In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.
As portable media platforms, social networking, and context-aware devices approach ubiquity, the potential expands for game content to be delivered and used anywhere in real time. Augmented reality (AR) games are innovative digital games framed by the real world that enable players to interact simultaneously with both a fictional world and the real world. Augmented reality games immerse players in a game scenario through visual augmentation such as head-mounted displays or others forms of digital augmentation in the form of e-mail, text messaging, or the World Wide Web. In AR games, the electronic game content is a combination of designed media intended to enhance an experience in an authentic setting. “Unlike virtual reality, augmented reality does not create a simulated reality. Instead, it takes a real object or space and uses technologies to add contextual data to deepen students’ understanding of it” (EDUCAUSE, 2005, p. 1).
Research into the uses of AR games as educational platforms has focused on developing the technologies for the games and on studies of games for learning applications. This chapter reviews the literature on the effectiveness of AR games for learning and describes implications and recommendations for research, design, and implementation at primary and secondary levels.
Key Terms in this Chapter
Cognitive Load: The amount of information processing activity imposed on working memory.
Authentic Learning: Learning that occurs within a realistic context in which the new knowledge, skills, and attitudes will be used.
Constructive Learning: Learning that requires the integration of new knowledge and skill into existing conceptions.
Meaningful Learning: Learning that is active, constructive, intentional, and authentic.
Mobile game: A game that is distributed to the customer using a mobile operator’s network.
Blended Learning: A coherent learning experience using a combination of electronically mediated and face-to-face activities.
Augmented Reality Game: A game that augments natural feedback to the player with simulated information.
Situated Learning: A theory of learning that emphasizes the importance of the context and culture in which learning occurs.
Complete Chapter List
Richard E. Ferdig
Richard E. Ferdig
Aroutis N. Foster, Punya Mishra
Sara de Freitas, Mark Griffiths
Michael A. Evans
James Oliverio, Dennis Beck
Andreas Breiter, Castulus Kolo
Richard Van Eck
Shree Durga, Kurt Squire
Erik Malcolm Champion
Phillip J. VanFossen, Adam Friedman, Richard Hartshorne
Carol Luckhardt Redfield, Diane L. Gaither, Neil M. Redfield
Christopher L. James, Vivan H. Wright
Brian Ferry, Lisa Kervin
Zahide Yildirim, Eylem Kilic
Kathy Sanford, Leanna Madill
Richard T. Cole, Elizabeth Taylor Quilliam
Wei Peng, Ming Liu
Yong Zhao, Chun Lai
Ahmed BinSubaih, Steve Maddock, Daniela Romano
Barbara Martinson, Sauman Chu
Martha Garcia-Murillo, Ian MacInnes
Pollyana Notargiacomo Mustaro, Luciano Silva, Ismar Frango Silveira
Paul A. Fishwick, Yuna A. Park
Linda van Ryneveld
David William Shaffer
Melissa L. Lewis, René Weber
Joseph C. DiPietro, Erik W. Black
Matthew Thomas Payne
Katrin Becker, James R. Parker
Clint Bowers, Peter A. Smith, Jan Cannon-Bowers
Slava Kalyuga, Jan L. Plass
Nicholas Zap, Jillianne Code
Johannes Fromme, Benjamin Jörissen, Alexander Unger
P. G. Schrader, Kimberly A. Lawless, Michael McCreery
Yam San Chee, Kenneth Yang Teck Lim
Vasa Buraphadeja, Kara Dawson
Edward L. Swing, Douglas A. Gentile, Craig A. Anderson
Patrick Felicia, Ian Pitt
Diane Carr, Caroline Pelletier
Yi Mou, Wei Peng
David J. Leonard
Sasha A. Barab, Adam Ingram-Goble, Scott Warren
Wei Qiu, Yong Zhao
Laurie N. Taylor
James Belanich, Karin B. Orvis, Daniel B. Horn, Jennifer L. Solberg
Debbie Denise Reese
Yuxin Ma, Douglas Williams, Charles Richard, Louise Prejean
Wenhao David Huang, Tristan Johnson
Mahboubeh Asgari, David Kaufman
Scott J. Warren, Mary Jo Dondlinger
Panagiotis Zaharias, Anthony Papargyris
Douglas Williams, Yuxin Ma, Charles Richard, Louise Prejean
Lloyd P. Rieber, Joan M. Davis, Michael J. Matzko, Michael M. Grant
Leanna Madill, Kathy Sanford
Clark Aldrich, Joseph C. DiPietro
Göknur Kaplan Akilli
Chee Siang Ang, Panayiotis Zaphiris
Lisa Galarneau, Melanie Zibit
Nancy Sardone, Roberta Devlin-Scherer, Joseph Martinelli
Renee Hobbs, Jonelle Rowe
Kalle Jegers, Carlotte Wiberg
Katia Sycara, Paul Scerri, Anton Chechetka