Empirical Analysis of Mobile Augmented Reality Games for Engaging Users’ Experience

Permadi, Dendi; Ahmad, Rizwan

doi:10.1007/978-3-319-27000-5_28

Cited by 10 publications

(5 citation statements)

References 18 publications

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“…When the AR learning environment is offered without a game (setting B), user engagement is higher than for the combined learning approach (A) (r= 0.32) (Table 9). Our study thus supports the results of previous studies according to which AR can help to strengthen user engagement [35,47,57,63,64].…”

Section: Discussionsupporting

confidence: 91%

“…High levels of engagement may attract the user, hold the attention and interest, improve performance, and thus contribute to the effectiveness of learning [47,63]. Several research works have investigated the aspect of engagement with AR learning environments and report that AR has the potential to increase engagement [35,47,57,63,64]. Higher levels of engagement are connected to AR, as it offers and promotes different forms of interaction with the system, media, or technology [65,66].…”

Section: Augmented Reality and User Engagementmentioning

confidence: 99%

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Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

Czok,

Krug,

Müller

et al. 2023

Sustainability

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In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding of the learning process. This teaching and learning approach can positively impact various learning outcomes, such as learning gains and motivation. This paper aims to investigate the positive learning effects of AR using a game-based AR learning environment: “Beat the Beast”. In line with the concept of an education for sustainable development (ESD) topic, microplastics, this learning environment follows an interdisciplinary approach, combining the subjects of biology, chemistry, and engineering. To determine and distinguish the effects of implementing the technology AR in science learning environments as well as the principles of game-based learning, we contrasted the learning environment into two factors: one with AR and one without AR and the other with a game and without a game. A quasi-experimental design with 203 pre-service teachers of the first semester of all subjects was chosen to evaluate the four different types of settings with questionnaires on motivation, technology acceptance, user engagement, cognitive load, computer self-efficacy, knowledge, and ESD outcomes in higher education. Our research demonstrates that although augmented reality (AR) imposes a relatively elevated cognitive load, it does not negatively affect learning effects. In spite of the increased cognitive load, learners in AR settings do not exhibit lesser knowledge acquisition compared to those in alternative environments. Moreover, our investigation highlights AR’s potential to amplify motivation and user engagement. Contrary to expectations, in the context of the selected subject matter and target audience, game-based adaptations of the educational environment fail to enhance learning outcomes. These versions actually underperform compared to other formats in both motivational and engagement metrics.

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Section: Discussionsupporting

confidence: 91%

Section: Augmented Reality and User Engagementmentioning

confidence: 99%

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

Czok,

Krug,

Müller

et al. 2023

Sustainability

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“…Regarding the existing resources, the potential of mobile augmented reality provides opportunities for designing virtual learning spaces that are learner generated [36]. Mobile devices such as smartphones or tablets offer easier and cheaper access to augmented reality than before [28,37], and appearance in the videogame market of mobile augmented reality games with potentially millions of users [38], such as Pokemon Go [39], have led to the fact that augmented reality is gaining ground in the field of education. In addition, Fombona and Vázquez [40] state that we have teams capable of performing tasks supported by augmented reality, because 80% of the teams have the Android operating system, and 60% of them have an integrated GPS system, which allows them to perform geolocation tasks.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

et al. 2020

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One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

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“…For evaluating the engagement of cabin crew members when using AvGeek AR, the Positive Engagement Evaluation Model (PEEM) was utilized due to its relevance and popularity in assessing user engagement. effectiveness of interactive and immersive technologies specific to AR [18,20]. The PEEM matrix is based on psychological components, psychological flow theory, narrative transportation theory, and several neurological concepts in order to evaluate the engagement, immersion and PEEM includes a decision-tree that help in determining which matrix to apply: one that focuses on taskbased experiences or one that focuses on narrative-based experiences [19].…”

Section: Evaluation Methodsmentioning

confidence: 99%

Application of augmented reality in aviation

Gangabissoon

Bekaroo

Moedeen

2020

Proceedings of the 2nd International Conference on Intelligent and Innovative Computing Applications

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Empirical Analysis of Mobile Augmented Reality Games for Engaging Users’ Experience

Cited by 10 publications

References 18 publications

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

Application of augmented reality in aviation

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