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Supporting Technology for Augmented Reality Game-Based Learning

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Supporting Technology for Augmented Reality Game-Based Learning DOCTORAL THESIS Supporting Technology for Augmented Reality Game-Based Learning Hendrys Fabián Tobar Muñoz 2017 Doctorate in Technology Supervised by: PhD. Ramon Fabregat PhD. Silvia Baldiris Presented in partial fulfillment of the requirements for a doctoral degree from the University of Girona The research reported in this thesis was partially sponsored by: The financial support by COLCIENCIAS – Colombia’s Administrative Department of Science Technology and Innovation within the program of doctoral scholarships. The research reported in this thesis was carried out as part of the following projects: ARreLS project, funded by Spanish Economy and Competitiveness Ministry(TIN2011-23930) Open Co-Creation Project, funded by the Spanish Economy and Competitiveness Ministry (TIN2014-53082-R) The research reports in this thesis was developed within the research lines of the Communications and Distributed Systems research group (BCDS, ref GRCT40) which is part of the DURSI consolidated research group COMUNICACIONS I SISTEMES INTEL·LIGENTS. © Hendrys Fabián Tobar Muñoz, Girona, Catalonia, Spain, 2017 All Rights Reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without written permission granted by the author. Gracias a Dios Todopoderoso y a Su Divina Providencia. Este trabajo está dedicado a mi Reina Omaira que es lo más hermoso de este mundo. ______________________________________________________________________________________________________________________ Thanks to God Almighty and His Divine Providence. This work is dedicated to my Queen Omaira who is the most beautiful of this world (I swear, this sounds better in Spanish) ACKNOWLEDGEMENTS I have always liked games and digital technologies and I have always believed in their educational potential. I remember this chapter in the “The Simpsons” series in which Lisa (the “smart” member of the family) dreams with a classroom and a device that takes her to live the battles of Attila the Hun. As a child I used to think that this was an actual possibility dreaming that it could be pretty educational and fun at the same time. But technology was not as advanced back in the day as it is today. Today we are many steps ahead in achieving “Lisa’s dream” (my dream). This thesis is part of that. Been working in my doctorate thesis the last years in Catalonia has shown me two important things: the advancement in technologies for education (Augmented Reality in particular) and the educational potential of games. On the one hand, my studies in AR have shown me a tool that nowadays can be used in learning scenarios, still with obstacles but carrying many opportunities to leverage educational experiences. And on the other hand, games. As I said, I have always liked them and I have been designing and developing them for years. And Catalonia, which has a big tradition on using games for fun, education and as a social catalyzer has made me grow fond on them even more. This thesis is the result of many hours of study, analysis and reading which regard AR and the use of games for learning. It could have not been possible without the help of the people and institutions I am mentioning next. I would like to send my sincere thanks to my supervisors Dr. Ramón Fabregat and Dr. Silvia Baldiris who worked untiringly to give me their best advices (also, they worked untiringly to bear my peculiar way of being; thanks for that). I’d like to thank the BCDS group for inviting me and welcoming me warmly to be part of their workforce. Thanks to my coworkers, many of the ideas in this thesis come not from direct literature reviews, but from the reflections and conversations with them in lunch and other recreational activities. Thanks to Teo, Jorge, Cecis, Yolima and Juan Pablo. I would like to acknowledge the financial support for this thesis that comes from COLCIENCIAS the Colombian administrative department of science. I would like to thank the financial support from the various projects managed by BCDS such as ARreLS project, funded by Spanish Economy and Competitiveness Ministry (TIN2011-23930) and the Open Co-Creation Project, funded by the Spanish Economy and Competitiveness Ministry (TIN2014-53082-R). I would like to thank the people from Popayán, Colombia who helped me in the realization of this project. Thanks to the team who worked in “AR Ole Cierraojos”. Thanks to Felipe and Eduardo for their help in the development. Thanks to the staff, Teachers and Students at the “Colegio Colombo Francés” who helped in the conduction of the design experiments. I would like to send my special thanks to the team in the “Grupo de Investigación en Inteligencia Computacional” from the University of Cauca who helped me in the work with the method and the validation of the method. Thanks to Dr. Carolina González and their team: Laura, Diego and Juan José. Thanks to the artists who helped us in the creation of the games in this thesis: Juan and Daniel. Special thanks to the teachers who participated as designers and informers in the creation of the AR games presented in this thesis. Their contribution has been invaluable. Thanks teachers Socorro, Lorena, Jairo, Luis, Carmen and Rocío. Thanks to their respective institutions, to their staff and students who participated in our research. Thanks to the “Colegio La Cabaña” in the municipality of Timbio, Cauca, Colombia. And thanks to the “Centro Docente Rural Mixto MiraValle” and the authorities at the indigenous resguardo “Las Mercedes” of the Nasa culture in Caldono, Cauca, Colombia. Thanks to the good friends I have been able to find in these lands. Any conversation has helped in this project be it professionally or just by having someone to have a good conversation. Thank go to Silvia, Juan David, Dani, Teresa, Juan, and everyone else, who helped me in any way. i Last but not least, thanks, many thanks, to my family in Colombia. Thanks for my parents for their continual support in my studies and my life. Thanks to my sisters and my nephews. I love you. And finally, but above all, thanks to Omaira, my wife, you have been the strongest support in this process from the beginning to the end. Thanks for being at my side at every moment and thanks for being such a wonderful pillar in my life. April 2017 Hendrys Fabián Tobar Muñoz Girona, Catalonia, Spain. ii LIST OF PUBLICATIONS RESULTING FROM THIS THESIS JOURNAL PAPERS Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2017). Augmented Reality Game-Based Learning: Enriching Students Experience during Reading Comprehension Activities. Journal of Educational Computing Research. Tobar-Muñoz, H., Fabregat, R., & Baldiris, S. (2015). Augmented Reality Game-Based Learning for Mathematics Skills Training in Inclusive Contexts. Revista Iberoamericana de Informática Educativa, 2(21), 39–51. Fabregat, R., Tobar-Muñoz, H., Baldiris, S., & Hernandez, J. (2013). Realidad Aumentada, Videojuegos y Cambio Climático. Ingeniería E Innovación, 1(2), 53–65. BOOK CHAPTERS Tobar-Muñoz, H., Fabregat, R., & Baldiris, S. (2017). Augmented Reality Game-Based Learning: A Review of Applications and Design Approaches. In Y. Baek (Ed.), Game- Based Learning: Theory, Strategies and Performance Outcomes. Nova Publishers. Hurtado, S., Chilito, L., Ramirez, R., Montilla, C., Pinto Muñoz, D., Mosquera Melenge, J. J., & Tobar-Muñoz, H. F. (2016). Capítulo 15: Una Aventura por el Cauca. In S. Baldiris, N. Duque, D. Salas, J. C. Bernal, R. Fabregat, R. Mendoza, … L. Martinez (Eds.), Recursos Educativos Aumentados - Una oportunidad para la Inclusión (pp. 147–151). Cartagena de Indias: Sello Editorial Tecnológico Comfenalco. López Panesso, C. L., Chate Ramos, J., Pinto Muñoz, D., Mosquera Melenge, J. J., & Tobar-Muñoz, H. F. (2016). Capítulo 12: Cuetaya: Tierra de Colores. In S. Baldiris, N. Duque, D. Salas, J. C. Bernal, R. Fabregat, R. Mendoza, … L. Martinez (Eds.), Recursos Educativos Aumentados - Una oportunidad para la Inclusión (pp. 123–129). Cartagena de Indias: Sello Editorial Tecnológico Comfenalco. Tobar-Muñoz, H., Fabregat, R., & Baldiris, S. (2016). Capítulo 10. Method for the Co- Design of Augmented Reality Game-Based Learning Games with Teachers. In S. Baldiris, N. Duque, D. Salas, J. C. Bernal, R. Fabregat, R. Mendoza, … L. Martinez (Eds.), Recursos Educativos Aumentados - Una oportunidad para la Inclusión (pp. 103–115). Cartagena de Indias: Sello Editorial Tecnológico Comfenalco. INTERNATIONAL CONFERENCE PAPERS Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2016). Co-Design of Augmented Reality Game-Based Learning Games with Teachers using Co-CreaARGBL Method. In ICALT: 2016 IEEE International Conference On Advanced Learning Technologies (pp. 120–122). Austin, Texas: IEEE Comput. Soc. http://doi.org/10.1109/ICALT.2016.32 v Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2016). Method for the Co Design of Augmented Reality Game-Based Learning Games with Teachers. In CAVA2016. Tobar-Muñoz, H., Fabregat, R., Baldiris, S., Tobar-Munoz, H., Fabregat, R., & Baldiris, S. (2014). Using a videogame with augmented reality for an inclusive logical skills learning session. In J. L. Sierra-Rodriguez, J.-M. Dodero-Beardo, & D. Burgos (Eds.), 2014 International Symposium on Computers in Education (SIIE) (pp. 189–194). La Rioja: IEEE. http://doi.org/10.1109/SIIE.2014.7017728 Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2014). Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning. In 2014 IEEE 14th International
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