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The use of augmented reality games in education: a review of the literature.

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Title: The use of augmented reality games in education: a review of the literature.
Authors: Koutromanos, George1 (AUTHOR) koutro@math.uoa.gr, Sofos, Alivisos2 (AUTHOR), Avraamidou, Lucy3 (AUTHOR)
Source: Educational Media International. Dec2015, Vol. 52 Issue 4, p253-271. 19p.
Subjects: Augmented reality, Educational technology research, Educational games, Classroom environment, Mobile communication systems
Abstract: This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments. [ABSTRACT FROM PUBLISHER]
Copyright of Educational Media International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="DE" term="%22Augmented+reality%22">Augmented reality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology+research%22">Educational technology research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Mobile+communication+systems%22">Mobile communication systems</searchLink>
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  Data: This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Educational Media International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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