Relevant bibliographies by topics / Augmented reality and games

Academic literature on the topic 'Augmented reality and games'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Augmented reality and games"

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Mac Namee, Brian, David Beaney, and Qingqing Dong. "Motion in Augmented Reality Games: An Engine for Creating Plausible Physical Interactions in Augmented Reality Games." International Journal of Computer Games Technology 2010 (2010): 1–8. http://dx.doi.org/10.1155/2010/979235.

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The next generation of Augmented Reality (AR) games will require real and virtual objects to coexistin motionin immersive game environments. This will require the illusion that real and virtual objects interact physically together in a plausible way. TheMotion in Augmented Reality Games(MARG) engine described in this paper has been developed to allow these kinds of game environments. The paper describes the design and implementation of the MARG engine and presents two proof-of-concept AR games that have been developed using it. Evaluations of these games have been performed and are presented to show that the MARG engine takes an important step in developing the next generation of motion-rich AR games.
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Jacob, João, Hugo da Silva, António Coelho, and Rui Rodrigues. "Towards Location-based Augmented Reality games." Procedia Computer Science 15 (2012): 318–19. http://dx.doi.org/10.1016/j.procs.2012.10.093.

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Bueno, Salvador, M. Dolores Gallego, and Jan Noyes. "Uses and Gratifications on Augmented Reality Games: An Examination of Pokémon Go." Applied Sciences 10, no. 5 (March 1, 2020): 1644. http://dx.doi.org/10.3390/app10051644.

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Users are attracted by augmented reality games to fulfil their needs. Two objectives are proposed: (1) to research the motivations of those using augmented reality mobile games; (2) to define a structural model based on Uses and Gratifications Theory for the adoption of augmented reality mobile games. The present study examines the case of Pokémon Go. The model is composed of eight constructs: enjoyment, fantasy, escapism, social interaction, social presence, achievement, self-presentation and continuance intention. The SEM model was empirically assessed based on 1183 responses from Pokémon Go users around the world. Results clearly confirmed the positive influence of almost all the proposed constructs on continuance intention for Pokémon Go. First, these findings may be helpful for the online gaming industry in identifying the game functions that retain more gamers and improve the user experience. Second, the online gaming industry might use these results in order to classify those players with behaviours that favour the use of online games.
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Richards, Kate Gemma, Kai Yuen Wong, and Mansoor Khan. "Augmented reality game-related injury." BMJ Case Reports 11, no. 1 (November 2018): e224012. http://dx.doi.org/10.1136/bcr-2017-224012.

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There are an increasing number of injuries associated with ambulatory mobile phone use. Pokémon Go is one of the first widely used mobile phone augmented reality games and generated substantial media interest. We present a case of electrical burns in a Pokémon Go player and review literature on ambulatory mobile phone injuries.
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Lyra, Mauricio Rocha, and Yuri de Freitas Vasconcelos. "JOGOS EM REALIDADE AUMENTADA / AUGMENTED REALITY GAMES." Brazilian Journal of Development 7, no. 3 (2021): 24257–66. http://dx.doi.org/10.34117/bjdv7n3-230.

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Azad, Sasha, Carl Saldanha, Cheng-Hann Gan, and Mark Riedl. "Procedural Level Generation for Augmented Reality Games." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 12, no. 1 (June 25, 2021): 247–49. http://dx.doi.org/10.1609/aiide.v12i1.12850.

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Mixed reality games are those in which virtual graphical assets are overlaid on the physical world. We explore the use of procedural content generation to enhance the gameplay experience in a prototype mixed reality game. Procedural content generation is used to design levels that make use of the affordances in the player’s physical environment. Levels are tailored to gameplay difficulty and to affect how the player moves their physical body in the real world.
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Kim, Hyo-Joung, and Jung-Hwan Sung. "Spatial Analysis of Mobile Augmented Reality Games." Journal of Korea Game Society 19, no. 4 (August 31, 2019): 5–14. http://dx.doi.org/10.7583/jkgs.2019.19.4.5.

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Hassan, Ibrahim, and Atef Zaki. "3d Educational Games Supported By Augmented Reality." International Journal of Multidisciplinary Studies in Art and Technology 2, no. 1 (June 1, 2019): 46–59. http://dx.doi.org/10.21608/ijmsat.2019.215476.

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Serino, Maeve, Kyla Cordrey, Laura McLaughlin, and Ruth L. Milanaik. "Pokémon Go and augmented virtual reality games." Current Opinion in Pediatrics 28, no. 5 (October 2016): 673–77. http://dx.doi.org/10.1097/mop.0000000000000409.

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Hagbi, Nate, Raphael Grasset, Oriel Bergig, Mark Billinghurst, and Jihad El-Sana. "In-Place Sketching for Augmented Reality Games." Computers in Entertainment 12, no. 3 (September 2014): 1–18. http://dx.doi.org/10.1145/2702109.2633419.

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Dissertations / Theses on the topic "Augmented reality and games"

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Rösler, Amanda. "Augmented Reality Games on the iPhone." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3255.

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Augmented reality opens up a lot of possibilities for new types of games, where the real and the virtual world are mixed. Despite this, augmented reality games are still not very common, probably due to the fact that head-mounted displays (which are often used for augmented reality) are expensive. However, in recent years mobile phones have become more and more powerful, and since many of them have built-in cameras and rather large screens, they are a potential platform for augmented reality games. This thesis explores some of the problems and possibilities associated with the creation of augmented reality games for the Apple iPhone. In order to do that, a multi-player augmented reality game for the iPhone was implemented, and then a number of performance tests and a user study were conducted. The most important conclusion that was reached is that performance is a definite problem when creating augmented reality games for the iPhone.
Augmented reality (förstärkt/utökad verklighet) öppnar upp nya möjligheter för spel där den virtuella världen kombineras med den verkliga. Trots detta så finns det inte många augmented reality-spel tillgängliga, vilket kan bero på att head-mounted displays (som ofta använda till augmented reality) är dyra och inte särskilt lätt att få tag på. Mobiltelefoner är däremot väldigt lättillgängliga och de senaste åren har de blivit mer och mer kraftfulla. Eftersom många av dem dessutom har inbyggda videokameror och relativt stora skärmar, så har mobiltelefoner blivit en potentiell plattform för augmented reality-spel. Denna rapport utforskar några av de problem och möjligheter som är associerade med skapandet av augmented reality-spel för Apples mobiltelefon, iPhone. Ett multi-player augmented reality-spel implementerades för iPhone, och sedan genomfördes ett antal prestanda-tester och en användarstudie. Den viktigaste slutsatsen som drogs var att prestanda är ett stort problem när man skapar augmented reality-spel för iPhone.
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Laurendi, Joseph Michael. "Augmented reality games : improved data layers." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66436.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 73-74).
The Scheller Teacher Education Program has been developing Augmented Reality (AR) games software for a number of years. In addition to allowing students to play AR games, the software allows students to create their own games based on a map, a set of characters, and a plot of their choosing. In an earlier version of the software, students were allowed to add "substances" (e.g. oil spills) to their games. The functionality for doing so did not give the student much control and was unintuitive to use. In this thesis, I propose and analyze a prototype of the design and implementation of a new, improved interface that allows students to add a generalized version of a "substance" to their AR games. This generalization of a "substance" is termed a "data layer"
by Joseph Michael Laurendi.
M.Eng.
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Nilsen, Trond. "Guidelines for the Design of Augmented Reality Strategy Games." Thesis, University of Canterbury. Computer Science and Software Engineering, 2006. http://hdl.handle.net/10092/1109.

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With augmented reality, we can create interfaces that merge virtual objects and data seamlessly with the real world, potentially improving collaboration and interaction. This technology offers opportunities for games, allowing new designs that merge the diverse social and physical interaction of real world games with rapid interactivity and computing power of digital games. To date, research has primarily focused on issues of technology, interaction design, and nfrastructure; the design of compelling play has received little attention. We play games because they are enjoyable; therefore, in order to create attractive games, we must understand enjoyment. In games, engagement, social interaction, and emotional involvement are among the most common causes. We can design for engagement in play using Csikszentmihalyi's model of 'flow'; for social play by making communication easy, natural, and useful; and emotional involvement by understanding the mechanisms by which games stimulate us. Alongside an understanding of enjoyment, lessons must be drawn from design experience. AR Tankwar is an augmented reality strategy game developed over the course of this thesis, and has been evaluated in the field at a large games convention, and in a detailed comparative study with existing games on tabletop and desktop PC. Evaluations revealed predictable limitations with the technology, but also provided insight into how designers can make best use of the medium. Based on these activities, and existing knowledge of interaction and collaboration in augmented reality, this thesis addresses compelling play in augmented reality by developing a set of design guidelines for augmented reality games, with particular focus on strategy games.
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Fekolkin, Roman. "Analysis of Augmented Reality Games on Android platform." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14431.

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In this paper the research surrounding the Augmented Reality in games on Android platform was performed by testing 108 games from Google Play Market and by analyzing the hundreds of user reviews to determine the level of acceptance and the level of technical stability of the mobile games based on that technology. The Location-based, Marker-based and games based on somewhat different approach were studied and compared by the runtimes, game genres and by the featuring aspects including the presence of multiplayer mode, sound effects and the dimension that the virtual objects were positioned in. The overview of the studied games was presented in this paper. The results, for instance, include that the AR game variation is very narrow in terms of gameplay style and technical issues are very commonly encountered and it makes them very influential to the gameplay experience. The rareness of the multiplayer mode among the AR games was discovered meaning the domination of the single-player game designs. The Marker-based games were in general more computationaly heavy than Location-based games when it comes to the runtime performance.
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Wang, Tiffany (Tiffany N. ). "Case for usability : designing Outdoor Augmented Reality games." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46527.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.
Pages 95-96 blank
Includes bibliographical references (p. 87-88).
Creating a successful Outdoor Augmented Reality (OAR) game can be a complicated process. With every new feature added to the OAR toolset, games gain more levels of complexity, grow in size of content, and become increasingly difficult to produce and manage. In order to identify plausible methods to help alleviate some of the difficulties when creating OAR games, a heuristic usability evaluation of the existing Game Editor toolkit and an assessment of the needs of game designers were made as part of this research. Two new applications, the Desktop Editor and Remote Editor, were designed, prototyped, and evaluated by new and experienced game designers. The Desktop Editor offers new methods of visualizing and working with data which have proven to be useful features for creating games but also add difficulties to overall learnability. The Remote Editor offers on-location game editing capabilities which help expedite many of the tasks involved with creating and testing OAR games. Feedback and user tests suggest that the new applications offer valuable ideas for game editing features that would be beneficial in future iterations of the OAR Game Editor toolkit.
by Tiffany Wang.
M.Eng.
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Schrier, Karen L. "Revolutionizing history education : using augmented reality games to teach histories." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/39186.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005.
Includes bibliographical references (leaves 154-162).
In an ever-changing present of multiple truths and reconfigured histories, people need to be critical thinkers. Research has suggested the potential for using augmented reality (AR) games- location-based games that use wireless handheld devices to provide virtual game information in a physical environment-as educational tools. I designed "Reliving the Revolution" as a model for using AR games to teach historic inquiry, decision-making, and critical thinking skills. "Reliving the Revolution" takes place in Lexington, MA, the site of the Battle of Lexington (American Revolution) and simulates the activities of a historian, such as evidence collection and interpretation. Participants interact with virtual historic figures and gather virtual testimonials and evidence on the Battle, each triggered by GPS to appear on the handheld devices depending on one's specific location on or around the Lexington Common. The participants collect differing evidence based on their historic role in the game (Minuteman soldier, loyalist, African American/Minuteman soldier, or British soldier) and then collaboratively evaluate who fired the first shot to start the Battle of Lexington.
(cont.) I envision "Reliving the Revolution" not as a standalone educational solution, but as an activity integrated into a broader history curriculum that teaches students how to approach and evaluate complex social problems. This thesis provides a detailed rationale for each of my design choices, as well as an assessment of each choice based on the results of iterative game testing. In my analysis of the game's design, I focus specifically on four game elements: (1) collaborative, (2) role-playing, (3) storytelling or narrative elements; and (4) kinesthetic and mobility. Results of trials of the game suggest that "Reliving the Revolution" and similar AR games can enhance the learning of: (1) historical name, places, and themes; (2) historical methodology and the limits to representations of the past; and (3) alternative perspectives and challenges to "master" historical interpretations. The game motivated participants to gather, evaluate, and interpret historical information, devise hypotheses and counter-arguments, and draw informed conclusions.
(cont.) My trials also suggested that AR games such as "Reliving the Revolution" can enhance learning because it can: 1. Create an authentic "practice field" for solving problems and using real-world contexts and tools. 2. Increase the potential for collaboration among participants, and enhance opportunities for reflection. 3. Enable participants to take on and express new identities through role-playing. 4. Encourage participants to explore more deeply a physical site and to consider interactions between the real and virtual worlds.
by Karen L. Schrier.
S.M.
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Finch, Ellen Yongin. "TaleBlazer : using iBeacons for indoor location-based augmented reality games." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100594.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 75).
TaleBlazer is a platform for creating and playing location-based educational augmented reality games. This thesis describes the design and implementation of new indoor location-based functionality in TaleBlazer, based on the use of iBeacon technology. It describes how the new functionality can be used in indoor location-based games, and presents results from a pilot indoor game conducted with the Harvard Museum of Natural History.
by Ellen Yongin Finch.
M. Eng.
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Gustafsson, Axel. "Supporting Immersion of Board Games utilising Phone-based Augmented Reality." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21918.

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This thesis investigates a possibility of using phone-based Augmented Reality in a board game-setting in order to support immersion for experienced board game players. Using a user-centered design approach with workshops, interviews and play sessions to understand the qualities and applicability of phone-based Augmented Reality in combination with a board game, the research contributes with an advisory conclusion for future designers developing a board game including phone-based Augmented Reality components.
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Gustav, During. "Evaluating game experience when using augment reality : In real time strategy games." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-10938.

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Context. Augmented reality (AR) is a technology that uses the camera to display what is seen on the screen and adds digital informationover the picture. This study analyses how augmented reality mightaect game experience when applied to real time strategy games. Objectives. Evaluate the available development tools, to implementthe game prototype and the AR interaction. Then develop interactive methods for AR and traditional version. Create a basic articialintelligence, design the experiment to evaluate game experience, completion time and score. Methods. The experiment were executed after implementation of thegame, in this the participant played both the traditional and augmented reality version of the same game. Before starting to play participant lled out a pre inquiry about their previous experience withgames, tablets and computers. After playing they answered a postinquiry with questions about the game. The comparing experimentwas conducted with several participants in a controlled environment. Results. The results show that most participants thought that theAR version had an interesting mechanic and that the game experiencehad been enhanced when compared to the PC version. However theparticipants thought the controls where better on the PC. Conclusions. The results indicated that the game experience basedon player performance, decreased in the AR version and that the controls were better on the PC. The participants thought that the PCversion was a little easier to play. However about 71% of the participants thought the game experience on the AR version was interestingbecause they could move around while playing. The most enjoyableversion of the game varied a lot between participants, having a slightpreference for the PC version of the game. However, participantsmanifested an interest in playing a sequel of the game in the AR version.
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Lehmann, Sarah E. "TaleBlazer : implementing a multiplayer server for location-based augmented reality games." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85441.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 59).
TaleBlazer is a location-based, augmented reality game engine that allows users to both design their own games as well as play them on mobile devices. This thesis explores the addition of a multiplayer option that would allow users to design and play games involving multiple players in a single game world. It details how such a system would be set up to use with the existing TaleBlazer code and provides some results from initial tests of this prototype.
by Sarah E. Lehmann.
M. Eng.
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Books on the topic "Augmented reality and games"

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Geroimenko, Vladimir, ed. Augmented Reality Games I. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9.

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Geroimenko, Vladimir, ed. Augmented Reality Games II. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15620-6.

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Disney princess: An augmented reality book. London: Carlton, 2012.

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Chang, Maiga, Wu-Yuin Hwang, Ming-Puu Chen, and Wolfgang Müller, eds. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9.

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Ma, Minhua, Lakhmi C. Jain, and Paul Anderson, eds. Virtual, Augmented Reality and Serious Games for Healthcare 1. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54816-1.

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Cai, Yiyu, Wouter van Joolingen, and Koen Veermans, eds. Virtual and Augmented Reality, Simulation and Serious Games for Education. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1361-6.

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Gourgey, Bill. Gene.sys: Magigate returns. Washington, DC: Jacked Arts, 2014.

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Chang, Maiga. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings. Berlin, Heidelberg: Springer-Verlag GmbH Berlin Heidelberg, 2011.

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A survey of characteristic engine features for technology-sustained pervasive games. Cham: Springer, 2015.

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Schleiner, Anne-Marie. Transnational Play. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463728904.

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Transnational Play approaches gameplay as a set of practices and a global industry that includes diverse participation from players and developers located within the global South, in nations outside of the First World. Players experience play in game cafes, through casual games for regional and global causes like environmentalism, through piracy and cheats, via cultural localization, on their mobile phones, and through urban playful art in Latin America. This book offers a reorientation of perspective on the global developers who make games, as well as the players who consume games, while still acknowledging geographically distributed socioeconomic, racial, gender, and other inequities. Over the course of the inquiry, which includes a chapter dedicated to the cartography of the mobile augmented reality game Pokémon Go, the author develops a theoretical line of argument critically informed by gender studies and intersectionality, postcolonialism, geopolitics, and game studies, problematizing play as a diverse and contested transnational domain.
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Book chapters on the topic "Augmented reality and games"

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Weerasinghe, Maheshya, Aaron Quigley, Julie Ducasse, Klen Čopič Pucihar, and Matjaž Kljun. "Educational Augmented Reality Games." In Augmented Reality Games II, 3–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15620-6_1.

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Ortiz de Gortari, Angelica B. "Characteristics of Game Transfer Phenomena in Location-Based Augmented Reality Games." In Augmented Reality Games I, 15–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_2.

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Rhodes, Geoffrey Alan. "Waiting for the Augmented Reality ‘Killer App’: Pokémon GO 2016." In Augmented Reality Games I, 3–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_1.

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Jimenez, David E., Jay Shah, Prithwijit Das, and Ruth L. Milanaik. "Health Implications of Augmented Reality Games on Children and Adolescents." In Augmented Reality Games I, 149–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_10.

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Muhammad, Siti Aisyah. "Playing Pokémon GO in a Public Park in Malaysia: A Survey and Analysis." In Augmented Reality Games I, 177–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_11.

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Ruiz-Ariza, Alberto, Sebastián López-Serrano, Manuel J. De la Torre-Cruz, and Emilio J. Martínez-López. "A Theoretical-Practical Framework for the Educational Uses of Pokémon GO in Children and Adolescents." In Augmented Reality Games I, 191–202. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_12.

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Cacchione, Annamaria. "Pokémon GO Between Incidental Learning and Frame Analysis: It’s the End of the World as We Know It." In Augmented Reality Games I, 203–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_13.

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Mozelius, Peter, Jimmy Jaldemark, Sofia Eriksson Bergström, and Marcus Sundgren. "Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions." In Augmented Reality Games I, 217–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_14.

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Bruno, Laura E. "Get Gamified: Promoting Augmented Reality and Digital Game Technology in Education." In Augmented Reality Games I, 237–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_15.

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Larsen, Lasse Juel, and Gunver Majgaard. "The Concept of the Magic Circle and the Pokémon GO Phenomenon." In Augmented Reality Games I, 33–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15616-9_3.

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Conference papers on the topic "Augmented reality and games"

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Luz, Filipe Costa, Vasco Bila, and José Maria Dinis. "Augmented reality for games." In the 3rd international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1413634.1413645.

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Schmalstieg, D. "Augmented reality techniques in games." In Fourth IEEE and ACM International Symposium on Mixed and Augmented Reality (ISMAR'05). IEEE, 2005. http://dx.doi.org/10.1109/ismar.2005.17.

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Molla, Eray, and Vincent Lepetit. "Augmented reality for board games." In 2010 9th IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2010. http://dx.doi.org/10.1109/ismar.2010.5643593.

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Pfafff, Simon, Olav Lervik, Reto Spoerri, Eleonora Berra, Margarete Jahrmann, and Martin Neukom. "Games in concert." In SIGGRAPH Asia 2018 Virtual & Augmented Reality. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3275495.3275509.

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Liarokapis, Fotis, Louis Macan, Gary Malone, Genaro Rebolledo-Mendez, and Sara de Freitas. "A Pervasive Augmented Reality Serious Game." In 2009 Conference in Games and Virtual Worlds for Serious Applications (VS-GAMES). IEEE, 2009. http://dx.doi.org/10.1109/vs-games.2009.40.

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Fan, Rong, and Ying Liu. "Research on Augmented Reality Interactive Games." In 2011 Third Pacific-Asia Conference on Circuits, Communications and System (PACCS). IEEE, 2011. http://dx.doi.org/10.1109/paccs.2011.5990152.

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Wetzel, Richard, Rod McCall, Anne-Kathrin Braun, and Wolfgang Broll. "Guidelines for designing augmented reality games." In the 2008 Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1496984.1497013.

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Ashfaq, Qirat, and Mehreen Sirshar. "Emerging trends in augmented reality games." In 2018 International Conference on Computing, Mathematics and Engineering Technologies (iCoMET). IEEE, 2018. http://dx.doi.org/10.1109/icomet.2018.8346355.

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Lu, Yan, Joseph T. Chao, and Kevin R. Parker. "HUNT: Scavenger Hunt with Augmented Reality." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2237.

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This project shows a creative approach to the familiar scavenger hunt game. It involved the implementation of an iPhone application, HUNT, with Augmented Reality capability for the users to play the game as well as an administrative website that game organizers can use to create and make available games for users to play. Using the HUNT mobile app, users will first make a selection from a list of games, and they will then be shown a list of objects that they must seek. Once the user finds a correct object and scans it with the built-in camera on the smartphone, the application will attempt to verify if it is the correct object and then dis-play associated multi-media AR content that may include images and videos overlaid on top of real world views. HUNT not only provides entertaining activities within an environment that players can explore, but the AR contents can serve as an educational tool. A revision of this paper was published in Interdisciplinary Journal of Information, Knowledge, and Management Volume 10, 2015
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Bedoya-Rodriguez, Santiago, Cristian Gomez-Urbano, Alvaro Uribe-Quevedoy, and Christian Quintero. "Augmented reality RPG card-based game." In 2014 IEEE Games, Media, Entertainment (GEM) Conference. IEEE, 2014. http://dx.doi.org/10.1109/gem.2014.7118433.

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Reports on the topic "Augmented reality and games"

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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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Rodríguez Serrano, A., M. Martín-Núñez, and S. Gil-Soldevila. Ludologic design and augmented reality. The game experience in Pokémon Go! (Niantic, 2016). Revista Latina de Comunicación Social, June 2017. http://dx.doi.org/10.4185/rlcs-2017-1185en.

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Jones, Adam. Starts and Stops: Multimodal Practices for Walking as a Group in an Augmented Reality Place Based Game. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2749.

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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Amburn, Charles R., Nathan L. Vey, Michael W. Boyce, and Jerry R. Mize. The Augmented REality Sandtable (ARES). Fort Belvoir, VA: Defense Technical Information Center, October 2015. http://dx.doi.org/10.21236/ada622471.

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Kiv, Arnold E., Mariya P. Shyshkin, Serhiy O. Semerikov, Andrii M. Striuk, and Yuliia V. Yechkalo. AREdu 2019 – How augmented reality transforms to augmented learning. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3676.

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This is an introductory text to a collection of papers from the AREdu 2019: The 2nd International Workshop on Augmented Reality in Education, which was held in Kryvyi Rih, Ukraine, on the March 22, 2019. It consists of short introduction, papers review and some observations about the event and its future.
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Aronoff, Matthew, and John Messina. Collaborative augmented reality for better standards. Gaithersburg, MD: National Institute of Standards and Technology, 2007. http://dx.doi.org/10.6028/nist.ir.7441.

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Choong, Yee-Yin. Augmented Reality (AR) Usability Evaluation Framework:. Gaithersburg, MD: National Institute of Standards and Technology, 2022. http://dx.doi.org/10.6028/nist.ir.8422.

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