Augmented Reality Games II

Augmented reality (AR) games within the education sector hold the potential to revolutionise the learning experiences by introducing innovative forms of education. However, it remains unclear how these AR games, characterised by diverse game genres, can effectively integrate into traditional educational processes, considering various theoretical learning paradigms and models. This chapter addresses this gap in knowledge by conducting a comprehensive analysis of game genres, learning paradigms, and theories applied in diverse AR games within the educational domain. We present various AR games developed in the academia as well as commercially available AR games in the field of education, which we classified by year of publication, school subject, game genres, AR systems, learning environment, learning paradigms and theories, target group(s), research method and study sample size (the last two just for the games in academia). The classified data was analysed to identify how AR games, rooted in various game genres, contribute to the enhancement of the educational process. The findings of this analysis shed light on the intersection between AR game design, theoretical paradigms and learning models, offering insights into the potential benefits for education and guidelines for designing AR educational games across different contexts.

This chapter discusses the use of augmented reality (AR) in a variety of educational settings in elementary and secondary school. AR refers to the enhanced, interactive version of real-world environments through digital elements via holographic technology. Recently, educators have begun to investigate how AR can be used in schools. In an age where captivating students’ interest and attention has become more difficult, in part due to widespread smartphone usage, teachers must devise new ways to engage their classrooms. Importantly, AR is a technology that often requires smartphone use, thus capitalizing on the technology already held at student fingertips. In the following sections, this chapter discusses the relationship between AR games and enriched experiences for child and adolescent users. Focusing on elementary and secondary school curricula, this chapter highlights potential positive and energizing youth experiences using the gamification of science, mathematics, history, English, arts, music, and general socialization. This chapter concludes with the discussion of the responsibilities and roles of parents, educators, and students in maintaining the safety of AR for youth.

This chapter examines the transformative integration of augmented reality (AR) and gaming in contemporary education. Rooted in digital pedagogy, it explores the theoretical framework of digital pedagogy, highlighting the role of gamification in enhancing learning engagement. Augmented reality (AR) is examined as a powerful tool for creating immersive learning experiences, with real-world examples provided. The changing roles of teachers in the digital era are outlined, emphasizing the need for a shift towards student-centred approaches. Additionally, the chapter addresses the key competencies required in the networked learning space, focusing on the teacher’s role in developing digital literacy and information processing skills in learners. The concluding sections advocate for crafting evidence-informed pedagogical strategies aligned with AR and gaming, emphasizing the importance of being open to change, consistently reflecting on the progress in student learning and the need for continuous professional development for educators.

In this chapter, we investigate physical and digital approaches to the phenomenon of book augmentation. Physical approaches do not embed any electronic elements into the book. On the contrary, in digital approaches interactivity is supported by embedding electronic devices into the physical book, holding devices above the book or by placing electronic devices around the reader. Firstly, we describe and analyse ten augmented books that use different augmentation techniques (along the following three dimensions: the modalities being used, the type of content on offer and the impact of the augmentation on the reading flow). We then emphasise the need for further investigation of the ways for delivering multimodal and immersive content, in which the processes of reading the original text, interacting and consuming the digital content merge into one unified experience that does not disrupt the reading flow and enhances the sense of immersion in the story. Finally, we illustrate how we could move towards this vision of a unified augmented reading experience using different technologies, such as speech recognition systems, eye- and head-tracking systems, generative AI, olfactory displays, smell synthesisers and digitally controlled food delivery systems.

This chapter proposes a digital learning instrument for ancient architecture and history, taking as the object of learning a Doric temple from the ancient city of Callatis, an early Greek colony on the Black Sea. An augmentation of the in situ reality and knowledge through AR and gamification is proposed in the form of a mobile application named DORIC, representing a puzzle game. The puzzle’s goal is the completion of a 3D reconstruction of a Doric temple. This is achieved by scanning the archaeological fragments of an ancient Doric temple, and by visualizing in AR the different stages of this reconstruction augmented with documentary videos. Several gamification elements are provided within the game with the purpose of stimulating the users’ interest and motivation and rewarding their partial and final effort to complete the puzzle. The chapter elaborates on the research context related to AR, serious games and gamification in education and archaeology, and further details on how the DORIC application was creatively designed to maximize the visual and, hence, the educational outcomes, and, finally, discusses and summarizes these outcomes, highlighting the authors’ contribution and novelty.

This chapter explores the design of mixed reality frameworks for learning and teaching at Griffith University, Gold Coast, Australia. Discipline areas from Pharmacy and Design have developed a series of experiential learning scenarios that help build rich frameworks in which to learn, teach and assess, using and testing multiple strategies in the process. Essential to teaching methods is the implementation of learning objectives as moderated by strategies of play-based learning. The learning scenarios range from developing mobile applications to impact upon spatial reasoning beyond the device frame, designing transformative experiences through student led content authoring of augmented game content, to immersion in a virtual pharmacy with access to augmented content through head mounted displays. Increased engagement is a key objective of the gamified learning experience, and our experiments seek to investigate the boundaries between educational theories as applied to mixed reality environments through active learning and inquiry-based instruction. Our findings demonstrate that play, through the use of mixed reality technologies, can benefit and prolong student engagement, but importantly that the student can have ownership of the experience. The technological frameworks are not just seen to have novelty but are effective tools for deeper and lasting levels of engagement.

This chapter investigates augmented reality (AR) games as one of the novel technologies used by teachers around the world. Whether students are watching videos of current events or manipulating interactive models in the apps, AR can add an extra layer of depth to lessons, allowing a direct interaction and enabling a differentiated sensory immersion. As students can play, watch, and create, they may benefit from the empathy, with a large potential for creative ways to build social and emotional skills through content learning. As results observed in the recent literature involving the use of AR games and apps in an educational perspective, it is possible to conclude that AR technology in education can effectively make students learning and understanding complex concepts in a more engaging and interactive way. Other relevant aspects that can be considered are present in the contribution to an increase in the level of fun and the potential for collaboration among students in the classroom, as well as to learn effectively and meaningfully. To sum up, AR provides an exciting and fascinating learning environment as it increases the motivation and attractiveness of teaching and learning in real-life scenarios for students.

This chapter explores how projection-based AR can be used in built environments to improve well-being of occupants. Stress, discomfort or sedentary behaviour are factors that have a negative impact on people’s well-being and efficiency. A number of ambient prototypes have been developed to help people address these issues. In parallel, gamification techniques have been successfully used in applications that aim to improve people’s health by encouraging them to change their behaviour. In this chapter, we first describe several ambient and augmented reality (AR) prototypes that aim to improve people’s well-being. Next, we discuss the idea of ambient projection-based AR providing situated interaction “in motion” in users’ environment, coupled with the concepts of playfulness, gamification, peripheral and calm technologies, in order to incite users’ behaviours towards improving well-being. We continue by describing a scenario and discussing technical considerations for its implementation. While different concepts encompassing the proposed idea have been explored individually, the whole idea presents an untapped potential that has yet to be explored.

Augmented reality game concepts can be used for health-related purposes in old age. Physical activity is a key aspect for healthy aging. Conceptual considerations and current research in the field of technology and aging are examined here to recommend designs for augmented reality games for older adults. We explore relevant trends in augmented reality and possibilities to integrate this technology into individual health promotion. Research on the use of mobile devices and applications by older people, and older adults’ interest in using this technology for health-related purposes is presented. From this we deduce older adults’ readiness to use augmented reality games on mobile devices in their everyday lives and for health promotion. Design recommendations include considerations of which technology is used by older people, how to create meaningful games, how to involve older adults’ social networks, issues of data security, and the special requirements for designing health-related augmented reality games as a whole. The combination of empirical findings from gerontological and technical research groups allows us to discuss these issues in a broader perspective and define relevant factors for developing augmented reality games for older adults.

Health care is a large and ever-expanding industry affecting millions of people every day. Therefore, it makes sense that the medical community is already discovering the benefits of augmented reality (AR). Training, live surgical guidance, and therapy are already popular areas of AR in medicine. However, what if we also harnessed the freedom of augmented reality to influence pain management with art? In collaboration with artist Claudia Hart, the Montefiore Health System is creating a new project that explores the combined power of art and technology in a healthcare environment. By commissioning Claudia Hart for a specific area of a hospital, in a situation where she is an intimate part of the planning, a magical and meaningful space emerges that could directly affect overall patient experience and even the need for pain medications. We believe that our work together in art, design, and technology is the future of health care and patient environments.

This chapter delves into the application of gamification in dentistry, with a specific focus on its impact on both patients and dental education. It discusses gamification as a distraction tool, particularly in pediatric dentistry, utilizing various devices. Furthermore, it emphasizes the significance of interactive games and simulations in engaging patients. The chapter introduces serious games for dental students and clinicians, underlining their pivotal role in skill development within dental education. Additionally, it delves into the necessary resources for creating serious games, with particular emphasis on the integration of 3D models into applications and serious games. Ethical considerations and limitations are also comprehensively examined, offering a comprehensive view of the potential benefits and challenges associated with gamification and serious games in the field of dentistry.

Physical education plays a vital role in the well-being of students; however, problems related to lack of engagement and motivation are on the rise. To address these motivational challenges, it is crucial to look for innovative approaches. Two methods on the rise that excel in achieving this goal are gamification and the use of augmented reality (AR). Augmented reality provides students with interactive and stimulating experiences by superimposing virtual elements on their physical environment. Devices such as tablets, mobile phones and augmented reality glasses can use this technology. Likewise, the combination of gamification and augmented reality in physical education allows the creation of an innovative educational environment that motivates students to actively participate in physical activities, develop their motor skills, adopt healthy habits and understand theoretical concepts. In this chapter, the possibilities of using augmented reality to gamify physical education are explored, with a detailed overview of the benefits and challenges. It also discusses in detail how this technology can be introduced into the classroom and provides examples of previous implementations. Finally, an example of a practical proposal for physical education using augmented reality technology is presented, accompanied by detailed and sequential instructions for its implementation.

This chapter discusses Augmented Reality, Gamification, and its relation to media culture and art. Augmented Reality (AR) and its applications exist in many applications, including gaming, education, industry, research, and art. Gamification refers to merging games with interactive media (video games, virtual and Augmented Realities, for example) to allow for the completion of difficult digital research labor in a more fun, intuitive fashion. In this chapter, we discuss the merging of Gamification and Augmented Reality-based art and its impact on digital labor, as well as examples of Augmented Reality that exhibit Gamification or elements of it. Speculative design fictions of gamified Augmented Reality are examined to determine possible future outcomes of this genre. Lastly, historical experiments in user interface design are mentioned to propose future solutions for Augmented Reality applications, artistic installations, and Gamification scenarios.

Games such as Niantic’s Ingress and Pokémon GO have demonstrated that Pervasive Games can be highly engaging for their audience by creatively combining location-based data and augmented content. This research asks how Pervasive Games using Augmented Reality can contribute to a changing perception of public art through a playful exploration of place. By unintentionally discovering art whilst playing games, new meanings are seen to emerge and are explored from new perspectives through the surprise of discovery and re-negotiation with art in public places. This chapter is a semiotic exploration, through analysis and interview of some of the signs and symbols of public art and particularly the ontological shifts arising from the re-contextualization and revisitations of symbols in augmented frameworks. The analysis of semiotic change seeks to explore the shifting interpretations of public art afforded by playing games with augmented technologies. Pervasive Games such as Wayfinder Live, Pokémon GO, and its precursors unravel an evolving set of rich discourses in which to investigate the recursive correlations of Art and Place. The outcomes of this analysis of Pervasive Games reveal the ontological implications not of intentional design, but of the unintended consequence of playing games through art.

This chapter examines gamification through selected artworks that deploy augmented reality (AR) techniques. Gamification is approached as a form of ‘algorithmic culture’ in which algorithms can be, to varying degrees, both positively guiding and negatively coercing a user. After analysing examples of gamification in the mobile entertainment industry, such as Snapchat and Pokémon GO, examples from contemporary media art that blend augmented reality techniques with algorithmic structures and tendencies are investigated. This research considers AR as a processual entity, rather than a discrete form or technical medium. Its interfaces are not simply dynamically engaged across the physical and the digital but entangled with social and cultural forces.

This chapter looks at the representations of both culture and nature from the circumpolar north in mixed reality and videogames. It illustrates a history of games set in the Arctic, paired with how polar cultures are or are not accurately represented, what effects the global discussion on climate change has on these representations as well as the role of Indigenous sovereignty and justice. These issues are all compounded by a global anxiety associated with climate change/global warming that leads to eschatological perseverations. The videogame Never Alone is the quintessential example of how northern culture and environmental issues can be used in a videogame without the follies of vestigial colonialist thinking. AR works from the Dirigibles of Denali project by Nathan Shafer and Patrick Lichty are discussed in these new contexts, with an emphasis on biomes, anthromes and a new hybrid concept, the infome, which is a digital anthrome. Conclusions drawn are that Indigenous communities in the circumpolar north need to retain the control over their own infomes, which would include knowledge of their biomes and cultures and how those are represented by the outside.

This chapter dives into the practice of using of Augmented Reality (AR) in public spaces and the chance that strangers (accidentally) enter your mixed reality scenery. In which situations is that a problem? And what are the solutions or approaches to deal with that properly? The focus is on one approach in particular: finding ways to embed people into an AR scene, instead of trying to avoid that from happening. Referring to two case studies, this chapter provides insight into the aspects that matter when designing or using an XR game with strangers playing a role in the experience as Non-playable Characters (NPCs).