Mobile exergaming in adolescents’ everyday life—contextual design of where, when, with whom, and how: the SmartLife case

Exergames, more specifically console-based exergames, are generally enjoyed by adolescents and known to increase physical activity. Nevertheless, they have a reduced usage over time and demonstrate little effectiveness over the long term. In order to increase playing time, mobile exergames may increase potential playing time, but need to be engaging and integrated in everyday life. The goal of the present study was to examine the context of gameplay for mobile exergaming in adolescents’ everyday life to inform game design and the integration of gameplay into everyday life. Eight focus groups were conducted with 49 Flemish adolescents (11 to 17 years of age). The focus groups were audiotaped, transcribed, and analyzed by means of thematic analysis via Nvivo 11 software (QSR International Pty Ltd., Victoria, Australia). The adolescents indicated leisure time and travel time to and from school as suitable timeframes for playing a mobile exergame. Outdoor gameplay should be restricted to the personal living environment of adolescents. Besides outdoor locations, the game should also be adaptable to at-home activities. Activities could vary from running outside to fitness exercises inside. Furthermore, the social context of the game was important, e.g., playing in teams or meeting at (virtual) meeting points. Physical activity tracking via smart clothing was identified as a motivator for gameplay. By means of this study, game developers may be better equipped to develop mobile exergames that embed gameplay in adolescents’ everyday life

The potential of virtual reality (VR) and augmented reality (AR) to engage people with physical activity

Introduction: Sufficient physical activity (PA) reduces the risk of non-communicable diseases (NCDs) and improves physical and psychosocial health. The levels of PA in the UK and elsewhere in the world remain low for all age groups. Novel strategies for engaging people in PA are required to tackle the epidemic of inactivity. Virtual reality (VR) and augmented reality (AR) is computer-generated, interactive 3D environments that offer users unique immersive experiences of PA. / Aims: The aim of this mixed-methods, staged research project (vEngage) was to test the potential of VR and AR to engage people in PA. This work was a Medical Research Council (MRC) funded partnership between academic researchers (UCL, Coventry, and Anglia Ruskin Universities) and an industry partner ‘Six to Start’. / Methods: I surveyed and interviewed the users of the world’s most popular running app Zombies, Run! (ZR) (Studies 1 and 2). I then conducted a scoping review in a form of a qualitative analysis of game reviews on popular VR exercise games (exergames) and described positive and negative features, current players of VR exergames report, as important motivators for exergame playing (Study 3). In parallel, the vEngage team set up a steering committee of adolescents (13-17 years) and their parents and interviewed both groups about PA, VR, AR, and exergaming (Studies 4a and 4b). We used the results from these studies to inform our VR exergame intervention (a game called Walls - Study 5) which we developed together with expert games designers Six to Start. / Results: VR is a promising strategy for engaging adolescents in PA but barriers to use remain, including awareness, availability, affordability, and accessibility. The results showed people have a positive attitude to exergaming, with a preference for narratives (engaging story, role-play). This was particularly supported by both ZR studies, where the narrative was the most motivating factor for engagement in PA for all age groups. VR and AR exergaming can distract people from the negative aspects of performing PA such as pain or repetition. / Conclusions: This research project was the first VR study that used principles of co-design in creating a digital VR exergame intervention for adolescents, by engaging adolescents themselves in the exergame design. AR and VR exergaming has great potential to engage a wide range of people in PA and can be particularly useful as means for PA engagement in a time of world pandemics such as the recent Covid-19 pandemic, where gym and fitness facilities are not accessible for unspecified periods of time

Contribution of Exergaming Behaviour to Physical Activity: Toward Better Understanding the Role of Motivation

Physical activity (PA) is associated with numerous health benefits. Because PA patterns established early in life track into adulthood, it is important that children develop and sustain healthy PA habits. Current guidelines recommend that youth accumulate ≥ 60 minutes of moderate to vigorous intensity PA daily, but many youth do not attain this level. Evaluation of public health interventions that aim to promote PA provide little evidence of sustained positive effects over time. This could relate, at least in part, to interventions lacking a strong conceptual foundation and, in particular, to a lack of underpinnings that recognize the central role of motivation in PA. It is important that effective strategies to increase and sustain healthy PA levels in youth are identified. The Self-Determination Theory is used to explain why people adopt and maintain healthy PA behaviors and posits that sustained PA relates to natural or intrinsic tendencies or motivations to behave in healthy and effective ways. Positive PA experiences in school, at home and in community settings may foster an internal desire or motivation to sustain PA participation simply for its challenges or for enjoyment. Lack of sustained PA among youth could reflect a scarcity of enjoyable PA options that fit with the sophisticated technetronic expectations of youth today. PA interventions must “keep up with the times,” by acknowledging young peoples’ prevailing interests and by incorporating advancements in technology that heighten interest and motivation for PA. Exergaming, a type of non-sedentary videogame that requires players to be physically active in order to attain a series of incrementally challenging goals, is increasingly viewed as an enjoyable PA option among today’s technology-immersed youth. However, although critical to informing the design, implementation and sustainability of exergaming interventions, evidence on exergaming-related motivation, preferences, intentions and sustainability is lacking. Research in this domain is needed to ascertain whether exergaming interventions can help youth become and remain physically active, and which facets of exergaming hold the most promise in sustaining positive PA change. More specifically, using “gamified augmented reality” such as exergaming could help youth attain recommended PA levels and promote sustainable healthy behaviour, while at the same time contributing to enjoyment of PA. The three studies described in this thesis examine motivation and exergaming in-depth using SDT and its tenants as a theoretical guide and a common theme across studies. Thus, the role of motivation and intentions in exergaming behaviour and how they contribute to PA in the general population of youth is a key contribution of this dissertation. Study 1, a review of reviews on exergaming, provides background for the next two studies, each of which was conducted in population-based (as opposed to clinical or experimental) settings. Twenty-five reviews spanning 2009 to 2016 were retained, each of which incorporated between 5 and 100 articles. A positive relationship between exergaming and energy expenditure (EE) was well-documented, but whether exergaming increases PA or changes body composition was not established. There is however, evidence that exergaming (i.e., as a non-sedentary use of screens) is a healthy alternative to sedentary behaviour, that it improves cognitive function, that it is an interesting and enjoyable pastime in youth, that it shows promise as a PA option by adding variety and alternative PA forms in health and dietary interventions and finally that it is likely more health-promoting than traditional videogames because of higher EE and possibly improved physical fitness, body composition and cognitive health. However, more research and specifically, longitudinal studies are needed to assess whether exergaming can be sustained to obtain these benefits over time. Study 2 identified correlates of sustained exergaming. We reported that almost 50% of grade 9 students sustained exergaming for 2-3 years. Study results suggest that in non-clinical settings, exergaming may be a practical approach to help adolescents maintain PA during adolescence. Study 3 examined the psychometric properties of a new scale to assess reasons for exergaming (i.e., the Reasons to Exergame (RTEX) scale). This study also examined whether and how the scale relates to the timing, intensity and duration of past-month exergaming. RTEX items were developed in consultation with PA and exergaming experts and using key exergaming constructs, including PA, general interest in videogames and enjoyment of exergaming. RTEX was found to be a reliable and valid assessment of reasons to exergame. However, further studies should replicate these initial findings in larger, more diverse samples

The Relationship Between Augmented Reality Games and Well-Being Outcomes: A Self-Determination Theory Approach

Video games have become a prevalent source of media entertainment globally. Their popularity has made them a topic of interest to researchers, medical professionals, educators, politicians, and many more who are concerned about the role and impact video games have in society. Research has often focused on the effects of violence and addiction; however, the use of video games as an educational tool has been explored as well. Additionally, the literature suggests that video games may also be a useful medium for increasing positive health behaviors such as exercise. A popular type of video game known as an augmented reality game, or ARG, serves to overlay the gaming interface onto the real world and players are often encouraged to move about the game’s environment, and hence the real world, to further engage with the gaming activity. The current study examines the physical and psychological well-being of ARG players, as compared to people who report engaging in light exercise on a regular basis. For this research, the framework of Self-determination theory (SDT) is applied to evaluate the role motivational constructs may have with regards to ARG engagement, in particular whether positive and negative effects can be predicted based on how the games facilitate or undermine the basic needs of those who engage with them. A total of 407 participants completed questionnaires about their physical and psychological health, motivation, and activity engagement. Results supported the hypotheses that SDT’s basic psychological needs constructs significantly relate to physical and psychological well-being outcomes for ARG players, and the same patterns replicated in light exercisers. Participant approach orientation (task and ego involvement) demonstrated mixed results within each group. Findings suggest the importance of SDT-related constructs like autonomy, competence and relatedness when evaluating the influences of ARGs and videogames that could be designed to improve physical and psychological well-being outcomes

Distributed Teaching and Learning in Pokémon Go

abstract: This dissertation shares the results of a study of the community of the mobile augmented reality game Pokémon Go. It also serves to build on and expand the framework of Distributed Teaching and Learning (DTALS), which here is used as a framework through which to explore the game’s community (Gee & Gee, 2016; Holmes, Tran, & Gee, 2017).  DTALS serves to expand on other models which examine learning in out-of-school contexts, and in particular on the connections between classroom and out-of-school learning, which numerous scholars argue is of critical importance (Sefton-Green, 2004; Vadeboncoeur, Kady-Rachid, & Moghtader, 2014). This framework serves to build bridges as well as fill gaps in some key literature on learning in out-of-school contexts, including connected learning (Ito et al., 2009), participatory culture (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009), learning ecologies (Barron, 2006), and affinity spaces (Gee, 2004; Gee & Hayes, 2012). The model also focuses on teaching in addition to learning in and across informal contexts. While DTALS can be used to examine any number of phenomena, this dissertation focuses on the community around Pokémon Go. The game, with its emphasis on geography and community, presents unique opportunities for research. This research draws on existing video game research which focuses on not only games but their communities, and in particular the learning and literacy activities which occur in these communities (Gee & Hayes, 2012; Hayes & Duncan, 2012; Squire, 2006; Steinkuehler, 2006). The results here are presented as three separate manuscripts. Chapter Two takes a broad view of a local community of players, and discusses different player types and how they teach and learn around the game. Chapter Three focuses on families who play the game together, and in particular three focal parents who share their perceptions of the game's merits, especially its potential to promote family bonding and learning. Chapter Four discusses teaching, in particular guides written about the game and the ways in which they are situated in particular Discourses (Gee, 2014). Finally, Chapter Five offers implications from these three chapters, including implications for designers and researchers as well as calls for future research.Dissertation/ThesisDoctoral Dissertation Learning, Literacies and Technologies 201

DESAIN DAN IMPLEMENTASI APLIKASI AUGMENTED REALITY (AR) BERBASIS SMARTPHONE PADA PEMBELAJARAN TRANSMISI MANUAL KENDARAAN BERMOTOR

ABSTRAK Penggunaan media pembelajaran augmented reality berbasis smartphone dinilai perlu untuk meningkatkan pemahaman siswa pada mata pelajaran produktif Sekolah Menengah Kejuruan (SMK). Penelitian ini bertujuan untuk merancang dan mengimplementasikan media pembelajaran augmented reality (AR) berbasis smartphone untuk meningkatkan pemahaman siswa pada materi memelihara transmisi manual, serta melihat bagaimana respon siswa dan guru terhadap media pembelajaran augmented reality pada mata pelajaran transmisi manual. Penelitian ini merupakan penelitian ekperimen dengan desain ADDIE, data bersumber dari siswa dan guru yang ada di SMK Negeri 1 Bangkinang dengan melakukan uji coba langsung, instrumen pengumpulan data dengan tes dan wawancara, data hasil penelitian menunjukkan media pembelajaran augmented reality pada mata pelajaran transmisi manual yang dikembangkan secara signifikan dapat meningkatkan pemahaman siswa pada mata pelajaran tersebut, sebagian besar siswa dan guru menunjukkan sikap positif terhadap pembelajaran menggunakan media augmented reality berbasis smartphone. Berdasarkan temuan penelitian, maka media pembelajaran augmented reality berbasis smartphone dapat dijadikan alternatif media pembelajaran yang dapat diterapkan di sekolah menengah kejuruan untuk meningkatkan kualitas pendidikan. Kata Kunci: Media pembelajaran, augmented reality, pemahaman, transmisi manual ABSTRACT The use of smartphone-based augmented reality learning media is deemed necessary to increase students understanding of productive subjects in Vocational High Schools (SMK). This research aims to design and implement smartphone-based augmented reality (AR) learning media to improve students understanding of manual transmission maintenance material, and want to know how students and teachers respond to augmented reality learning media on manual transmission subjects. This research is an experimental research was used ADDIE method, data's sourced from students and teachers in Vocational High School (SMK) 1 of Bangkinang by conducting direct trials. The data's was collected by examinations and interviews. The results of this research indicate that augmented reality learning media on manual transmission subjects developed can be improve students understanding of these subjects significantly. Then, most of students and teachers also showed a positive attitude towards learning using the smartphone-based augmented reality media. Based on the result of this research, smartphone-based augmented reality learning media can be used as an alternative to learning media that can be applied to Vocational High Schools (SMK) to improve the quality of education. Keywords: Learning media, augmented reality, understanding, manual transmissio

An Augmented Reality Multimedia Learning Platform Assisting Online Lecture Delivery of Engineering Classes: an HVAC Course

Background: The ongoing COVID-19 pandemic has recently resulted in an emergent shift of traditional instruction to (presumably temporary) online delivery, and many students were not able to participate in practical activities (e.g., laboratory experiments) due to inaccessible or unavailable “brick and mortar” laboratories. Purpose: This works-in-progress paper developed a multimedia learning platform with virtual laboratory modules through an Augmented Reality (AR) environment, where virtual objects (augmented components) are superimposed onto a real learning setting during online lecture instruction. Specifically, to facilitate students’ gaining practical skills, a library of virtual objects were established for the main physical components or systems related to the undergraduate “Heating, Ventilating, and Air-conditioning (HVAC)” class to allow students to be immersed in an augmented learning reality representing the real physical world. Design: This proceeds in the following steps: 1) selecting a set of common HVAC components in the HVAC course; 2) developing an AR method to recognize each component’s figures or pictures from any learning documents (e.g., printed lecture ppt notes and textbook, and documents shown on computer or mobile screens); 3) establishing components’ 3D models with learning materials (e.g., concept and evaluation); 4) developing an AR app sequencing the learning materials upon request once an component is recognized; and 5) evaluating the app’s effectiveness. Results: This works-in-progress developed an initial AR app for an air handling unit (one main HAVC component), and the AR-based supplementary learning tool was tested and validated by graduate students who have already taken this HVAC class before. Their feedback showed that the AR tool would allow them to learn at their own pace while the instructor is not face-to-face with them, and the results revealed that the tool enhanced their practical skills especially when they are sheltered at their homes without accessing a lab or field trip. Conclusion: A well-designed AR learning app will effectively guide students to perform hands-on experiments related to the HVAC course and other STEM laboratory courses. The alternative pedagogy through AR technology also provides an efficient way to deliver practical experience online, especially when on-campus lab resources are limited or people are sheltered at home during natural disasters like the COVID-19 pandemic

Students’ Awareness of Augmented Reality Adoption in Saudi Arabia Universities

Technology has introduced new tools, such as Augmented Reality, in the education realm to improve learning outcomes. Augmented Reality incorporates digital information within the user’s real environment. This will result in new educational opportunities by enhancing the learning experience. This paper is a preliminary study to assess students’ awareness of Augmented Reality adoption in the universities of Saudi Arabia. The data collection for this survey was conducted by means of a quantitative survey using a questionnaire. The study was conducted with a sample of 501 students. Exploratory factor analysis was applied to determine factors related to students’ awareness of adopting Augmented Reality in higher education. Two factors were retrieved: perceived usefulness and perceived pedagogical value. These findings will assist in identifying factors that will encourage the adoption of AR in Saudi Arabian universities. This study is limited to AR awareness. In future, further studies will address other themes that emerged from the survey