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Research Note: The Results of Formatively Evaluating an Augmented Reality Curriculum Based on Modified Design Principles

Research Note: The Results of Formatively Evaluating an Augmented Reality Curriculum Based on Modified Design Principles

Patrick M. O’Shea, Christopher Dede, Matthew Cherian
Copyright: © 2011 |Volume: 3 |Issue: 2 |Pages: 10
ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781613507148|DOI: 10.4018/jgcms.2011040104
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MLA

O’Shea, Patrick M., et al. "Research Note: The Results of Formatively Evaluating an Augmented Reality Curriculum Based on Modified Design Principles." IJGCMS vol.3, no.2 2011: pp.57-66. http://doi.org/10.4018/jgcms.2011040104

APA

O’Shea, P. M., Dede, C., & Cherian, M. (2011). Research Note: The Results of Formatively Evaluating an Augmented Reality Curriculum Based on Modified Design Principles. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(2), 57-66. http://doi.org/10.4018/jgcms.2011040104

Chicago

O’Shea, Patrick M., Christopher Dede, and Matthew Cherian. "Research Note: The Results of Formatively Evaluating an Augmented Reality Curriculum Based on Modified Design Principles," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 3, no.2: 57-66. http://doi.org/10.4018/jgcms.2011040104

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Abstract

This paper describes the results of a formative analysis of a redesigned Augmented Reality (AR) curriculum. The curriculum, Gray Anatomy, was designed based on lessons learned from the design and implementation process of a previous AR curriculum, Alien Contact! The positive and negative impacts of these modifications were evaluated through a qualitative analysis of gameplay and interview videos taken during two implementations of Gray Anatomy. Results are generally positive, showing that the modifications served their intended purpose; however, there were unintended consequences of these changes that warrant additional inspection.

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