- -

EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children

Show full item record

López-Faican, L.; Jaén Martínez, FJ. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education. 149:1-20. https://doi.org/10.1016/j.compedu.2020.103814

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/165803

Files in this item

Item Metadata

Title: EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children
Author: López-Faican, Lissette Jaén Martínez, Francisco Javier
UPV Unit: Universitat Politècnica de València. Departamento de Sistemas Informáticos y Computación - Departament de Sistemes Informàtics i Computació
Issued date:
Embargo end date: 2023-01-23
Abstract:
[EN] Games are powerful generators of positive emotions in children and are intrinsically satisfying. In this context, our work evaluates the use of mobile augmented reality without markers as the technology to implement ...[+]
Subjects: Games , Augmented and virtual reality , Cooperative/collaborative learning , Mobile learning , Architectures for educational technology system
Copyrigths: Embargado
Source:
Computers & Education. (issn: 0360-1315 )
DOI: 10.1016/j.compedu.2020.103814
Publisher:
Elsevier
Publisher version: https://doi.org/10.1016/j.compedu.2020.103814
Type: Artículo

References

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. doi:10.1016/j.edurev.2016.11.002

Amory, A. (2006). Game object model version II: a theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77. doi:10.1007/s11423-006-9001-x

Cheng, Y.-W., Wang, Y., Cheng, I.-L., & Chen, N.-S. (2019). An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game. Interactive Learning Environments, 27(5-6), 782-796. doi:10.1080/10494820.2019.1610448 [+]
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. doi:10.1016/j.edurev.2016.11.002

Amory, A. (2006). Game object model version II: a theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77. doi:10.1007/s11423-006-9001-x

Cheng, Y.-W., Wang, Y., Cheng, I.-L., & Chen, N.-S. (2019). An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game. Interactive Learning Environments, 27(5-6), 782-796. doi:10.1080/10494820.2019.1610448

Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. doi:10.1016/j.compedu.2019.103635

Garcia-Sanjuan, F., Jurdi, S., Jaen, J., & Nacher, V. (2018). Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education. Computers & Education, 123, 65-84. doi:10.1016/j.compedu.2018.04.011

Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1). doi:10.21061/jte.v7i1.a.2

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. doi:10.1016/j.chb.2015.07.045

Hwang, G.-J., Wu, P.-H., & Chen, C.-C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256. doi:10.1016/j.compedu.2012.05.009

Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. doi:10.1016/j.compedu.2018.05.002

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490. doi:10.1016/j.sbspro.2011.12.091

Lanningham-Foster, L., Foster, R. C., McCrady, S. K., Jensen, T. B., Mitre, N., & Levine, J. A. (2009). Activity-Promoting Video Games and Increased Energy Expenditure. The Journal of Pediatrics, 154(6), 819-823. doi:10.1016/j.jpeds.2009.01.009

Martinovic, D., Ezeife, C. I., Whent, R., Reed, J., Burgess, G. H., Pomerleau, C. M., … Chaturvedi, R. (2014). «Critic-proofing» of the cognitive aspects of simple games. Computers & Education, 72, 132-144. doi:10.1016/j.compedu.2013.10.017

Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. doi:10.1016/s0160-2896(99)00016-1

McNaughton, S., Rosedale, N., Jesson, R. N., Hoda, R., & Teng, L. S. (2018). How digital environments in schools might be used to boost social skills: Developing a conditional augmentation hypothesis. Computers & Education, 126, 311-323. doi:10.1016/j.compedu.2018.07.018

Meier, A., Spada, H., & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning, 2(1), 63-86. doi:10.1007/s11412-006-9005-x

Ruiz-Ariza, A., Casuso, R. A., Suarez-Manzano, S., & Martínez-López, E. J. (2018). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49-63. doi:10.1016/j.compedu.2017.09.002

Swing, S. R., & Peterson, P. L. (1982). The Relationship of Student Ability and Small-Group Interaction to Student Achievement. American Educational Research Journal, 19(2), 259-274. doi:10.3102/00028312019002259

Szewkis, E., Nussbaum, M., Rosen, T., Abalos, J., Denardin, F., Caballero, D., … Alcoholado, C. (2011). Collaboration within large groups in the classroom. International Journal of Computer-Supported Collaborative Learning, 6(4), 561-575. doi:10.1007/s11412-011-9123-y

Walker, Z., McMahon, D. D., Rosenblatt, K., & Arner, T. (2017). Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool. SAGE Open, 7(4), 215824401773781. doi:10.1177/2158244017737815

Yadegaridehkordi, E., Noor, N. F. B. M., Ayub, M. N. B., Affal, H. B., & Hussin, N. B. (2019). Affective computing in education: A systematic review and future research. Computers & Education, 142, 103649. doi:10.1016/j.compedu.2019.103649

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86-92. doi:10.1016/j.iheduc.2017.02.002

Zagal, J. P., Rick, J., & Hsi, I. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 37(1), 24-40. doi:10.1177/1046878105282279

[-]

recommendations

 

This item appears in the following Collection(s)

Show full item record