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Flowchart of the Game. Names in Capital Letters Represent AR Mini-Games. Names in Normal Print Represent Non-AR Mini-Games
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Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game...
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The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with...
Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its ai...
Background:
Suboptimal physical activity levels and tolerance, poor motor skills and poor physical health are demonstrated in children with Autism Spectrum Disorder (ASD). We speculate that social interaction and communication deficits in children with ASD are two major factors that hinder these children from actively participating in group physic...
Das Lernen hat sich mit fortschreitender Digitalisierung verändert und nur noch wenige Universitäten greifen auf reine Präsenzlehre zurück. Eine Möglichkeit Lerninhalte online zu vermitteln sind Game-based Learning Anwendungen. Diese erzielten bereits positive Ergebnisse, z.B. in Hinblick auf Wissensgewinn. Auch Analogien zwischen Spielenden und Le...
Citations
... La maggior parte degli studi ha mostrato benefici significativi sull'apprendimento degli studenti (Bester & Brand, 2013;Balanskat et al., 2006;Balanskat, 2009). Alcuni studi hanno descritto risultati di apprendimento positivi laddove i tablet hanno supportato attività di apprendimento legate a discipline specifiche quali le scienze (Liu et al., 2012;Furió et al., 2015;Ward et al., 2013;Liu et al., 2014), gli studi sociali , la matematica (Riconscente, 2013;Pan et al., 2022;Arztmann et al., 2022;Bado, 2022;Villena-Taranilla et al., 2022;Wang et al., 2022) e l'apprendimento di una lingua straniera (Kao, 2014). Inoltre, risultati positivi sono stati riportati in generale in relazione a tutte le discipline (Ferrer et al., 2011;Goodwin, 2012;Cumming et al., 2014) e rispetto alle possibilità di inclusione degli studenti McClanahan et al., 2012;Fernández-López et al., 2013;Miller et al., 2013). ...
In recent years, Italy has embarked on a transformative journey to embrace technology in education. This article focuses on the adoption of digital technologies, with particular attention to the digital classroom initiative. The digital classroom experience aims to utilize digital tools and resources to facilitate an engaging and innovative mode of learning for students. This contribution examines the effects of student participation in digital classrooms on learning outcomes, comparing them with traditional classrooms within the three-year curriculum of a lower secondary school. Through an evaluative approach based on representative data from a sample of over 200 students, we analyze the impact of digital classrooms on INVALSI test results. The analyses encompass descriptive models and linear regression models applied to the results of tests in Italian, Mathematics, English Reading, and English Listening. The models introduce control variables related to the socio-economic and cultural status of the students’ families of origin, as well as their prior performance in INVALSI tests (grades II and V), for students continuing in the same institution through the primary cycle. The results indicate the need for distinct considerations depending on the discipline under analysis: for Mathematics, belonging to a traditionally taught class seems to yield better results. In the case of Italian, English Reading, and English Listening, the effect is neutral. Socio-economic and cultural status appears to have less influence on English-related disciplines, and the trend, though not statistically significant, demonstrates partially positive effects in digital classroom participation, particularly for students with cognitive vulnerabilities. The outcomes underscore the necessity of discipline-specific differentiation and further assessment of outputs to delve into the specifics of innovative didactics implemented in digital classrooms.
... This is different from the conclusion that AR has no effect on student achievement in biology in the study by Xu et al. (2022). By combing through the studies on biology collected in this study, it was found that when AR is used in conjunction with formative assessment strategies (Bhagat et al., 2019), game-based learning (Furió et al., 2015;Hsiao et al., 2012), inquiry-based learning (Chen & Wang, 2018;Huang et al., 2016), and self-directed learning , which effectively integrate teaching and learning activities that are conducive to inducing positive learning behaviors among students, achieved better teaching and learning results in general. ...
... Its effect on students' achievement in the AR intervention did not show statistical significance and presented a low level of effect, which may be closely related to the articles included in the category of game-based learning in this study. In these included studies, AR contributed to the increase in students' satisfaction (Furió et al., 2015) and the formation of a state of flow in the learning process (Hou et al., 2021). Also, the academic performance of students in the experimental group in all these studies was improved, but no significant difference was shown between the performance of students in the experimental and control groups in each study, thus possibly leading to the fact that game-based learning had only a low impact on academic performance. ...
Augmented reality (AR) technology has potential advantages for application in STEM education. However, existing relevant studies lack a comprehensive quantitative analysis of the impact of AR on student achievement in STEM education. In this study, a meta-analysis of 33 studies published in eight SSCI journals of educational technology between 2010 and 2023 found that AR had a moderate impact (ES = 0.586) on student achievement in STEM fields, and the overall impact tended to increase gradually over time across years. Analysis of the six moderator variables revealed that AR had a more positive effect on student achievement in science and math, and that its intervention effects were better in primary and lower secondary education. The positive effects of AR were better with the integration of tablet and smartphone-like mobile devices. AR was predominantly multimedia-based in presenting STEM-related content, but integration of other pedagogical approaches had the potential to achieve better results. AR had the strongest contribution to student STEM achievement when the duration of the experiment was 1 week-1 month. In informal environments, AR was more effective in terms of intervening in student achievement in STEM education. Finally, this study offers some suggestions for future research and application of AR in STEM education.
... Việc sử dụng thiết bị di động thường xuyên có thể làm giảm sự quan tâm của học sinh đến việc học và làm giảm hiệu suất học tập [2]. Tuy nhiên, các thiết bị di động này có thể được sử dụng các tiện ích hỗ trợ cho học tập tích cực [3]. Một trong những tiện ích đó là sử dụng công nghệ AR để học tập trải nghiệm. ...
Một trong những công nghệ đã đang phát triển trong những năm gần đây là thựctế tăng cường (AR), cho phép chèn các đối tượng ảo vào tầm nhìn thế giới thực bằng cách sử dụng camera và màn hình của thiết bị. AR đã được chấp nhận như một phương pháp học tập hiệu quả, nó trở thành phương pháp bổ sung cho phương pháp học tập truyền thống, đặc biệt là môn hóa học. Trên thực tế, AR là trải nghiệm tương tác trong môi trường thế giới thực. Trước khi xuất hiện các thiết bị thông minh giá rẻ, việc ứng dụng AR quy mô lớn trong giáo dục gần như là không thể. Sau khi phân tích ngắn gọn về xu hướng sử dụng AR hiện nay, chúng tôi đề xuất một ứng dụng mới có tên là AR Chemistry để hỗ trợ học tập môn hoá học.
... A study was excluded if it (1) was not in English, (2) was not empirical research, (3) did not use a mobile device when playing the educational game, (4) was qualitative or review research, or (5) did not provide sufficient information to calculate the effect size. As a result, 38 studies (3302 participants in total) were considered for this meta-analysis, where: 4 studies were published in 2015 (Fan et al., 2015;Furió et al., 2015;Schmitz et al., 2015;Su & Cheng, 2015); 2 studies were published in 2016 (Hwang et al., 2016a;2016b); 4 studies were published in 2017 (Calle-Bustos et al., 2017;Paule-Ruiz et al., 2017;Volk et al., 2017;Wu & Huang, 2017); 4 studies were published in 2018 (Lai et al., 2018;Miller, 2018;Sung & Hwang, 2018;; 6 studies were published in 2019 (Cerezo et al., 2019;Dore et al., 2019;Elaish et al., 2019;Kirikkaya & Basgül, 2019;Samur, 2019;Yeh et al., 2019); 3 studies were published in 2020 (Fokides, 2020;Sofiana & Mubarok, 2020;Zhang et al., 2020); 7 studies were published in 2021 (Chu et al., 2021;Elsherbiny & Al Maamari, 2021;Fithriani, 2021;Khalilian et al., 2021;Roohani & Heidari Vincheh, 2021;Saraubon, 2021;Wu & Sung, 2021); 6 studies were published in 2022 (Alhebshi & Gamlo, 2022;Chang et al., 2022;Cheng & Chen, 2022;Foroutan Far & Taghizadeh, 2022;Liu, 2022;Liu et al., 2022); and, 2 studies were published in 2023 (Chen & Huang, 2023;Kuznetcova et al., 2023). Figure 1 presents the flow diagram of the study selection process. ...
While several studies have investigated the effects of educational games in education, less attention has been paid specifically to the effects of educational mobile games in education. To address this gap, this study conducted a meta-analysis and research synthesis of 38 studies (N = 3302 participants) to investigate the effects of educational mobile games on students' learning performance. The analysis included field of education, level of education, learning setting, intervention duration, and mobile device type as moderating variables of the obtained effects. The findings revealed that educational mobile games have a large effect (g = 0.97) on students' learning performance, with puzzle games having the largest effect (g = 1.32) on students' learning performance. Additionally, the analysis found that the obtained effect can be moderated by several variables, including field and level of education, learning setting, intervention duration, and mobile device type. The study findings can help various stakeholders (e.g. educators and game designers or developers) in choosing the appropriate educational mobile games by taking into consideration several related confounding factors.
... Other studies (Batsila et al., 2017;Furió et al., 2015;Hamzah et al., 2020) have shown how mobile-assisted learning tools enhance learning, increase motivation, and promote knowledge acquisition. Additionally, tablets are commonly utilised by students to engage in online educational activities, interacting with instructors, accessing informational resources, perusing electronic books, recording notes, and completing assignments (Songkram et al., 2023). ...
With the rapid digital paradigm shift in educational settings, it is of utmost importance to comprehend the factors that influence the inclination of students towards utilising tablet-based learning. This study examined students’ intentions to use Tablet-based Learning (TBL) through an extended UTAUT2 model. Descriptive cross-sectional survey design was employed for the study. A questionnaire was utilised to collect data from 409 students in public senior high schools (SHSs) in the Kumasi Metropolis, Ghana. The novel variance-based structural equation modelling (PLS-SEM) was used to analyse the data. The study revealed that perceived learning opportunities, trust, effort expectancy, hedonic motivation, social influence and facilitating conditions had significant positive influence on students’ intention to use Tablet-based Learning. Also, the findings revealed that perceived learning opportunity and trust were the most external decisive factors for individual student’s intention with regards to Tablet-based Learning. Meanwhile, students’ attitude had a significant negative effect on their intention to use Tablet-based Learning. The study provides valuable insights for education policymakers and senior high school administrators regarding the essential factors that students require for effective implementation of Tablet-based learning systems.
... Mobile learning tools provide students with ease of communication and increase students' cooperation and academic effectiveness (Anderson, Franklin, Yinger, Sun & Geist, 2013). Mobile learning creates an independent learning environment for students (Furio, Juan, Seguí & Vivo, 2015). When the results of the research are examined, it is concluded that mobile learning will support education and contribute to the academic success of prospective teachers with mobile learning. ...
... Experimental studies with control groups have revealed that students exhibit a positive attitude and have developed a strong preference for haptic-based AR devices and AR-based games as a preferred learning tool over traditional classroom lessons [46]. Additionally, compared to conventional teaching methodologies, AR tools fostered greater motivation and learning interest. ...
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.
... New learning methods have been recognized as one of mobile technology's educational consequences. Apart from its obvious outcome, i.e., the increased students' enthusiasm for completing educational assignments and involvement in classrooms using mobile technologies (Nikolopoulou & Kousloglou, 2019), mobile technology has provided kids the opportunity to look at what they are learning from a variety of different aspects (Furió et al., 2015;Karagozlu, 2021) while encouraging authentic learning settings in the classroom (Boticki et al., 2015;Fletcher et al., 2022). Students are empowered to take responsibility for their training by setting their own educational goals and conducting final assessments of their learning (Boticki et al., 2015). ...
... Consequently, this trend hampers the development of their creativity and originality. To improve on the shortcomings of traditional classroom lectures, such as decreased learning motivation and learning effects, educators constantly develop teaching innovations (Daly et al., 2014;Furi o et al., 2015;Martens et al., 2004;Tsai et al., 2018). Experiential learning and community-based learning, for example, are well-known learningby-doing learning modes commonly used to enhance learning motivation and further improve effectiveness (Gibbs, 2013;Kolb & Kolb, 2008;Owens & Wang, 1996). ...
Background
Taiwan's higher education institutions prioritize interdisciplinary knowledge and cultural competence in cultural design, emphasizing the value of immersion in the local environment to develop cultural competence. However, challenges arise from the disappearance of traditional local lifestyles and limitations of traditional outdoor lectures such as group size and learning environment. Mobile augmented reality technology serves as a personal learning tool to overcome these challenges, enabling learners to uncover hidden knowledge in scenic locations and improving learning efficiency.
Objective
The study utilized learning analytics to investigate the impact of using mobile augmented reality on enhancing learners' cultural competence.
Methods
The study used both qualitative and quasi‐experimental quantitative research to evaluate the effects of mobile augmented reality on cultural competence. A total of 78 third‐year university students participated in the study, with 37 of them using mobile augmented reality to learn about culture. The researchers utilized both the Mann–Whitney U test and interviews to compare the effectiveness of mobile augmented reality with that of a ‘real’ tour guide in field courses.
Results
The experimental results indicate that learners were able to continuously seek and find information about local culture through field exploration with mobile augmented reality, resulting in similar effects to those of attending a live lecture.
Conclusions
It showed that incorporating mobile AR into field visits can create gamified and active learning scenarios that enhance immersion and drive active learning in local culture. The results in greater cultural knowledge and understanding, leading to the development of cultural competence in students.
... And the study of screen size in AR settings is still under-explored. Prior studies of screen size in AR serious games suggested that screen size has no statistical significance to the AR experience, engagement nor on understanding of the game [35][36][37]. However, Zhang and Zhang [34] investigated the relevance of screen size in both VR and AR scenes with different screen sizes and found that the participants preferred large screens for better visual presentations but not the largest. ...
... For engagement, we initially hypothesized that medium screen size will achieve the best performance as it balances physical fatigue and presence but our results failed to find such a significant difference. Yet, this result is indeed the same as past AR game-related work [35][36][37] showing that screen size has no effect on engagement. One critical point is that the results in AR game settings are completely different from mobile game settings which have consistently shown that screen sizes increase engagement [10,33]. ...
In pursuit of immersive Augmented Reality (AR) Games, gesture interaction is considered a promising mode. On the other hand, despite the considerable effect of screen size on user experience and usability in game contexts, the effect is still under-explored in AR game contexts. This, in turn, sparks a specific research interest in the interaction between gesture modalities and screen sizes in AR games. This work contributes to a controlled study investigating the effect of two different gesture modalities (touch and tilt) on varying screen sizes in a custom-made AR game. Competence, engagement, fatigue, and user preference were evaluated using the combined effect of gesture modalities and screen sizes. The results revealed that gesture modalities affect game competence and fatigue while they had no significant impact on user engagement. Further analysis has revealed that touch outperforms tilt for target-selection tasks like destroying enemies while tilt outperforms touch for path-following tasks like turning a character. However, no significant effect was found on screen size, contradicting past studies that suggested that screen size has an effect on engagement, fatigue, and performance. The findings of the study could be useful for AR game designers to further develop usable and engaging AR games.
