintergerst, Monika; Klinker, Gudrun

doi:10.1145/3270316.3271536

Cited by 24 publications

(9 citation statements)

References 5 publications

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“…Main Findings [190] Students who used the augmented reality application were more engaged in the learning activity and answered questions more accurately. [191] The augmented reality application improved students' learning outcomes while creating a fun and entertaining environment and integrating mini games. [192] The application supported technology-enhanced active learning and provided students with interactive visualizations in a more exciting and gratifying way.…”

Section: Refmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Refmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…In recent years, there have been a wide variety of projects dealing with cultural heritage and Mixed Reality (MR) or SG. The latter have been used to convey knowledge about Japanese culture (Froschauer et al, 2010) and language (Plecher et al, 2018) or even ancient Egyptian hieroglyphs (Plecher et al, 2020a) to the player. MR offers different ways to interact with cultural objects (Plecher et al, 2019).…”

Section: Related Workmentioning

confidence: 99%

Exploring underwater archaeology findings with a diving simulator in virtual reality

Plecher¹,

Keil²,

Kost³

et al. 2022

Front. Virtual Real.

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With Virtual Reality (VR) technology maturing and spreading widely in recent years, it is becoming an increasingly useful tool for entertainment and education alike. Its potential to simulate hard to reach environments and emulate unique experiences believably is of great interest for the scientific study of Underwater Cultural Heritage (UCH), in particular for the simulation of real-world dives. VR enriched with techniques from immersive Serious Games (SG) provide an authentic way to enjoy Underwater Cultural Heritage (UCH) and the sport of diving from the comfort of the user’s home or as a museum exhibit. In this paper we are focusing on the exploration of the wreck of a Roman merchant ship from the 5th century AD, which was found near Veliki Piruzi (Croatia). The images taken by the underwater archaeologists enable a 3D reconstruction of the excavation site. The modular structure of the application makes it very easy to transfer the techniques presented to other excavation sites including information and objects.

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“…Another application was also designed and developed to learn Kanji, considered one of the most challenging writing systems. Called Dragon Tale, the adventure game with AR features was designed to help students learn Kanji interactively [11]. Similar research also aimed to help students in Thailand to learn the same writing system [12].…”

Section: Learning Tool For Microorganismsmentioning

confidence: 99%

“…Thus, features of AR and 3D models were added to the mobile application. These features have been identified to hold students' attention in the subject matter [11], [12], [20], [21]. The researchers argued that AR with 3D models creates new experiences and provides new teaching methods, learning, and research [13], [21].…”

Section: B Usability and Effectiveness Evaluationmentioning

confidence: 99%

“…Designing for a generation exposed to current technology and addiction, gamification has now become a compulsory element in learning tools [22]. Many learning tools that integrate gaming elements in their content aim to increase enjoyment in learning and measure student comprehension of the subject [10], [11]. Also, some studies emphasised the vital role of games in knowledge acquisition and content understanding [14], [22].…”

Section: B Usability and Effectiveness Evaluationmentioning

confidence: 99%

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Microorganisms: Integrating Augmented Reality and Gamification in a Learning Tool

Ramli¹,

Marobi²,

Sahari³

2021

IJACSA

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Microorganisms is a Year 6 Science subject that primary school students find considerably less attractive because of the enormous facts that require them to have good imaginary skills to understand. Only limited applications are available on smartphones as tools to learn subjects, especially Science, Technology, Engineering and Mathematics (STEM). Since the young generation is very much into current technology, there is a need to develop an application to gain students' interest and improve their understanding of microorganisms. Therefore, a microorganism learning application that combines augmented reality (AR) and gamification called Microorganisms was developed. The Microorganisms prototype includes two modules; learning and training. The learning modules use AR technology that scan marker images to display a digital layer of microorganisms in three dimensions (3D). Meanwhile, the training module is represented through gamification consisting of quiz questions, a timer, and a score. The application was designed using Agile methodology and developed using various software such as Unity, Autodesk 3ds Max, Vuforia, and Firebase. Ten respondents, nine students and one teacher in a primary school, assessed the prototype through experimental testing. The results showed that, on average, the user satisfaction value was 4.6 out of 5. Thus, the Microorganisms application based on AR and gamification can be considered a good learning tool for primary school students to learn about micro-organisms.

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Dragon Tale - A Serious Game for Learning Japanese Kanji

Cited by 24 publications

References 5 publications

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Exploring underwater archaeology findings with a diving simulator in virtual reality

Microorganisms: Integrating Augmented Reality and Gamification in a Learning Tool

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