Design of a location-based augmented reality game for the development of key 21st century competences in primary education

Filippos Tzortzoglou; Panagiotis Kosmas; Lucy Avraamidou

doi:10.30935/cedtech/13221

Filippos Tzortzoglou ¹ ^* , Panagiotis Kosmas ² ³, Lucy Avraamidou ⁴

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep432

https://doi.org/10.30935/cedtech/13221

Submitted: 23 January 2023, Published Online: 26 April 2023

OPEN ACCESS 962 Views 584 Downloads

Download Full Text (PDF)

Abstract

The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.

Keywords: augmented reality, games, key competences, learning design, primary education, students

References

Ardito, C., Sintoris, C., Raptis, D., Yiannoutsou, N., Avouris, N., & Costabile., M. F. (2018). Design guidelines for location-based mobile games for learning. In Proceedings of the International Conference on Social Applications for Lifelong Learning (pp. 96-100).
Carmigniani, J., & Furht, B. (2011). Augmented reality: An overview. In B. Furht (Ed.), Handbook of augmented reality (pp. 3-46). Springer. https://doi.org/10.1007/978-1-4614-0064-6_1
Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science education and Technology, 22, 449-462. https://doi.org/10.1007/s10956-012-9405-9
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735-745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
European Commission. (2018). Key competences for lifelong learning. https://data.europa.eu/doi/10.2766/291008
Fotouhi-Ghazvini, F., Earnshaw, R. A., Robison, D., & Excell, P. S. (2009). Designing augmented reality games for mobile learning using an instructional-motivational paradigm. In Proceedings of 2009 International Conference on CyberWorlds (pp. 312-319). https://doi.org/10.1109/CW.2009.27
Hayes, T. (2016). Mobile apps for 21st century skills: A quantitative analysis of educational mobile apps on graphite.org. In EdMedia + innovate learning (pp. 1630-1637). Association for the Advancement of Computing in Education.
Hewett, K. J., Zeng, G., & Pletcher, B. C. (2020). The acquisition of 21st century skills through video games: Minecraft design process models and their web of class roles. Simulation & Gaming, 51(3), 336-364. https://doi.org/10.1177/1046878120904976
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and Probeware with environmental education field trips. Computers & Education, 68, 545-556. https://doi.org/10.1016/j.compedu.2013.02.018
Koutromanos, G., & Avraamidou, L. (2014). The use of mobile games in formal and informal learning environments: A review of the literature. Educational Media International, 51(1), 49-65. https://doi.org/10.1080/09523987.2014.889409
Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: A review of the literature. Educational Media International, 52(4), 253-271. https://doi.org/10.1080/09523987.2015.1125988
Koutromanos, G., Tzortzoglou, F., & Sofos, A. (2018). Evaluation of an augmented reality game for environmental education: “Save Elli, save the environment”. In T. Mikropoulos (Ed), Research on e-learning and ICT in education (pp. 231-241). Springer. https://doi.org/10.1007/978-3-319-95059-4_14
Laine, T. (2018). Mobile educational augmented reality games: A systematic literature review and two case studies. Computers, 7(1), 19. https://doi.org/10.3390/computers7010019
Li, J., van der Spek, E. D., Feijs, L., Wang, F., & Hu, J. (2017). Augmented reality games for learning: A literature review. In N. Streitz, & P. Markopoulos (Eds.), Distributed, ambient and pervasive interactions (pp. 612-626). Springer. https://doi.org/10.1007/978-3-319-58697-7_46
Looney, J., & Michel., A. (2014). Keyconet’s conclusions and recommendations for strengthening key competence development in policy and practice. European Schoolnet. http://keyconet.eun.org/c/document_library/get_file?uuid=78469b98-b49c-4e9a-a1ce-501199f7e8b3&groupId=11028
Markouzis, D., & Fessakis, G. (2016). Rapid prototyping of interactive storytelling and mobile augmented reality applications for learning and entertainment–The case of “k-knights”. International Journal of Engineering Pedagogy, 6(2), 30-38. https://doi.org/10.3991/ijep.v6i2.5560
O’Shea, P., Mitchell, R., Johnston, C., & Dede, C. (2009). Lessons learned about designing augmented realities. International Journal of Gaming and Computer-Mediated Simulations, 1(1), 1-15. https://doi.org/10.4018/jgcms.2009010101
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18, 1533-1543. https://doi.org/10.1007/s00779-013-0747-y
Reilly, J. M., & Dede, C. (2019). Augmented reality in education. In Y. Zhang, & D. Cristol (Eds.), Handbook of mobile teaching and learning (pp. 1317-1351). Springer. https://doi.org/10.1007/978-981-13-2766-7_126
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16, 31-45. https://doi.org/10.1007/s10956-006-9036-0
Ryua, H. B., Parsonsb, D., & Leea, H. (2014). Using game-based collaborative learning to enhance critical thinking skills. Advances in Affective and Pleasurable Design, 19(5), 461-475.
Sanchez, E., Delorme, L., Jouneau-Sion, C., & Prat., A. (2010). Designing a pretend game with geotechnologies: Toward active citizenship. In T. Jekel, A. Koller, K. Donert, & R. Vogler (Eds.), Lernen mit geoinformation V [Learning with geoinformation V]. Wichmann Herbert.
Schrier, K. (2006). Using augmented reality games to teach 21st century skills. In Proceedings of SIGGRAPH ‘06: ACM SIGGRAPH 2006 Educators Program. https://doi.org/10.1145/1179295.1179311
Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen [Media education in new cultural spaces]. VS Verlag für Sozialwissenschaften [VS Publishing House for Social Sciences]. https://doi.org/10.1007/978-3-531-92133-4_6
Squire, K. D.,& Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science education and Technology ,16, 5-29. https://doi.org/10.1007/s10956-006-9037-z
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413. https://doi.org/10.1080/10508400701413435
Tzortzoglou, F., Kostas, A., Sofos, A., Avraamidou, L., & Heeg, D-M. (2021). Augmented reality games in support of digital and civic competences development: A review study. In V. Chiou, L. Geunis, O. Holz, N. Oruc Erturk, & F. Shelton (Eds.), Voices from the classroom: A celebration of learning (pp. 398-410). Waxmann Verlag.
Xanthopoulos, S., & Xinogalos, S. (2018). Opportunities and challenges of mobile location-based games in education: Exploring the integration of authoring and analytics tools. In Proceedings of the 2018 IEEE Global Engineering Education Conference (pp. 1797-1805). IEEE. https://doi.org/10.1109/EDUCON.2018.8363452

Citation

Tzortzoglou, F., Kosmas, P., & Avraamidou, L. (2023). Design of a location-based augmented reality game for the development of key 21st century competences in primary education. Contemporary Educational Technology, 15(3), ep432. https://doi.org/10.30935/cedtech/13221

Tzortzoglou, F., Kosmas, P., and Avraamidou, L. (2023). Design of a location-based augmented reality game for the development of key 21st century competences in primary education. Contemporary Educational Technology, 15(3), ep432. https://doi.org/10.30935/cedtech/13221

Tzortzoglou F, Kosmas P, Avraamidou L. Design of a location-based augmented reality game for the development of key 21st century competences in primary education. CONT ED TECHNOLOGY. 2023;15(3), ep432. https://doi.org/10.30935/cedtech/13221

Tzortzoglou, Filippos, Panagiotis Kosmas, and Lucy Avraamidou. "Design of a location-based augmented reality game for the development of key 21st century competences in primary education". Contemporary Educational Technology 2023 15 no. 3 (2023): ep432. https://doi.org/10.30935/cedtech/13221

Tzortzoglou, Filippos et al. "Design of a location-based augmented reality game for the development of key 21st century competences in primary education". Contemporary Educational Technology, vol. 15, no. 3, 2023, ep432. https://doi.org/10.30935/cedtech/13221

Tzortzoglou F, Kosmas P, Avraamidou L. Design of a location-based augmented reality game for the development of key 21st century competences in primary education. CONT ED TECHNOLOGY. 2023;15(3):ep432. https://doi.org/10.30935/cedtech/13221