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Journal articles on the topic 'Augmented reality and games'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

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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3

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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8

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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10

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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Kasapakis, Vlasios, and Damianos Gavalas. "Occlusion handling in outdoors augmented reality games." Multimedia Tools and Applications 76, no. 7 (May 12, 2016): 9829–54. http://dx.doi.org/10.1007/s11042-016-3581-1.

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12

Jang, Seongsoo, and Yi Liu. "Continuance use intention with mobile augmented reality games." Information Technology & People 33, no. 1 (May 2, 2019): 37–55. http://dx.doi.org/10.1108/itp-05-2018-0221.

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Purpose As mobile augmented reality (AR) games enter the maturity stage, understanding how to improve players’ continuance use intention with mobile AR games is critical. Drawing upon the uses and gratifications (U&G) theory, the purpose of this paper is to investigate the effects of four major gratifications – content, process, social and technology – and other factors on continuance intention to play mobile AR games. Design/methodology/approach Data collected from 280 Pokémon Go players were used to address research questions. Partial least squares method was employed to assess the relationships in the model and multigroup analysis was conducted based on survey participants’ demographics and their gaming experience. Findings Content gratification (i.e. catching Pokémon), process gratification (i.e. entertainment), game knowledge and achievement drive players’ continuance use intention. However, social and technology gratifications do not influence players’ continuance use intention. Multigroup analysis suggests that mobile AR game developers should capitalize on the fact that different types of gratifications prompt continuance use intention of different user segments in terms of demographics and experience in general mobile games and Pokémon Go. Originality/value The user behavior of mobile AR games has been studied at the early stage of the games, with less attention to variable continuance use intentions across different user segments. This paper attempts to fill the gap by extending the U&G theory to continuance use intention of mobile AR games at the maturity stage and further investigating the importance of player heterogeneity in continuance use intention with mobile AR games. The findings of this study contribute to the literature on U&G, continuance use intention and mobile AR games.
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Rong, Wu, and Zhonggen Yu. "Exploring the Acceptance of Augmented Reality-Based Educational Games." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 1, 2022): 1–23. http://dx.doi.org/10.4018/ijopcd.306685.

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Recent studies have integrated educational games with augmented reality (AR) to develop learners’ motivation. However, few reviews focused on the acceptance of AR-based educational games. This review aims to provide comprehensive insight into the acceptance of AR-based educational games. This review followed the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), including nine peer-reviewed articles published from January 2019 to March 2022. It is concluded that studies preferred to recruit students to play AR-based educational games via handhelds and used questionnaires to understand students’ acceptance. Technology Acceptance Model was the most frequently used model. Perceived usefulness and perceived ease of use were two dominant factors influencing students’ acceptance of AR-based educational games. In the future, game designers should integrate target learning knowledge in designing AR. Future studies should focus on the effect of socio-cultural constructs on different participants’ acceptance of AR-based educational games.
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Marto, Anabela, and Alexandrino Gonçalves. "Augmented Reality Games and Presence: A Systematic Review." Journal of Imaging 8, no. 4 (March 29, 2022): 91. http://dx.doi.org/10.3390/jimaging8040091.

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The sense of presence in augmented reality (AR) has been studied by multiple researchers through diverse applications and strategies. In addition to the valuable information provided to the scientific community, new questions keep being raised. These approaches vary from following the standards from virtual reality to ascertaining the presence of users’ experiences and new proposals for evaluating presence that specifically target AR environments. It is undeniable that the idea of evaluating presence across AR may be overwhelming due to the different scenarios that may be possible, whether this regards technological devices—from immersive AR headsets to the small screens of smartphones—or the amount of virtual information that is being added to the real scenario. Taking into account the recent literature that has addressed the sense of presence in AR as a true challenge given the diversity of ways that AR can be experienced, this study proposes a specific scope to address presence and other related forms of dimensions such as immersion, engagement, embodiment, or telepresence, when AR is used in games. This systematic review was conducted following the PRISMA methodology, carefully analysing all studies that reported visual games that include AR activities and somehow included presence data—or related dimensions that may be referred to as immersion-related feelings, analysis or results. This study clarifies what dimensions of presence are being considered and evaluated in AR games, how presence-related variables have been evaluated, and what the major research findings are. For a better understanding of these approaches, this study takes note of what devices are being used for the AR experience when immersion-related feelings are one of the behaviours that are considered in their evaluations, and discusses to what extent these feelings in AR games affect the player’s other behaviours.
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Armanto, Hendrawan, and Edwin Sidharta. "Tamagotchi Augmented Reality yang Dilengkapi dengan Mini Games." Journal of Intelligent System and Computation 3, no. 2 (October 1, 2021): 99–105. http://dx.doi.org/10.52985/insyst.v3i2.189.

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Pada saat ini, teknologi mobile telah berkembang dengan pesat. Dalam kesehariannya, manusia tidak dapat lepas dari handphone. Hal ini menyebabkan munculnya berbagai aplikasi dan game yang bertujuan tentu saja untuk membantu ataupun memberikan kesenangan kepada penggunanya. Saat ini perkembangan game, juga sangat pesat dan telah mencapai titik dimana berbagai jenis game dikembangkan. Tidak hanya berhenti pada perkembangan jenis game, bahkan cara bermain dari game itu sendiri juga ikut berkembang. Yang dulunya permainan mobile dilakukan secara virtual, saat ini permainan sudah menyentuh area Augmented Reality (AR) dimana pemain dapat melihat benda-benda tidak nyata (buatan) dalam dunia nyata (dunia manusia). Walaupun permainan AR semakin berkembang, tetapi masih sedikit permainan AR bergenre Virtual Pet. Penelitian ini bertujuan untuk mengembangkan Permainan Virtual Pet dan mengukur tingkat kesenangan dalam memainkan permainan ini. Permainan dikembangkan dengan menggunakan Unity Game Engine dengan bantuan package AR Foundation dan penyimpanan data pada Firebase. Ujicoba akan dilakukan kepada 40 orang (pria dan wanita) pemain game yang pernah bermain virtual pet sebelumnya. Hasil akhir ujicoba menunjukan bahwa dalam segi teknis permainan berjalan dengan baik dan disukai oleh pemain akan tetapi ada sebagian pemain yang tingkat kesenangannya rendah cenderung menengah hal ini dikarenakan gambar monster yang digunakan kurang menarik dan kurangnya fitur terkait monster itu sendiri.
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Tsai, Ming-Tsang, and Jing-Wei Liu. "Evaluating the intention of downloading augmented reality games." Journal of Information and Optimization Sciences 40, no. 6 (April 24, 2019): 1295–305. http://dx.doi.org/10.1080/02522667.2018.1532557.

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17

Liberati, Nicola. "Phenomenology, Pokémon Go, and Other Augmented Reality Games." Human Studies 41, no. 2 (November 7, 2017): 211–32. http://dx.doi.org/10.1007/s10746-017-9450-8.

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18

Vidal, Eric Cesar E., Jayzon F. Ty, Nicko R. Caluya, and Ma Mercedes T. Rodrigo. "MAGIS: mobile augmented-reality games for instructional support." Interactive Learning Environments 27, no. 7 (August 1, 2018): 895–907. http://dx.doi.org/10.1080/10494820.2018.1504305.

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19

Holden, Christopher. "The Local Games Lab ABQ: Homegrown Augmented Reality." TechTrends 58, no. 1 (December 5, 2013): 42–48. http://dx.doi.org/10.1007/s11528-013-0719-0.

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20

Lu, Yan, Joseph T. Chao, and Kevin R. Parker. "HUNT: Scavenger Hunt with Augmented Reality." Interdisciplinary Journal of Information, Knowledge, and Management 10 (2015): 021–35. http://dx.doi.org/10.28945/2207.

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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 (AR) 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 display 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. The project is designed to increase user involvement by using a familiar and enjoyable game as a basis and adding an educational dimension by incorporating AR technology and engaging and interactive multimedia to provide users with facts about the objects that they have located
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Cmentowski, Sebastian, Fabian Kievelitz, and Jens Harald Krueger. "Outpace Reality: A Novel Augmented-Walking Technique for Virtual Reality Games." Proceedings of the ACM on Human-Computer Interaction 6, CHI PLAY (October 25, 2022): 1–24. http://dx.doi.org/10.1145/3549509.

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The size of most virtual environments exceeds the tracking space available for physical walking. One solution to this disparity is to extend the available walking range by augmenting users' actual movements. However, the resulting increase in visual flow can easily cause cybersickness. Therefore, we present a novel augmented-walking approach for virtual reality games. Our core concept is a virtual tunnel that spans the entire travel distance when viewed from the outside. However, its interior is only a fraction as long, allowing users to cover the distance by real walking. Whereas the tunnel hides the visual flow from the applied movement acceleration, windows on the tunnel's walls still reveal the actual expedited motion. Our evaluation reveals that our approach avoids cybersickness while enhancing physical activity and preserving presence. We finish our paper with a discussion of the design considerations and limitations of our proposed locomotion technique.
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Junaini, Syahrul Nizam, Ahmad Alif Kamal, Abdul Halim Hashim, Norhunaini Mohd Shaipullah, and Liyana Truna. "Augmented and Virtual Reality Games for Occupational Safety and Health Training: A Systematic Review and Prospects for the Post-Pandemic Era." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 10 (July 26, 2022): 43–63. http://dx.doi.org/10.3991/ijoe.v18i10.30879.

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In recent decades, the usage of augmented reality (AR) and virtual reality (VR) games for safety training and rehabilitation has grown exponentially. However, no systematic literature review of the research trends in augmented and virtual reality (AR/VR) for Occupational Safety and Health (OHS) training has been carried out. The authors conducted a comprehensive review of the relevant literature published between 2016 and 2020. This analysis was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The Scopus database contained 1031 records. However, only 12 papers matched the inclusion criteria and were included in this review. According to the findings, the use of augmented and virtual reality for safety training and rehabilitation has been progressively growing. With robust research trends in this field—in the post-pandemic era, the use of augmented reality and virtual reality games has promising potential, especially for safety training and rehabilitation. This study provides critical insights into how augmented reality and virtual reality may impact the future of safety training and rehabilitation at the workplace.
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Crocetta, Tânia Brusque, Sandra Rogéria de Oliveira, Carla Maria de Liz, and Alexandro Andrade. "Virtual and augmented reality technologies in Human Performance: a review." Fisioterapia em Movimento 28, no. 4 (December 2015): 823–35. http://dx.doi.org/10.1590/0103-5150.028.004.ar01.

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Abstract Introduction : Today's society is influenced by Information and Communication Technologies. Toys that were once built by hand have been reinterpreted and have become highly commercialized products. In this context, games using Augmented Reality (AR) and Virtual Reality (VR) technologies are present in the everyday lives of children, youth and adults. Objective : To investigate how Physical Education professionals in Brazil have been making use of AR and VR games to benefit their work. Materials and methods : We only included studies that addressed exercise or physical activity using AR or VR games. We searched the databases of Virtual Health Library (VHL) and Scientific Electronic Library Online (SciELO), using the words augmented reality, virtual reality, exergames, Wii and serious games. Results : Nineteen articles were included in the systematic review. The most frequently used device was the Nintendo(r) Wii, with over 25 different kinds of games. With regard to the subjects of the studies, four studies were conducted with healthy individuals (mean = 65.7), three with patients with Parkinson's disease (mean = 18.0), three with elderly women (mean = 7.7) and two with patients with stroke injury (mean = 6.0). Conclusion : Many physical therapists and occupational therapists use serious games with AR or VR technologies as another work tool, especially for rehabilitation practices. The fact that these technologies are also used in Physical Education classes in Brazil indicates that electronic games are available and can be a tool that can contribute to the widespread adoption of exercise as an enjoyable form of recreation.
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Taskiran, Ayse. "The effect of augmented reality games on English as foreign language motivation." E-Learning and Digital Media 16, no. 2 (December 14, 2018): 122–35. http://dx.doi.org/10.1177/2042753018817541.

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Today, educational practices are being designed and varied due to advance of millennium generation who tend to use mobile technologies in every aspect of their lives. Accordingly, growing interest towards mobile learning in education brings several opportunities and advantages for English as foreign language teachers and learners. Augmented reality, which is another growing phenomenon on mobile devices, is a technology that incorporates digital information such as images, video, and audio into real-world spaces. As a part of mobile learning, augmented reality technique has potential to facilitate learning through enjoyment over learning tasks, engagement and motivation. Designed in descriptive survey model, this study intended to assess English as a foreign language learners’ subjective experience regarding the implementation of augmented reality-based learning materials in their language classes with a game-based approach in Anadolu University, Turkey. The analysis of the questionnaire items showed that most of the students accepted the activities in augmented learning environment highly motivating and enjoyable, which is common in augmented reality research.
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Sarıgöz, Okan. "Augmented reality, virtual reality and digital games: A research on teacher candidates." Educational Policy Analysis and Strategic Research 14, no. 3 (September 29, 2019): 41–63. http://dx.doi.org/10.29329/epasr.2019.208.3.

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Klopfer, Eric, and Josh Sheldon. "Augmenting your own reality: Student authoring of science-based augmented reality games." New Directions for Youth Development 2010, no. 128 (December 2010): 85–94. http://dx.doi.org/10.1002/yd.378.

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27

Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. "Possibilities of application of augmented reality in different branches of education." Освітній вимір 54, no. 2 (June 25, 2020): 179–97. http://dx.doi.org/10.31812/educdim.v54i2.3867.

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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 andmedicine, 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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Nuncio, Rhoderick, and JOHANNAH MARI FELICILDA. "Cybernetics and Simulacra: The Hyperreality of Augmented Reality Games." Kritike: An Online Journal of Philosophy 15, no. 2 (December 1, 2021): 39–67. http://dx.doi.org/10.25138/15.2/a3.

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Solbiati, Luigi, Nicolo’ Gennaro, and Riccardo Muglia. "Augmented Reality: From Video Games to Medical Clinical Practice." CardioVascular and Interventional Radiology 43, no. 10 (July 6, 2020): 1427–29. http://dx.doi.org/10.1007/s00270-020-02575-6.

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Martin, John, Seann Dikkers, Kurt Squire, and David Gagnon. "Participatory Scaling Through Augmented Reality Learning Through Local Games." TechTrends 58, no. 1 (December 5, 2013): 35–41. http://dx.doi.org/10.1007/s11528-013-0718-1.

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Richardson, Donald. "Exploring the Potential of a Location Based Augmented Reality Game for Language Learning." International Journal of Game-Based Learning 6, no. 3 (July 2016): 34–49. http://dx.doi.org/10.4018/ijgbl.2016070103.

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This paper adds to the small but growing body of research into the potential of augmented reality games for teaching and learning English as a foreign language (EFL). It explores the extent to which such games enhance the language learning experience of advanced level EFL learners. The author draws on his work developing Mission not really Impossible, a location-based augmented reality game which uses the Aurasma mobile application to provide a series of challenging language tasks for advanced level learners as they move around the city of Karlsruhe in Germany. The game is evaluated through a mix of observation during gameplay and feedback from participants. Broad approval of the language challenges that had to be completed is evident and Aurasma proves itself to be user-friendly and reliable. The findings affirm the potential of augmented reality games to engage and challenge advanced level language learners.
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Liang, Chuan, Yang Song, and Bin Wang. "The Influence of Social Function of Mobile Game Augmented Reality and Virtual Reality Environment on Mobile Phone Users’ Addiction." Wireless Communications and Mobile Computing 2022 (March 10, 2022): 1–8. http://dx.doi.org/10.1155/2022/2903124.

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The study explores the influence of social function in mobile game augmented reality (AR) and virtual reality (VR) environments on mobile phone users’ addiction. This study uses the mixed research method of social function on the basis of enhancement and VR and mathematical statistics analysis to study the situation of mobile game addiction. In this research work, a collision detection algorithm (CDA) with machine learning is proposed. The collision detection algorithm aids in the detection of the intersection of two objects in the virtual environment and is implemented in games that support augmented reality and virtual reality technologies. It is assumed that the intuition for playing games is obtained from social networking sites, which may lead to the person becoming addicted to playing. This research focused on the analysis of AR and VR-related games by considering mean, standard deviation, and error parameters.
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Woods, Orlando. "Gamifying place, reimagining publicness: the heterotopic inscriptions of Pokémon Go." Media, Culture & Society 42, no. 6 (December 25, 2019): 1003–18. http://dx.doi.org/10.1177/0163443719890528.

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This article explores the transformative effects of augmented reality mobile games on society and space. By layering playfulness onto public space through a digital interface, augmented reality mobile games create a pervasive sense of play that can be accessed by players potentially anywhere, and at any time. Games like these can therefore be understood as heterotopic inscriptions on otherwise mundane environments. Since being released in 2016, Pokémon Go has become one of the most popular augmented reality games in the world. It gamifies place by embedding digital objects within public spaces; in doing so, it can bring about a reimagination of publicness by incentivising players to engage with places – and with each other – in ways that are structured by the competitive logics of play. Through an empirical examination of the playing of Pokémon Go in Singapore, I consider how the game gives rise to new modalities of emplaced meaning, new ways of navigating the city and increasingly public performances of private play. To conclude, I argue that research should continue to explore the gamifying effects of digital technologies on everyday life.
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de Souza e Silva, Adriana. "Pokémon Go as an HRG: Mobility, sociability, and surveillance in hybrid spaces." Mobile Media & Communication 5, no. 1 (November 28, 2016): 20–23. http://dx.doi.org/10.1177/2050157916676232.

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In July 2016, Niantic Labs released the hybrid/augmented reality game Pokémon Go. Due to the game’s sudden enormous success, many mobile phone users all over the world could experience for the first time playing a hybrid reality game. Hybrid reality games, however, are not new. For at least 15 years, researchers and artists experiment with the affordances of location-based mobile technology to create playful experiences that take place across physical and digital (i.e., hybrid) spaces. Blast Theory’s Can You See Me Now?, developed in 2001, is one of the first examples. Yet for a long time, these games remained in the domain of art and research, and had therefore a very limited player community. Previous research has identified three design characteristics of hybrid reality games: mobility, sociability, and spatiality; and three main aspects to analyze these games: the connection between play and ordinary life, the relevance of the play community, and surveillance. With hybrid reality games’ commercialization and popularity, some of the issues that have been at the core of these games for over a decade will remain the same, while other aspects will change. This paper uses Pokémon Go as an example of a hybrid/augmented reality game to explore the main social and spatial issues that arise when these games become mainstream, including mobility, sociability, spatiality, and surveillance.
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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, Yi-Nan Lin, Gwo-Jen Chiou, Ming-Kuen Chen, Victor R. L. Shen, and Chi-Yen Hsiung. "Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.

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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.
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Baragash, Reem Sulaiman, Hanan Aldowah, and Samar Ghazal. "Virtual and augmented reality applications to improve older adults’ quality of life: A systematic mapping review and future directions." DIGITAL HEALTH 8 (January 2022): 205520762211320. http://dx.doi.org/10.1177/20552076221132099.

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Objective The use of virtual reality and augmented reality to improve older adults’ quality of life has rapidly increased in recent years. This systematic mapping review aimed to provide a comprehensive overview of existing research that identifies and classifies current virtual reality and augmented reality applications that enhance the quality of life of older adults to increase the understanding of the impact of these technologies. Methods To reach this objective, a systematic mapping review was conducted of the studies published between 2009 and 2020 in major scientific databases, such as IEEE Xplore, Web of Science, Scopus, and PubMed. A total of 57 studies were analyzed and classified into four main quality of life domains: physical, cognitive, psychological, and social well-being. Results The findings showed that virtual reality and augmented reality have found their places in many quality of life studies of older adults. Although virtual reality and augmented reality applications are notably growing in the physical and cognitive well-being domains in training and rehabilitation settings, they are still in the early stages of development in psychological and social well-being research as well as healthcare settings. Our findings also revealed that virtual reality games, particularly motion-based exergames, and 3D augmented reality systems are the most common virtual reality and augmented reality types among the reviewed studies. Moreover, balance and attention were the most prevalent physical and cognitive functions when using motion-based and immersive virtual reality exergames and augmented reality systems and games, respectively, while confidence and interaction were the most dominant psychological and social functions. Conclusion This mapping review provides a comprehensive overview of potential areas for further research in this field, thereby assisting researchers, technologists, and health practitioners in expanding this field of research.
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Thevin, Lauren, Nicolas Rodier, Bernard Oriola, Martin Hachet, Christophe Jouffrais, and Anke M. Brock. "Inclusive Adaptation of Existing Board Games for Gamers with and without Visual Impairments using a Spatial Augmented Reality Framework for Touch Detection and Audio Feedback." Proceedings of the ACM on Human-Computer Interaction 5, ISS (November 3, 2021): 1–33. http://dx.doi.org/10.1145/3488550.

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Board games allow us to share collective entertainment experiences. They entertain because of the interactions between players, physical manipulation of tokens and decision making. Unfortunately, most board games exclude people with visual impairments as they were not initially designed for players with special needs. Through a user-centered design process with an accessible game library and visually impaired players, we observed challenges and solutions in making existing board games accessible through handcrafted solutions (tactile stickers, braille labels, etc.). In a second step, we used Spatial Augmented Reality (SAR), to make existing board games inclusive by adding interactivity (GameARt). In a case study with an existing board game considered as not accessible (Jamaica), we designed an interactive SAR version with touch detection (JamaicAR). We evaluated this prototype in a user study with 5 groups of 3 players each, including sighted, low vision and blind players. All players, independent of visual status, were able to play the Augmented Reality game. Moreover, the game was rated positively by all players regarding attractiveness, play engrossment, enjoyment and social connectivity. Our work shows that Spatial Augmented Reality has the potential to make board games accessible to people with visual impairments when handcrafted adaptations fall short.
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Dywa, Arief Kurniawan Yoga, and RB Hendri Kuswantoro. "Perancangan Game “IM HERE” Berbasis Augmented Reality dan Location Based Sebagai Media Promosi." Journal of Animation and Games Studies 6, no. 2 (October 15, 2020): 97–112. http://dx.doi.org/10.24821/jags.v6i2.3927.

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On a business there must be advertise for a product, services, and also for entertainment. Advertisement activities has been changed from door to door advertisement to technological advertisement. Technology that used for advertisement are televisions, web and social media. One of the new technology and media that use for advertisement are games. Games as advertisement tool use ads via monetizing and promote services. Some company use augmented reality and location based technology which new technology as advertisement enhancement to attract costumer. Augmented reality is technology that combine real world object and game object, and location based is technology that determine user location in the point of world as coordinate or place descriptions. Augmented reality and location based can be implemented using Unity3D algorithm through accessing user camera and gps. Location based can be implemented as marker for some feature to active if company that want advertise their product or place, user must get profit from activating the feature. Using augmented reality and location base as gameplay may give new experience for user and attract new user or customer.
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Nóbrega, Rui, João Jacob, António Coelho, João Ribeiro, Jessika Weber, and Soraia Ferreira. "Leveraging Pervasive Games for Tourism." International Journal of Creative Interfaces and Computer Graphics 9, no. 1 (January 2018): 1–14. http://dx.doi.org/10.4018/ijcicg.2018010101.

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Creating an augmented reality (AR) urban tourism application presents several interactivity challenges on how to convey an engaging multimedia experience on-site. This article describes a methodology for fast prototyping of multimedia mobile applications dedicated to urban tourism storytelling with special focus on AR techniques. Following the lessons learned in previous applications the systematic creation of location-based augmented reality (LBAR) applications is explored in this article. The goal is to create serious games for tourism that follow a main narrative but where the story can automatically adapt itself to the current location of the player, assimilate possible detours and allow posterior out-of-location playback. Adaptable stories can use dynamic information from map sources such as points of interest (POI), elevation or virtual buildings. The article discusses and presents solutions for media acquisition, interactive storytelling, game-design interface and multi-disciplinary coordination for mobile app development.
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Yamabe, Tetsuo, and Tatsuo Nakajima. "Playful training with augmented reality games: case studies towards reality-oriented system design." Multimedia Tools and Applications 62, no. 1 (January 12, 2012): 259–86. http://dx.doi.org/10.1007/s11042-011-0979-7.

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Stylianidou, Nayia, Angelos Sofianidis, Elpiniki Manoli, and Maria Meletiou-Mavrotheris. "“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning." Education Sciences 10, no. 4 (April 2, 2020): 95. http://dx.doi.org/10.3390/educsci10040095.

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This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amongst the aspects of engagement, participation, and response to students’ variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.
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Doulou, Aikaterini, and Athanasios Drigas. "Electronic, VR & Augmented Reality Games for Intervention in ADHD." Technium Social Sciences Journal 28 (February 9, 2022): 159–69. http://dx.doi.org/10.47577/tssj.v28i1.5728.

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In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder as a result of difficulties in cognitive and metacognitive functions. According to Drigas et al. (2021), only when individuals develop these functions can they be integrated in the social environment. Skills such as self-awareness, self-regulation and self-control through inner attention can help children develop alternative strategies to manage their cognitive deficits and adapt in many different environments. With the rapid development of science, several medical and psychological methods have been proposed for the treatment of ADHD, which have contributed significantly to the control of symptoms. In the present work, alternative forms of intervention are investigated, such as video games, with virtual or augmented reality environments that aim to improve the quality of life of these children.
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Videnovik, Maja, Vladimir Trajkovik, Linda Vibeke Kiønig, and Tone Vold. "Increasing quality of learning experience using augmented reality educational games." Multimedia Tools and Applications 79, no. 33-34 (June 14, 2020): 23861–85. http://dx.doi.org/10.1007/s11042-020-09046-7.

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Mufida, Binti Aulatul, Fatra Nonggala Putra, and Rizqi Darma Rusdiyan Yusron. "Pembuatan Games Edukasi Pengenalan Hewan Berdasarkan Makanannya Berbasis Augmented Reality." Journal Automation Computer Information System 1, no. 2 (November 3, 2021): 120–30. http://dx.doi.org/10.47134/jacis.v1i2.20.

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Seiring dengan pesatnya perkembangan saat ini, penggunaan game dapat juga digunakan sebagai media pembelajaran melalui smartphone dengan sistem operasi android. Game juga dirasa sebagai salah satu media yang banyak digemari mulai dari kalangan anak-anak hingga usia dewasa. Penelitian ini akan menggunakan metode GDLC karena dirasa sangat cocok dalam pembuatan game edukasi pengenalan hewan berdasarkan jenis makanannya berbasis Augmented Reality. Pemahaman tentang pengenalan hewan bisa lebih mudah dipahami dan dimengerti dangan menggunakan media pembelajaran berbasis Augmented Reality. Hasil rata-rata aspek Learnability merupakan aspek yang berhubungan dengan kemudahan pengguna untuk menyelesaikan permasalahan dasar yang dihadapi serta mudah dimengerti. Berdasarkan hasil penelitian maka secara keseluruhan pemahaman dari responden terhadap penggunaan game edukasi ini sangat baik. Aspek Flexibility berhubungan dengan ketersediaan fitur yang ada pada sistem bagi pengguna. Secara keseluruhan pemahaman dari responden terhadap multimedia ini baik. Aspek Effectiveness berkaitan dengan keberhasilan untuk mencapai tujuan dalam penggunaan game edukasi ini, secara keseluruhan pemahaman responden terhadap aspek ini sangat baik dan aspek Attitude berhubungan dengan tingkat kepuasan pengguna. Game edukasi ini menarik minat pengguna karena bisa berjalan pada perangkat mobile dan secara keseluruhan aspek attitude dalam multimedia interaktif ini sangat baik
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Hamdani, Dadi, Andan Firmansyah, Iif Taufiq El Haque, Gumelar Zati Rahayu, Ade Koswara, Akmal Rahayu Dasuki Rahmat, Alfi Fadilah, Muhammad Daffa Alifio, Mohammad Haekal, and Muhammad Syahrul Zain. "Play Therapy with Digital Media Augmented Reality Cards to Improve Memory and Fine Motor Skills in Children." KOLABORASI JURNAL PENGABDIAN MASYARAKAT 2, no. 6 (December 2, 2022): 480–85. http://dx.doi.org/10.56359/kolaborasi.v2i6.147.

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Introduction: The development and support of digital technology have provided new opportunities to provide learning in the form of interesting educational games for early childhood. Because children are closely related to games, digital educational games are a strategic step to provide new experiences in learning, especially to improve children's memory and fine motor skills. Purpose: The purpose of this community service is to carry out play therapy using card media with Augmented Reality which children have never done before. Methods: Play therapy activities focused on school-age children are carried out by lecturers and a group of students from the D3 Nursing Study Program STIKes Muhammadiyah Ciamis. The method in play therapy activities uses simulation methods and direct practice in games using Augmented Reality card media. Location This service was held at SDN 1 Kalipucang Pangandaran with 20 students participating. Results: This community service activity can illustrate how play therapy improves fine motor skills and memory in early childhood by using the Augmented Reality card approach that is displayed on the cellphone screen and changes from a 2-dimensional image to a 3-dimensional image. The children became very enthusiastic and became very curious about what kind of images would appear from the Augmented Reality cards they held. The overall age of children is (6-13 years) and in this game, they have memory and fine motor skills that are quite good according to their developmental age. Conclusion: During the play therapy activities, it was successful and it was concluded that children were able to remember and know what type of cards and objects or creatures they were exploring with the help of a smartphone screen.
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Wang, Kyra, Zeynep Duygu Tekler, Lynette Cheah, Dorien Herremans, and Lucienne Blessing. "Evaluating the Effectiveness of an Augmented Reality Game Promoting Environmental Action." Sustainability 13, no. 24 (December 16, 2021): 13912. http://dx.doi.org/10.3390/su132413912.

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While public awareness of climate change has grown over the years, many people still have misconceptions regarding effective individual environmental action. In this paper, we present a serious game called PEAR, developed using elements of geolocation and augmented reality (AR), aimed at increasing players’ awareness of climate change issues and propensity for effective sustainable behaviours. We conducted a study with participants who played the game, gauging their knowledge of and attitudes towards climate change issues before and after playing the game. Our results show that the game significantly improved participants’ knowledge on sustainability and climate-change-related issues, and that it also significantly improved their attitudes towards these topics, thus proving that serious games have the potential to impart knowledge and promote sustainable behaviours. Additionally, our results address the lack of empirical studies on the knowledge base of serious sustainability games by introducing methods of quantitatively analysing the effects of serious sustainability games while additionally providing more knowledge about the effectiveness of the specific design elements of our game.
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Chen, Min-Bin, Siou-Ge Wang, You-Ning Chen, Xiao-Fang Chen, and Yi-Zhen Lin. "A Preliminary Study of the Influence of Game Types on the Learning Interests of Primary School Students in Digital Games." Education Sciences 10, no. 4 (April 3, 2020): 96. http://dx.doi.org/10.3390/educsci10040096.

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Learning is mainly based on the students’ mental activities. If they can learn spontaneously, it will help increase their interest and the effectiveness of the learning. Learning through playing will make it easier for students to learn spontaneously. The balance between gameplay and education in educational games is a key issue in designing such games. Designing educational games to be less complex and more casual makes it easier to balance education and entertainment. For courses with practical operational characteristics, combining a game with a virtual and real integration experience can increase both student interest and learning effectiveness. This research develops an augmented reality app, named "Mobile Plant", which is an app developed for the primary school plant curriculum, combining games and augmented reality to enhance students’ interest in learning. A questionnaire shows that the game has positive results in terms of game difficulty and absorption of content.
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Holden, Christopher L., and Julie M. Sykes. "Leveraging Mobile Games for Place-Based Language Learning." International Journal of Game-Based Learning 1, no. 2 (April 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011040101.

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This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.
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De Luca, Vanessa, and Maresa Bertolo. "Urban Games to Design the Augmented City." Eludamos: Journal for Computer Game Culture 6, no. 1 (May 25, 2012): 71–83. http://dx.doi.org/10.7557/23.6139.

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Seen through the eyes of games, urban environments can appear as museums, storytelling venues, or intense multi-user experiences that could attract people away from their living rooms into the city. Engaging physical, social, and emotional levels, urban games emerge today as powerful resources, able to lead to a playful reading of the augmented city we live in. Observing recent play practices such as hybrid treasure hunts and geo-location games, several “patterns” can be noticed and recognized as new models for negotiating the density of urban landscapes in a physically and digitally mixed reality. Discovering and wandering across cities are dynamic patterns that invite the research and design community to consider the importance of retrieving the human ludic attitude to explore spaces; these can be recognized in “Rhabdomancy” and “Flânerie”, two interesting methods to design the augmented city. They perpetuate a constantly renewed playful relationship between places and human activities, offering to players - as modern citizens - an opportunity for actively participating in contemporary city-life.
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Zein, Mochamad T. A. Aziz, and Ninik Agustin. "SISTEM AUGMENTED REALITY (AR) DALAM DAKWAH ISLAM." Al-Munqidz : Jurnal Kajian Keislaman 8, no. 2 (July 28, 2020): 280–95. http://dx.doi.org/10.52802/amk.v8i2.255.

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The Use Of Mobile Technology In The Industrial 4.0 Era Is A Must. The Number Of Smartphone Users Continues To Increase Over Time. Contiinum Reality Technology Which Consists Of Both Virtual Reality (VR) And Augmented Reality (AR) Becomes A Portable Technology That Is Easy And Affordable Being Used With A Smartphone. This Study Has An Objective To Determine The Potential Uses Of Augmented Reality (AR) Technology In Modern Islamic Da'wa. This Study Are Counted As A Literature Study Using The Traditional Review Method.AR Applications Have Been Used In Many Fields, Such As Medical, Military, Manufacturing, Visualization, Entertainment And Games, Robotics, Education, Marketing, Navigation, Tourism, Geospatial, Urban Planning And Civil Sciences. Da’wa Requires Attention In Both Truth And Good Ability Of The Preachers. It’s Based On Legal Aspects And The Procedures (Fiqhud-Dakwah). There Was Limited Amount Of Research And AR Products Used In Da'wa. The AR’s Technology That Can Be Applied In Islamic Da'wa Are 1) Playing Cards For Da’wa, 2) Islamic Story Books, 3) Da’wa Brochures / Leaflets / Poster, 4) Islamic History Museum.
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