Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards

Location-based AR (LBAR) games offer a potentially viable learning platform for history-related content, but the experience is impaired by player fatigue due to compulsory movement between real-world locations, causing engagement to drop as the length of the game increases. This paper proposes incor...

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Main Authors: Vidal, Eric Cesar E, Jr, Lim, Jaclyn Ting Ting M, Casano, Jonathan D L, Rodrigo, Ma. Mercedes T
Format: text
Published: Archīum Ateneo 2019
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Online Access:https://archium.ateneo.edu/discs-faculty-pubs/162
https://link.springer.com/chapter/10.1007/978-3-030-23528-4_10
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Institution: Ateneo De Manila University
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spelling ph-ateneo-arc.discs-faculty-pubs-11612020-06-30T03:09:39Z Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards Vidal, Eric Cesar E, Jr Lim, Jaclyn Ting Ting M Casano, Jonathan D L Rodrigo, Ma. Mercedes T Location-based AR (LBAR) games offer a potentially viable learning platform for history-related content, but the experience is impaired by player fatigue due to compulsory movement between real-world locations, causing engagement to drop as the length of the game increases. This paper proposes incorporating card-collection mechanics (virtual collectibles/achievements in contemporary games) into an existing history-related, narrative-based LBAR game, Igpaw: Loyola, to counter the effect of fatigue to player engagement while increasing their capacity to absorb educational content. Participants, divided into control and experimental batches, were tasked to play Igpaw: Loyola without and with the collection mechanic, respectively, under logged observation. Both versions of the game included required and optional locations. The control and experimental batches reported only minor differences in application usability, but a majority of the experimental batch visited the optional locations as opposed to none from the control batch. In the post-quiz, the experimental batch scored the same or better (on average and on each individual question) than the control batch. This leads to the conclusion that the card-collection mechanic significantly and positively impacts both the engagement and learning retention of players, and it is recommended for future LBAR games. 2019-01-01T08:00:00Z text https://archium.ateneo.edu/discs-faculty-pubs/162 https://link.springer.com/chapter/10.1007/978-3-030-23528-4_10 Department of Information Systems & Computer Science Faculty Publications Archīum Ateneo Augmented reality Educational game design Usability Game-based learning Learning motivation Location-based apps Computer Sciences
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic Augmented reality
Educational game design
Usability
Game-based learning
Learning motivation
Location-based apps
Computer Sciences
spellingShingle Augmented reality
Educational game design
Usability
Game-based learning
Learning motivation
Location-based apps
Computer Sciences
Vidal, Eric Cesar E, Jr
Lim, Jaclyn Ting Ting M
Casano, Jonathan D L
Rodrigo, Ma. Mercedes T
Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
description Location-based AR (LBAR) games offer a potentially viable learning platform for history-related content, but the experience is impaired by player fatigue due to compulsory movement between real-world locations, causing engagement to drop as the length of the game increases. This paper proposes incorporating card-collection mechanics (virtual collectibles/achievements in contemporary games) into an existing history-related, narrative-based LBAR game, Igpaw: Loyola, to counter the effect of fatigue to player engagement while increasing their capacity to absorb educational content. Participants, divided into control and experimental batches, were tasked to play Igpaw: Loyola without and with the collection mechanic, respectively, under logged observation. Both versions of the game included required and optional locations. The control and experimental batches reported only minor differences in application usability, but a majority of the experimental batch visited the optional locations as opposed to none from the control batch. In the post-quiz, the experimental batch scored the same or better (on average and on each individual question) than the control batch. This leads to the conclusion that the card-collection mechanic significantly and positively impacts both the engagement and learning retention of players, and it is recommended for future LBAR games.
format text
author Vidal, Eric Cesar E, Jr
Lim, Jaclyn Ting Ting M
Casano, Jonathan D L
Rodrigo, Ma. Mercedes T
author_facet Vidal, Eric Cesar E, Jr
Lim, Jaclyn Ting Ting M
Casano, Jonathan D L
Rodrigo, Ma. Mercedes T
author_sort Vidal, Eric Cesar E, Jr
title Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
title_short Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
title_full Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
title_fullStr Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
title_full_unstemmed Card-Collection Mechanics in Educational Location-Based AR Games: Transforming Learning Goals to Virtual Rewards
title_sort card-collection mechanics in educational location-based ar games: transforming learning goals to virtual rewards
publisher Archīum Ateneo
publishDate 2019
url https://archium.ateneo.edu/discs-faculty-pubs/162
https://link.springer.com/chapter/10.1007/978-3-030-23528-4_10
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