Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education

Abstract

In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.

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

“…In addition, high motivation is a significant predictor of deep immersion, which can positively affect students' academic performance [307], time spent on learning activities [308], higher-order thinking, and meaningful learning [309], as well as behaviors and attitudes toward learning [212]. As games and gamification elements are intrinsically satisfying, they can also positively impact students' emotions [144,310], which are essential aspects of education as they can either enhance or impede learning and students' attention and engagement [145,311]. Consequently, augmented reality and gamification support the constructivist learning theory and situated learning theory, which in turn assert that when students actively participate in the learning activities, they are more inclined to learn and achieve better learning outcomes [17,146,312].…”

Multimedia Mixed Reality Interactive Shared Decision-Making Game in Children with Moderate to Severe Atopic Dermatitis, a Pilot Study

“…The integration of augmented reality (AR), the combination of virtual objects and the real scene into games are acceptable tools for students’ health education [ 55 ]. Incorporating AR into a game can improve learning outcomes and emotions [ 56 ]. Ten-item SUS out of a maximum of 100 has been applied in many device systems including MR to evaluate usability [ 48 , 54 ].…”

“…Our study and its results were further limited by the small number of participants. While no difference in SUS scores was found between controls and AD or patients with moderate and severe AD, the present study did not assess various emotions to understand the details of playing emotions among controls and patients with moderate and severe AD [ 56 ]. Acceptance in health education is possibly due to emotion during the experience of the game [ 55 ].…”

PrismAR: A Mobile Augmented Reality Mathematics Card Game for Learning Prism

“…A study by [12] indicates that AR can improve the learning experience by allowing students to learn by physical exploration rather than through conventional classroom instruction. [13] emphasize that incorporating augmented reality allows students to be more involved in their learning, resulting in better learning outcomes. AR aids students in developing problem-solving and higher-order reasoning abilities and can be applied in almost every subject or course.…”

“…ARGeometry provides eight markers, but only four of them are geometry and the other four are cross-section figures. 3D Shapes have the most markers (13) and can display 13 geometry figures. Even though the application can display a large number of figures, it does not provide any information about the geometry figures.…”