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IO2 A2 Analysis and Synthesis of the Literature on Learning Design Using Mobile Augmented Reality Games to develop key competencies through learning about sustainable development IO2_A2 Analysis and synthesis of the literature on learning design frameworks and guidelines of MARG University of Groningen Team 1 WHAT IS AUGMENTED REALITY? The ways in which the term “Augmented Reality” (AR) has been defined differ among researchers in computer sciences and educational technology. A commonly accepted definition of augmented reality defines it as a system that has three main features: a) it combines real and virtual objects; b) it provides opportunities for real-time interaction; and, c) it provides accurate registration of three-dimensional virtual and real objects (Azuma, 1997). Klopfer and Squire (2008), define augmented reality as “a situation in which a real world context is dynamically overlaid with coherent location or context sensitive virtual information” (p. 205). According to Carmigniani and Furht (2011), augmented reality is defined as a direct or indirect real-time view of the actual natural environment which is enhanced by adding virtual information created by computer. Other researchers, such as Milgram, Takemura, Utsumi and Kishino, (1994) argued that augmented reality can be considered to lie on a “Reality-Virtuality Continuum” between the real environment and virtual environment (see Figure 1). It comprises Augmented Reality AR and Augmented Virtuality (AV) in between where AR is closer to the real world and AV is closer to virtual environment. Figure 1. Reality-Virtuality Continuum (Milgram et al., 1994, p. 283). Wu, Lee, Chang, and Liang (2013) discussed how that the notion of augmented reality is not limited to any type of technology and could be reconsidered from a broad view nowadays. This paper focuses on augmented reality games, which are embedded on mobile devices technology and especially on personal digital assistants (PDA), smart phones and tablets. According to Squire and Jan (2007), “augmented reality games are games played in the real world with the support of digital devices (PDAs, cellphones) that create a fictional layer on top of the real world context” (p. 6). FEATURES, SYSTEMS AND APPLICATIONS OF AUGMENTED REALITY The main devices utilized for augmented reality are displays, input devices and tracking, and computers (Carmigniani & Furht, 2011). The major types of displays that could be used are head mounted (Head Mounted Displays, HMD), the displays of mobile devices (e.g., Smart-Phones, PDAs and Tablet PCs) and the spatial displays (e.g., optical elements, holograms, radio frequency tags). In order to use the input devices users usually use gloves and wireless bracelet. Moreover, the tracking devices consist of digital cameras and/or other optical sensors, GPS, accelerometers, compasses, wireless sensors, etc. A review of the literature indicates that augmented reality is not limited to a particular device (Broll, Lindt, Herbst, Ohlenburg, Braun, & Wetzel, 2008; Johnson, Levine, Smith, & Haywood, 2010) but a combination of technologies and devices. Devices can be used to enhance individuals’ senses, such as enhancing audio messages for blinds or individuals who have low vision, deaf or hearing impaired. The augmented reality systems are divided into image-based and location-based systems (Cheng & Tsai, 2013; Pence, 2011). As Wojciechowski and Cellary (2013) described, “the image-based augmented reality is focused on image recognition techniques used to determine the position of physical objects in the real environment for appropriate location of the virtual contents related to these objects” (p. 572). Nowadays, with the new advances in technology, an increasing amount of augmented reality applications are developed especially with mobile applications. These applications have several different uses from advertising to education. Table 1 shows some of these applications that can 2 be applied to educational purposes. These applications are dependent on mobile technology (e.g., smart phone or tablet) available to the user and the type of operating system (e.g., Android, iOS, Windows Phone). Table 1. Examples of Augmented Reality (AR) applications Application/Website Description Mobil e operat ing syste m Designboom Creates virtual graffiti in various places. iOS (http://www.designboom.com/technology/st reet-tag-iphone-app) FETCH! LUNCH RUSH Lunch Rush is an AR app to teach math skills to iOS (http://pbskids.org/apps/fetch-lunch- elementary students through the use of rush.html) visualization. Butterfly Burst Application where the user can see butterflies Andro (https://play.google.com/store/apps/details? around and play a game with them. id id=uk.co.Armaze.Butterfly) ARBasketball Game about basketball. iOS (https://itunes.apple.com/us/app/arbasketb all-augmented-reality/id393333529?mt=8) Αrsoccer The user can “kick” the ball with her/his feet. iOS (https://itunes.apple.com/us/app/arsoccer- augmented-reality/id381035151?mt=8) Zoo-AR Zoo-AR is an AR application with a variety of iOS (https://edshelf.com/tool/zoo-ar) animals and insects available for viewing in 3D. Anatomy 4D Provides a virtual tour of the human body. Andro (https://play.google.com/store/apps/details? id, iOS id=com.daqri.d4DAnatomy) Geometry101 Provides activities for geometry. iOS (https://edshelf.com/tool/geometry101) ZooBurst Digital storytelling tool that creates books with iOS (http://www.zooburst.com) three-dimensional objects. Word Lens Translates words from one language to Andro (questvisual.com) another. id, iOS SkyView Application for the exploration of the universe. iOS (http://www.terminaleleven.com/skyview/ip hone) Transparent Earth Application that shows geographic information iOS (http://www.hogere.com/transparentearth) for earth and for various cities. E.g. we could see the other side of the world under our foot. Spacecraft 3D Interact with a variety of spacecraft used to Andro (https://play.google.com/store/apps/details? explore our solar system, to study the Earth, id id=gov.nasa.jpl.spacecraft3D) and to observe the universe. Popar Toys Various AR games. Andro (https://popartoys.com) id, iOS SatelliteAR Information about the satellites that are Andro (http://spacedata.agi.com/MobileApps/abou around us, in the sky. id t.htm) 3 GUIDELINES FOR MARG DESIGN The educational mobile augmented reality applications have been an active topic among educational technology researchers (Laine, 2018) and the number of reviews and case studies is rapidly growing. The majority of these reviews aim to establish what is needed to create good mobile augmented reality games and what causes them to fail (Ardito et al., 2010). Findings are often presented as guidelines to support designers to create games that offer an engaging experience (Ardito et al., 2010). In this paragraph we present an overview of guidelines from existing literature divided in the five categories: pedagogy, gameplay, game scenario, social interacting and technology. Guidelines regarding pedagogy The Oxford dictionary defines pedagogy as ‘the theory or principles of education or a method of teaching based on such a theory’. In this section we summarize a list of guidelines regarding pedagogy that frames the design of AR games. To do that, we draw upon eight recent studies. A summary of the guidelines from these studies regarding pedagogy is given in Table 2. The oldest study that we used in this literature review is the study of Fotouhi-Ghazvini, Earnshaw, Robison and Excell, and took place in 2009. The authors reviewed four AR games and defined guidelines for future AR game designers. The studies of Ardito et al. (2010) and Stefan & Moldoveanu (2013) both reviewed three AR games. In 2014 Dunleavy and Dede performed a literature review and defined guidelines based upon 17 reviewed AR games. There work was followed by that of Li, Spek, Feijs, Wang and Hu in 2017 who also performed a literature review and defined their guidelines based on 27 available reviewed AR games. The most recent work is from Laine, 2018, and Laine and Suk, 2019. Both studies performed analysis on two case studies, and compared the results. Based on their comparison they provided guidelines for designing AR games Table 2. Summary of guidelines regarding pedagogy Research # Guidelines regarding pedagogy reviewed AR games Stefan & 3 • Directly support social learning, in online scenarios. Moldoveanu • Implement iteration which refers to the ability of the game to (2013) repeat some activities or replaying the entire game to attempt alternate strategies, and encourage experimentation, hypothesis testing, and synthesis • Reflection • Implement scaffolding which refers to discussion outside the gameplay about playing strategies, in case of complex games. • Support situated and true learning contexts, pervasive learning. • Teacher’s role in the case of an AR educational game is that of a coach or a learning facilitator. 4 Fotouhi- 4 • The learning objectives must be integrated into the game rules, Ghazvini, story and different levels. Earnshaw, • As the game progresses, the teacher must focus the group in the Robison & right direction. Excell (2009) • Learning through enquiry and exploration • The essence meta-cognition (i.e. self-monitoring and evaluation) • The cognitive process hierarchy must be implemented fully and sequentially (Bloom’s Taxonomy and Gagne’s nine events of instructions) Dunleavy & 17 • Try to cope with learners' cognitive level and avoid cognitive Dede (2014) overload due to too much information. Dunleavy 6 (2014) • Scaffold each experience
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