Designing Gamified Application: An Effective Integration of Augmented Reality to Support Learning
Designing Gamified Application: An Effective Integration of Augmented Reality to Support Learning
复制标题
设计游戏化应用程序：有效集成增强现实以支持学习
作者：
S. Farooq;Hameedur Rahman;Syed Ali Naqi Raza;Muhammad Raees;Soon Ki Jung
幼儿学习是儿童概念建立的一个重要问题。学生从一开始就用传统的方法学习。然而，这些方法缺乏孩子的注意力。在传统的教学方式中应用增强现实（AR）可以帮助学生更好地参与和学习。在本研究中，一个ABCD-AR移动的为基础的应用程序，旨在克服传统的教育系统中的缺陷。在设计AR移动的应用程序时，需要考虑某些指导方针，这些指导方针会给孩子的学习带来问题。这些可能包括但不限于小屏幕尺寸和不规则性。考虑到这些问题，本研究提出了23个可用性原则，为儿童基于AR的学习应用程序。这些确定的可用性原则由人类专家验证。此外，实验进行了评估的应用程序的效率，有效性，学习能力，用户满意度和参与度。结果表明，所开发的基于游戏的应用程序是非常有效和高效的，因为学生在使用ABCD-AR应用程序之前获得的分数的平均值（M = 4.97，SD = 1.650）低于使用ABCD-AR应用程序之后获得的分数（M = 7.97，SD = 1.608）。同样，结果表明，与使用ABCD-AR应用程序（M = 4.37，SD = 1.608）相比，不使用ABCD-AR应用程序（M = 7.97，SD = 1.650）进行测试所花费的平均时间更长。大多数学生在学习的同时玩游戏，并感到有动力继续基于游戏的场景，由于包括各种活动。参与这些实验的教师和家长对使用ABCD-AR应用于学龄前儿童的学习过程表示满意。
Early childhood learning is an important concern for the concept building of children. Students have been taught with traditional methods from the beginning. However, these methods lack kids’ attention. Application of Augmented Reality (AR) in a traditional way of teaching can help students in better engagement and better learning. In this research, an ABCD-AR mobile based application is designed to overcome the flaws in the traditional education system. While designing AR mobile applications, certain guidelines need to be considered that cause problems for kids in their learning. These may include but are not limited to small screen size and irregularity. Considering these problems, this study proposes 23 usability principles for AR based learning applications for kids. These identified usability principles are validated by human experts. Furthermore, experiments are carried out to evaluate the application in terms of efficiency, effectiveness, learn-ability, user satisfaction & engagement. The results implies that the developed game-based application is highly effective and efficient because the mean of marks obtained by students before using ABCD-AR application is lower (M = 4.97, SD = 1.650) than the marks obtained after using ABCD-AR application (M = 7.97, SD = 1.608). Similarly, results indicate that mean of time taken to perform tests without using ABCD-AR application (M = 7.97, SD = 1.650) is higher as compared to with using it (M = 4.37, SD = 1.608). Majority of the students were entertained by playing the game while learning, and felt motivated to continue based on the game’s scenario due to the variety of activities included. Teachers and parents involved in these experiments have shown satisfaction towards the use of ABCD-AR application in learning process of preschool kids.
儿童在游戏过程中插入物体的发展变化
影响因子：
2.1
作者：
Bambha, Valerie P.;Beckner, Aaron G.;Shetty, Nikita;Voss, Annika T.;Xie, Jinlin;Yiu, Eunice;LoBue, Vanessa;Oakes, Lisa M.;Casasola, Marianella
通讯作者：
Casasola, Marianella