Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

The Virtual Runner Learning Game

A learning game has been developed which allows learners to study and learn about the significance of three important variables in human physiology (lactate, glycogen, and hydration) and their influence on sports performance during running. The player can control the speed of the runner, and as a consequence the resulting physiological processes are simulated in real-time. The performance degradation of the runner due to these processes requires that different strategies for pacing the running speed are applied by the player, depending on the total length of the run. The game has been positively evaluated in a real learning context of academic physiology teaching

Gamedec. UKW in IGDA Curriculum Framework

Launched in October 2013, GAMEDEC: game studies Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications

The potential use of augmented reality in gamification

The use of augmented reality (AR) and gamification in various fields is currently gaining popularity for its capability in engaging users.Gamification is a term that defines the use of game-based elements, such as game mechanics, aesthetics, dynamics, and game thinking in the non-game context environment.Meanwhile, AR is a technology that has an ability to overlap computer graphics onto the real environment.However, as a newly emerging concept, gamification seems to have some arguments related to its elements, concepts, and effectiveness in a similar intervention. Therefore, this paper discusses gamification. Although dozens of studies have implemented AR games, there is still an obvious lack in discussing and relating it to a gamified platform. Nevertheless, previous adaptation of games in AR seems that there are also potentials to utilise gamification and AR concepts and elements, as well as AR and AR games in brief.This paper also justifies several previous empirical studies in AR and gamification to look into its elements, research design, and the potentials of AR and gamification combinatio

Serious Games for Physical Rehabilitation: Aesthetic discrepancies between custom-made serious games and commercial titles used for healthcare

Serious games are videogames that are used with purposes that go beyond the mere entertainment of the player. Among their many applications, healthcare is one of the most prominent ones, as serious games can have a wide range of uses within this field, namely physical rehabilitation of patients. For this purpose, both custom-made serious games and commercial entertainment titles, such as those for Nintendo Wii, can be used. However, while custom-made serious games appear to be more clinically effective, patients seem to prefer the gaming experience of playing a commercial title. This paper aims to compare the game goals and the aesthetics of Wii Sports (a commercial title used in the context of physical rehabilitation) with custom-made serious games that have obtained clinically significant results in upper limb rehabilitation, in order to try and understand what can be done to bridge the gap between these two approaches

GSGS'18 ::3rd Gamification & Serious Game Symposium : health and silver technologies, architecture and urbanism, economy and ecology, education and training, social and politics

The GSGS’18 conference is at the interface between industrial needs and original answers by highlighting the playful perspective to tackle technical, training, ecological, management and communication challenges. Bringing together the strengths of our country, this event provides a solid bridge between academia and industry through the intervention of more than 40 national and international actors. In parallel with the 53 presentations and demos, the public will be invited to participate actively through places of exchange and round tables

:Gamification & Serious Game : Symposium 2016, July 4 & 5

Reinforcing the bridge between local academic and applied worlds in the domain of Serious Game & Gamification, e.g. applied universities and startups. Focusing on three application domain, Helath, Social, and Education, the figure next page illustrates the variety of short talks of the symposium. The three categories of talks (among 14 corresponding short papers): five concept-oriented in green, nine demo-oriented in black, and three roundtables

The Art of Learning Community: Technology and Gamification As A Recipe For Learning Umami

How can arts, technology, mobile apps, and a learning community be used as flavors to create an engaging learning platform to motivate students?School reform efforts purport to create engaged learners that can think creatively beyond the standards, however, teachers struggle with how to reconcile the culture of standardized testing with the learner engagement and motivation that is key to student success. When designing learning experiences that promote creativity, via information and computer technology, teachers need to adopt an ecological approach that encompasses people, practices, values, and technology interacting- with the spotlight being on human activities. The Japanese word umami describes how humans engage all senses to form judgments about their food. This provides an apt metaphor for instructional design. Food should be nourishing, presentable, and delicious- a feast for the senses. This is a worthy standard for any lesson- the goal of “learning umami.” The author proposed to create an analogous process in crafting an online learning community (http://edvislee.wix.com/rehearse-for-life), which consists of a mash-up of tools, apps, content, gamification, and collaboration with artists as “flavors” for engagement. This paper will review the community’s features before and after modifications, discuss design implications and rationale for changes, and make recommendations for additional improvements. The results demonstrate how pedagogy, design, and evaluation can be used to tailor existing apps, tools, services, and content to create a compelling learning community to meet any instructional design challenge