The Theory and Process Involved with Educational Augmented Reality Game Design

The Theory and Process Involved with Educational Augmented Reality Game Design

Patrick O'Shea (Appalachian State University, USA) and Chris Campbell (The University of Queensland, Australia)
Copyright: © 2016 |Pages: 13
DOI: 10.4018/978-1-4666-9629-7.ch007
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Abstract

This chapter explores the issues associated with training teachers to become effective Augmented Reality game designers in their own educational settings. Within the context of defining and defending the use of games as instructional tools, the authors of this chapter describe a project in Queensland, Australia which involved training 26 teachers from the greater Brisbane area on the theory and process of designing narrative-based Augmented Reality games. This process resulted in usable games that the participants could then implement in their own educational setting. This chapter includes a discussion of the issues and challenges that were faced throughout this training process, and the authors propose potential solutions to address those challenges. Additionally, the authors propose future directions for further research into this area.
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Background

The use of games within educational settings has been debated for quite some time. McClarty et al (2012) performed a review of literature and found “mixed empirical support” for the use of digital games in educational settings while simultaneously concluding “the research supports that digital games can facilitate learning” (p. 23). Of course, this kind of mixed finding can cause confusion about the short- and long-term viability of the use of digital games in education. However, this uncertainty is a separate issue from larger concerns associated with “games” in educational settings. Many schools and school districts are wary of using “games” because they are viewed as frivolous or non-educational. What this means in practice is that before we can effectively incorporate games of any sort into educational settings, we must defend the very idea of gaming as being educationally worthy and appropriate for a classroom setting.

Key Terms in this Chapter

Augmented Reality: The use of a technological medium to display virtual information “on top” of the real world.

Projective Identity: As identified by James Paul Gee, this is “the interface between one’s real-world identities and the virtual identity.”

Professional Development: The training of in-service or pre-service teachers on a specific skill or content area applicable to their professional practice.

Games: There are many different definitions for this term, however, the one used in this paper is “the voluntary attempt to overcome unnecessary obstacles.”

Epistemic Gaming: Educational games that as the students to play the game using a professional role (e.g. an engineer) in order to learn skills and knowledge associated with that role.

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