Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Chemistry Mobile Game-Based Tutorial

During the past decades, the world had been rapidly advancing especially in the terms of interactive multimedia. The advancements had affected humans throughout the world, despite of ages and races and especially had affected teenagers, ranging from the age of 16 to 24 years old. They had been introduced with lots of new interactive multimedia's technologies, such as online gaming and three dimensional screens. However, the advancement did not go well in the education field. Teachers are still applying the conventional ways of teaching, which produces boredom to the students. This is also applied in chemistry, one of the important subjects in today' s world. Hence, the conventional way of teaching chemistry in high-school is boring and not interesting enough to develop student's interest. Furthermore, there are thousands of nomenclature, formulas and derivation need to be memorized by the students in progressing their way through the subject. For this reason, the researcher had come out with a concept in introducing a chemistry mobile game-based tutorial, which is intended in solving the problems. The objectives of the application are to research on the suitable types of game in providing educational storyline and effectively becoming a catalyst for student's interest in the subject of chemistry; to develop a prototype of Android™ based game which is based on the syllabus of chemistry and also to evaluate on the usability of the developed game. The genre of the game will be adventure plus role playing type of game. The game will be developed by following the iteration and incremental software development model. Three type ofleaming theory will be used as a guideline for the game, which are cognitivism, constructivism and behaviorism. Various tools such as Adobe Photoshop and Android™ development kit for Eclipse are used. It is hoped that the game will bring benefits especially for the students to appreciate chemistry better, not to learn for the sake of examination but to understand the real concept ultimately

Real-time hand interaction and self-directed machine learning agents in immersive learning environments

Integration of extended reality (XR) in education is becoming popular to transform the traditional classroom with immersive learning environments. The adoption of immersive learning is accelerating as an innovative approach for science and engineering subjects. With new powerful interaction techniques in XR and the latest developments in artificial intelligence, interactive and self-directed learning are becoming important. However, there is a lack of research exploring these emerging technologies research with kinesthetic learning or “hands-one learning" as a pedagogical approach using real-time hand interaction and agent-guided learning in immersive environments. This paper proposes a novel approach that uses machine learning agents to facilitate interactive kinesthetic learning in science and engineering education through real-time hand interaction in the virtual world. To implement the following approach, this paper uses a chemistry-related case study and presents a usability evaluation conducted with 15 expert reviewers and 2 subject experts. NASA task load index is used for cognitive workload measurement, and the technology acceptance model is used for measuring perceived ease of use and perceived usefulness in the evaluations. The evaluation with expert reviewers proposed self-directed learning using trained agents can help in the end-user training in learning technical topics and controller-free hand interaction for kinesthetic tasks can improve hands-on learning motivation in virtual laboratories. This success points to a novel research area where agents embodied in an immersive environment using machine learning techniques can forge a new pedagogical approach where they can act as both teacher and assessor