The Theory and Process Involved With Educational Augmented Reality Game Design

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.