Lessons learnt from an experience with an augmented reality iPhone learning game

Juan, M. Carmen; Furió, David; Seguí, Ignacio; Aiju, Noemí Rando; Cano, Juan-Carlos

doi:10.1145/2071423.2071488

Cited by 9 publications

(6 citation statements)

References 14 publications

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“…Immersive collaborative analytics has been applied to various learning domains like assembling personal computers [45], multiculturalism [46], and sciences [47]. Although these studies suggest that multiple aspects can affect learning performance, task efficiency, collaborative behavior, and immersion, there is still limited research that has focused on VR.…”

Section: Collaborative Immersive Learning Analyticsmentioning

confidence: 99%

“…Participants in the two paired groups were asked to complete a survey about their perceived level of collaboration right after completing the engagement questionnaire. There were sixteen seven-scale Likert questions focusing on four different categories that could influence the process of participants working together: communication, collaboration, satisfaction, and comfort [9,45,46,69]. Table 5 shows the questions for each category.…”

Section: Collaboration Categoriesmentioning

confidence: 99%

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Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study

Chen

et al. 2021

Applied Sciences

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[Background] Virtual reality (VR) technology can provide unique immersive experiences for group users, and especially for analytics tasks with visual information in learning. Providing a shared control/view may improve the task performance and enhance the user experience during VR collaboration. [Objectives] Therefore, this research explores the effect of collaborative modes and user position arrangements on task performance, user engagement, and collaboration behaviors and patterns in a VR learning environment that supports immersive collaborative tasks. [Method] The study involved two collaborative modes (shared and non-shared view and control) and three position arrangements (side-by-side, corner-to-corner, and back-to-back). A user study was conducted with 30 participants divided into three groups (Single, Shared, and Non-Shared) using a VR application that allowed users to explore the structural and transformational properties of 3D geometric shapes. [Results] The results showed that the shared mode would lead to higher task performance than single users for learning analytics tasks in VR. Besides, the side-by-side position got a higher score and more favor for enhancing the collaborative experience. [Conclusion] The shared view would be more suitable for improving task performance in collaborative VR. In addition, the side-by-side position may provide a higher user experience when collaborating in learning VR. From these results, a set of guidelines for the design of collaborative visualizations for VR environments are distilled and presented at the end of the paper. All in all, although our experiment is based on a colocated setting with two users, the results are applicable to both colocated and distributed collaborative scenarios with two or more users.

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Section: Collaborative Immersive Learning Analyticsmentioning

confidence: 99%

Section: Collaboration Categoriesmentioning

confidence: 99%

Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study

Chen

et al. 2021

Applied Sciences

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“…The serious game presented here has been developed following the design principles of learning games with AR for mobile aimed at children [13]. In addition, taking into account the efficiency of AR in the field of education, this video game promotes the motivation of learning of multiplication tables using the latest technique in AR: surface recognition.…”

Section: State Of the Artmentioning

confidence: 99%

Multimedia augmented reality game for learning math

Rebollo

Remolar

Rossano

et al. 2021

Multimed Tools Appl

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The traditional method for learning the multiplication tables is a repetitive and boring task. Teachers try to find new methods to motivate children in this tedious duty, and one of the lines to consider is to integrate en- tertainment into educational processes. This work presents a new multimedia interaction approach in order to allow children to practice these math opera- tions and have fun. The learning process has been gamified by means of two mini-games designed for mobile platforms, based on meromictic or repetitive learning. The genre of these mini-games have been selected according to chil- dren preferences: one turn-based fighting and other throwing-objects game. A series of proposed multiplications have to be solved during the play to per- form the player actions. Moreover, in order to support learning engagement, both have been visualized through Augmented Reality, combining real and virtual reality. This paper discusses the good results of mixing entertainment with some learning tasks, due to the engagement of the children to the mobile based games. A pilot study has been performed in order to evaluate the learn- ing effectiveness and usability of the proposal. Results support that playing the video games makes this tedious multiplication practice more enjoyable and attractive for children so they improve their math skills.

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“…The application has been created for mobile devices with Android operating systems, developed with UNITY, version 2018.3.8f1, managing the AR with Vuforia plug-in, which includes camera management [55]. It has been developed following the design principles of learning games with AR for mobile aimed at children [56]. Other uses of this application have been addressed for the assessment of the acquired knowledge.…”

Section: The Augmented Reality Applicationmentioning

confidence: 99%

Learning History Using Virtual and Augmented Reality

2021

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Master lectures of history are usually quite boring for the students, and to keep their attention requires a great effort from teachers. Virtual and Augmented Reality have a clear potential in education and can solve this problem. Serious games that use immersive technologies allow students to visit and interact with environments dated in different ages. Taking this in mind, this article presents a playful virtual reality experience set in Ancient Rome that allows the user to learn concepts from that age. The virtual experience reproduces as accurately as possible the different buildings and civil constructions of the time, making it possible for the player to create Roman cities in a simple way. Once built, the user can visit them, accessing the buildings and being able to interact with the objects and characters that appear. Moreover, in order to learn more information about every building, users can visualize them using Augmented Reality using marker-based techniques. Different information has been included related to every building, such as their main uses, characteristics, or even some images that represent them. In order to evaluate the effectiveness of the developed experience, several experiments have been carried out, taking as sample Secondary School students. Initially, the game’s quality and playability has been evaluated and, subsequently, the motivation of the virtual learning experience in history. The results obtained support on the one hand its gameplay and attractiveness, and on the other, the student’s increased interest in studying history, as well as the greater fixation of different concepts treated in a playful experience.

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Lessons learnt from an experience with an augmented reality iPhone learning game

Cited by 9 publications

References 14 publications

Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study

Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study

Multimedia augmented reality game for learning math

Learning History Using Virtual and Augmented Reality

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