Reliving the Revolution: Designing Augmented Reality Games to Teach Critical Thinking

Reliving the Revolution: Designing Augmented Reality Games to Teach Critical Thinking

Karen Schrier (Massachusetts Institute of Technology, USA)
DOI: 10.4018/978-1-59904-304-3.ch013
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Abstract

Students need to learn the critical thinking of history, yet they rarely have opportunities to authentically simulate historic inquiry. Research has suggested the pedagogical potential for using augmented reality (AR) games—location-based games that use wireless handheld devices such as PDAs to provide virtual game information in a physical environment. The novel AR game, Reliving the Revolution (RtR), was created as a model for studying how AR games can engage students in interpretive, collaborative, and problem-solving activities. In this chapter, the game is introduced and main results of the initial iterative tests are discussed, including what went wrong and how the game was redesigned to better support deeper engagement and historical thinking and learning.

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