Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

Abstract

In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their willingness to acquire new information or skill. Therefore, in this study, a board game assimilating augmented reality (AR) into health education is presented. It associates the card game, slides, and learning sheets gamification teaching model with the learning experience; and proposes the efficacy of the board games mingled with augmented reality to enhance the motivation in learning and confidence in technology. In this experiment for a health education board game, 52 high school students participated in this experiment. There were 25 in the experimental group (with AR) and 27 in the control group (without AR). The IMMS (instructional material motivation survey) and the TAM (technology acceptance model) are applied to acquire quantitative data for examination. The findings are as follows: (1) The acceptance was significantly affected by the integration of AR into the health education board game and (2) the learning motivation was significantly affected by the integration of AR into the health education board game.

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

“…(v) Our statistical results verified that teaching a MAR game to adults has had a positive effect on ARCS factors of their attitudes and perceptions of the game Ingress and, finally. (vi) While Keller's motivational instructional design ideas are indeed applicable to emerging interactive learning platforms such as MAR[19], our research presented evidence that Keller's framework can be coupled with the use of cutting-edge digital technology in outdoors education.…”

“…Chang et al [18] presented a mobile augmented-reality (MAR) application supporting teaching activities in interior design. Lin et al [19] studied a board game assimilating AR into health education and they found that learning motivation was improved by the integration of AR into the health education board game. Kaur et al [20] studied the use of augmented reality as a tool for interactive learning in various fields of engineering education and its contribution towards student motivation in classroom scenarios with the ARCS model.…”

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

“…Authors and publication years Game-related pedagogical models Game-related pedagogies Research domains [27] Leverage learning with gamification Gamification Learning achievement [48] Machine learning inspired approach Gamification Learning achievement [49] Integration of board games and augmented reality (AR) Gamification Intrinsic motivation Extrinsic motivation [13] Serious educational games (SEG) Gamification Learning achievement [30] Virtual reality (VR): a virtual ecological environment Game-based learning Learning achievement [32] Open and flexible blended learning environments Game-based learning Learning achievement [28] Multigenre digital game-based instruction (MGI) Game-based learning Learning achievement [29] Physical games stimulating acquisition Game-based learning Learning achievement [50] Multiteam After raising the research hypotheses, we searched the research materials compatible with the meta-analytic techniques.…”

“…e studies of Hung [11]; Lin et al [49]; and Pozo Sánchez et al [12] examined the efficiency of gamification in terms of intrinsic motivation and extrinsic motivation (see Table 1).…”

Network Analysis for Learners’ Concept Maps While Using Mobile Augmented Reality Gaming

“…Games using mobile technologies are complex mechanisms that create multifaceted relationships among players. The potential of LBMGs (location-based mobile games) can be explored in informal education settings [1,2] while addressing wide and diverse fields of research such as mobile learning (m-learning), situated learning, and gamebased learning [3]. According to Schito et al [4], LBMGs provide teachers with methods of conceptualizing classes with long-term learning impact, through ludic, flexible, and innovative approaches.…”