Towards Design Patterns for Augmented Reality Serious Games

For professional workers today, keeping up with knowledge and the continuous technology progress is challenging. Increased innovation speed and dynamic work situations shorten preparation times for new tasks significantly. Traditional professional training approaches preparing employees for new tasks are becoming inappropriate. Thus new educational means are needed. These would help employees get acquainted with new situations faster and more efficiently. According to learning theories such as action learning and situated learning, which embed the learning process in the application context and challenge the learner to be actively involved help to improve the learning process. These theories are the basis for mobile learning and serious games. From research in Serious Games we know that games have the potential to actively involve learners and to immerse them in a learning situation and increase their engagement. With Augmented Reality (AR) and wearable devices a new generation of tools and applications becomes available, which inherently are mobile, contextualized and personalized. First successful application scenarios show the potential of these new technologies for education and training. While the application of game-design patterns to learning processes help to systematically design learning games supporting specific learning outcomes, an empirically tested, systematic approach towards the design of AR-based learning solutions is still missing. Based on the state of the art in AR research and in applying design patterns for serious games, we consequently propose a research methodology to apply game design patterns to augmented reality-based learning games for the training of professionals in dynamic situations

Location-based technologies for learning

Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio

Heuristic Evaluation for Serious Immersive Games and M-instruction

© Springer International Publishing Switzerland 2016. Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-Learning). Serious games are ones that are meant to be more than just entertainment. They have a serious use to educate or promote other types of activity. Immersive Games frequently involve many players interacting in a shared rich and complex-perhaps web-based-mixed reality world, where their circumstances will be multi and varied. Their reality may be augmented and often self-composed, as in a user-defined avatar in a virtual world. M-instruction and M-Learning is learning on the move; much of modern computer use is via smart devices, pads, and laptops. People use these devices all over the place and thus it is a natural extension to want to use these devices where they are to learn. This presents a problem if we wish to evaluate the effectiveness of the pedagogic media they are using. We have no way of knowing their situation, circumstance, education background and motivation, or potentially of the customisation of the final software they are using. Getting to the end user itself may also be problematic; these are learning environments that people will dip into at opportune moments. If access to the end user is hard because of location and user self-personalisation, then one solution is to look at the software before it goes out. Heuristic Evaluation allows us to get User Interface (UI) and User Experience (UX) experts to reflect on the software before it is deployed. The effective use of heuristic evaluation with pedagogical software [1] is extended here, with existing Heuristics Evaluation Methods that make the technique applicable to Serious Immersive Games and mobile instruction (M-instruction). We also consider how existing Heuristic Methods may be adopted. The result represents a new way of making this methodology applicable to this new developing area of learning technology

10 simple rules to create a serious game, illustrated with examples from structural biology

Serious scientific games are games whose purpose is not only fun. In the field of science, the serious goals include crucial activities for scientists: outreach, teaching and research. The number of serious games is increasing rapidly, in particular citizen science games, games that allow people to produce and/or analyze scientific data. Interestingly, it is possible to build a set of rules providing a guideline to create or improve serious games. We present arguments gathered from our own experience ( Phylo , DocMolecules , HiRE-RNA contest and Pangu) as well as examples from the growing literature on scientific serious games