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Augmented Reality Games II.pdf
Preface
Contents
Contributors
Augmented Reality Games in Education
1 Educational Augmented Reality Games
1.1 Introduction
1.2 Teaching and Learning Paradigms and Theories
1.2.1 Models and Theories for Behaviourism and Cognitivism
1.2.2 Models and Theories for Constructivism
1.2.3 Models and Theories for Humanism
1.3 Games, Gamification and Game-Based Learning
1.4 Method
1.4.1 Game Examples
1.5 Results and Analysis
1.5.1 Studies by Years
1.5.2 School Subjects
1.5.3 Research Methods
1.5.4 Game Genres
1.5.5 Technologies Used
1.5.6 Learning Environment
1.5.7 Learning Paradigms, Theories and Activities
1.5.8 Target Group(S)
1.6 Guidelines for Designing AR Games for Education
1.6.1 Design the Feedback in an Appropriate, Guided and Meaningful Manner
1.6.2 Create Collaborative Shared Experiences When Possible
1.6.3 Use Elements from Real Environment to Enhance Experience
1.6.4 Design the Game Model as a Representative of the Real Phenomena
1.7 Conclusion and Discussion
Appendix 1: AR Games in Education
References
2 Designing Educational Mobile Augmented Reality Games Using Motivators and Disturbance Factors
2.1 Introduction
2.2 Background
2.2.1 Motivators and Disturbance Factors
2.2.2 Previous Work on MAR Design Guidelines
2.3 Research Questions and Method
2.3.1 Research Questions
2.3.2 Participants
2.3.3 Data Collection and Analysis
2.4 Case Studies
2.4.1 Calory Battle AR
2.4.2 Leometry
2.5 Results
2.5.1 Calory Battle AR
2.5.2 Leometry
2.6 Guidelines for Designing EMARGs
2.7 Discussion
2.8 Conclusions
References
3 Augmented Imagination: Creating Immersive and Playful Reading Experiences
3.1 Introduction
3.1.1 What Is Reading?
3.1.2 Reading Experience and Imagination
3.1.3 Existing Approaches for Augmented Books
3.1.4 Regarding Ludic Reading Flow
3.2 Augmented Books
3.3 Analysis
3.3.1 Analysis of Sensing Modalities
3.3.2 Analysis Based on Content Type
3.3.3 Reading Flow Analysis
3.4 Exploring the Design Space of Interaction Techniques
3.4.1 Investigating Speech Recognition and Eye/Head Tracking Interaction Methods
3.4.2 Providing Multimodal Content
3.5 Conclusion
References
4 Invisible Settlements: Discovering and Reconstructing the Ancient Built Spaces Through Gaming
4.1 Introduction
4.2 The Potential of AR in Archaeology
4.3 Educational Video Games
4.3.1 Game Design
4.3.2 MAR Game Design
4.3.3 The Pokémon GO Phenomenon
4.3.4 Archaeological Games
4.4 Invisible Settlements—Awareness of the Past by Playing
4.4.1 The Rules of the Game
4.4.2 The Game Design
4.5 DomusAR: A Location-Based MAR Puzzle for House Reconstruction
4.5.1 Game Description
4.5.2 Game Objective
4.6 UrbanAR: A Location-Based MAR Puzzle for Settlement Reconstruction
4.6.1 Game Description
4.6.2 Game Objective
4.7 Game Design Methodology
4.8 Game Development
4.9 Lessons Learned and Future Work
4.10 Conclusions
References
5 Explorations in Mixed Reality with Learning and Teaching Frameworks: Lessons from Ludus and the Vulcan Academy
5.1 Introduction
5.2 The Augmentation of Learning
5.3 The Mobile Augmented Reality Education Design Framework
5.4 Augmented Reality—Transforming Situated Learning Through Realistic or Abstract Play
5.5 Game Play, Authenticity and Abstraction
5.6 Learning Through In-Game AR Creation
5.7 Altered Perspectives Through Augmentation
5.8 Conclusion
References
Augmented Reality Games in Medicine and Healthcare
6 Playful Ambient Augmented Reality Systems to Improve People’s Well-Being
6.1 Introduction
6.2 Well-Being
6.2.1 What Is Well-Being?
6.2.2 Measuring Well-Being
6.3 Ambient and Augmented-Reality Systems to Improve Well-Being
6.3.1 Ambient Systems
6.3.2 Projection-Based AR Systems
6.4 Gamification and Playfulness for Ambient and AR Systems
6.4.1 Ambient and AR Displays as Persuasive Technologies
6.4.2 What Is Gamification?
6.4.3 Gamification and Well-Being
6.4.4 Playful and Gamified Ambient and AR Systems
6.5 Towards the Design of Playful Ambient AR Systems to Improve Well-Being
6.5.1 Ambient AR Systems
6.5.2 Design Opportunities for Ambient Projection-Based Augmented Reality Systems
6.5.3 Scenario
6.5.4 The System
6.6 Conclusions
References
7 Augmented Reality Games for Health Promotion in Old Age
7.1 Introduction
7.2 Conceptual Considerations on Older Adults and Technology
7.2.1 Age effects in Older Adults’ Technology Use
7.2.2 Cohort Effects in Older Adults’ Technology Use
7.3 Use of Digital Technology by Older Adults
7.3.1 The Use of Mobile Digital Technology by Older Adults
7.3.2 The Use of Mobile Digital Technology for Health Promotion
7.4 Designing Augmented Reality Games for Older Adults
7.4.1 Consider Which Technology is Wished-for by Older Adults
7.4.2 Create Meaningful Games
7.4.3 Involve and Stimulate Older Adults’ Social Networks
7.4.4 Considerations for Designing Games for Health Promotion
7.4.5 Facilitate Long-Term Use of Games for Health Promotion
7.4.6 Ensuring Data Security
7.5 Conclusion
References
8 Gamification in Cognitive Assessment and Cognitive Training for Mild Cognitive Impairment
8.1 Introduction
8.2 Gamification Design for Elderly People
8.3 Gamification in Cognitive Assessment
8.4 Gamification in Cognitive Training
8.5 Discussion
References
9 The Healing App: Augmented Reality and Art for Pediatric Patients with Chronic Pain
9.1 Introduction: The Virtual and Augmented Reality Fine Art Program at Montefiore Health System (by Olivia L. Davis)
9.2 Why Fine Art?
9.2.1 Finding an Artist for the Collection
9.2.2 The Project
9.3 From the Artist’s Point of View (by Claudia Hart)
9.4 The Montefiore Playroom (by Claudia Hart)
9.5 Concluding Curator Notes
9.6 Flower Matrix Production and Author Credits
References
Augmented Reality Games in Art
10 The Gamification of Augmented Reality Art
10.1 Introduction
10.2 Considering Gamification
10.3 Stickiness and Critique: Cowclicker
10.4 Labour, Non-labour, and Playbour
10.5 Interaction and Task
10.6 Tasks and Labour in Augmented Reality Games/Art, from Screen to Space
10.7 Synthesis: Sight and Hyper-Reality
10.8 AR, Art, Gamification, and Formalist UI Design
10.9 The Dependence on Space
10.10 Conclusion
References
11 Unintended Consequence: Pervasive Games and Public Art
11.1 Introduction: The Game
11.2 The Design of Public Art
11.3 Pervasive Games and the Augmentation of Reality
11.4 The Aesthetics of Augmentation
11.5 Conclusion: The Mediation of Reality
References
12 Defacing the ‘Balloon Dog’: Art, Algorithmic Culture and Augmented Reality
12.1 Introduction
12.2 AR/MR Commercial and Technical Development
12.3 AR/MR Through Media Art Practice and Scholarship
References
13 Circumpolar Gamifications in the Age of Global Warming: Ice Levels, Anxiety and the Anthropocene
13.1 Introduction
13.2 Nuna and Siḷa
13.3 Frostbite Bailey
13.4 Nana and Popo
13.5 Somethings Everywhere
13.6 Global Warming and Monoculture
13.7 Infomes, Virtual Anthromes
13.8 Gamification of Megafauna in the Anthropocene
13.9 Cheechako Wizard Suicide Runners
13.10 Conclusion. Final Bosses: Sovereignty and Justice
References
Concluding Remarks: From Pokémon GO to Serious Augmented Reality Games
Vladimir Geroimenko Editor
Augmented Reality
Games II
The Gamification of Education,
Medicine and Art
Augmented Reality Games II
Vladimir Geroimenko
Editor
Augmented Reality Games II
The Gamification of Education,
Medicine and Art
123
Editor
Vladimir Geroimenko
Faculty of Informatics and Computer
Science
The British University in Egypt (BUE)
Cairo, Egypt
ISBN 978-3-030-15619-0
https://doi.org/10.1007/978-3-030-15620-6
ISBN 978-3-030-15620-6
(eBook)
Library of Congress Control Number: 2019935483
© Springer Nature Switzerland AG 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names,
in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
herein or for any errors or omissions that may have been made. The publisher remains neutral with regard
to jurisdictional claims in published maps and institutional affiliations.
trademarks, service marks, etc.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This pioneering two-volume research
monograph is dedicated to future generations
of augmented reality game designers and
players.
With sincere gratitude to the British
University in Egypt (BUE), an excellent place
to work, teach and write books.
Preface
This book is unique in two main respects: it is the first ever research monograph on
the subject of Augmented Reality (AR) Games and also it has been published in
two separate and rather substantial volumes. In Volume I, the phenomenon of the
Pokémon GO game is analysed in theoretical, cultural and conceptual contexts,
with emphasis on its nature and the educational use of the game. Volume II
explores the most important and challenging issues that have been raised by the use
of the Augmented Reality approach and technology in the gamification of educa-
tion, health care, medicine and art.
The two-part monograph has been written by a team of 70 leading researchers,
practitioners and artists distinguished by their specialist expertise, significant pub-
lications and ongoing projects. The books’ co-authors are from 20 countries all
around the world: Australia, Belgium, Brazil, Denmark, Egypt, Finland, Germany,
Hungary, Italy, Malaysia, Netherlands, Romania, Slovenia, South Korea, Spain,
Sweden, Switzerland, UAE, UK and USA.
The two comprehensive volumes provide a thorough and multi-faceted research
into the emerging field of Augmented Reality Games and consider a wide range of
its major issues: the concept and nature of Augmented Reality Games, the lessons
learned from the rise of Pokémon GO, and the practical use of this novel type of
games in education, health care, medicine, art and related fields. This is why these
two books can be essential reading not only for researchers, practitioners, game
developers and artists but also for graduate and undergraduate students, and all
those interested in the rapidly developing area of AR Games.
It was difficult to make this two-volume book happen because research on
Augmented Reality Games is still in its infancy, and there are therefore relatively
few ‘publishable’ materials available. We owe a debt to our contributors who have
managed to produce this two-part monograph in the face of these difficulties.
These two books can also be considered as part of a trilogy, a series of three
pioneering monographs published by Springer on the same subject of Augmented
Reality and with the same book editor:
vii
viii
Preface
Augmented Reality Art: From an Emerging Technology to a Novel Creative
Medium. Geroimenko, V. (Ed.), 1st Edition: Springer, 2014—314 p; 2nd
Edition, Revised and Updated, Springer, 2018—384 p.
Augmented Reality Games I: Understanding the Phenomenon of Pokémon GO.
Geroimenko, V. (Ed.), Springer, 2019
Augmented Reality Games II: The Gamification of Education, Medicine and
Art. Geroimenko, V. (Ed.), Springer, 2019
The content of Volume II is arranged as follows. You can read chapters in sequence
or randomly.
Chapter 1 ‘Educational Augmented Reality Games’ argues that AR games have
the potential to enable new forms of learning and transform the learning experience.
However, it remains unclear how such AR games whose designs are based on
diverse game genres can be used to leverage the conventional education process in
the context of different theoretical paradigms and models used in learning. The
chapter addresses these challenges by providing an analysis of game genres,
learning paradigms, theories and models used in different AR games in the field of
education. The authors present a number of previous studies of educational AR
games, which are classified by year of publication, school subject, research method,
game genres, AR systems, learning environment, learning paradigms and theories,
target groups and study sample size. The classified data is analysed to identify how
AR games designed based on diverse game genres can be used to benefit the
educational process in the context of different theoretical paradigms and models
used in learning.
Chapter 2 ‘Designing Educational Mobile Augmented Reality Games Using
Motivators and Disturbance Factors’
investigates mobile augmented reality
(MAR) that has emerged as a mainstream technology to provide novel visualisation
and interaction opportunities across application domains. The primary forte of
MAR is its ability to bridge the real world with virtual worlds by bringing virtual
elements onto a real-world view, and by adapting the experience according to the
user’s location and other context parameters. Research has shown that MAR pos-
sesses a multitude of affordances in the field of education. These affordances can be
amplified in educational MAR games (EMARGs) due to the motivational value and
the fun factor provided by intriguing game elements. However, there is a gap in
research on design guidelines for EMARGs, especially regarding the connection to
motivators and disturbance factors that may have positive and negative effects
respectively on the learning experience. In this chapter, the authors present two
MAR case studies (a treasure hunt and a story-driven adventure game) to illustrate
their experiences in designing EMARGs. They conduct a qualitative analysis of the
case studies based on questionnaire answers and interviews of 29 and 112 partic-
ipants, respectively, to identify motivators (16, 20) and disturbance factors (11, 25)
in the participants’ gameplay experiences. Through an analysis of the motivators,
disturbance factors and their design experiences, the authors proposed 24 design
guidelines in 6 categories that can potentially strengthen motivators and diminish
disturbance factors in MAR applications.
Preface
ix
Chapter 3 ‘Augmented Imagination: Creating Immersive and Playful Reading
Experiences’ deals with reading as a complex process that is changing dramatically
during the ongoing evolution from purely physical books to digital ones. Between
the two poles of physical and digital, there is an emerging field where physical is
being augmented by digital and vice versa. In this chapter, the authors investigate
physical and digital approaches to the phenomenon of book augmentation. Physical
approaches do not embed any electronic elements into the book. On the contrary, in
digital approaches, interactivity is supported by embedding electronic devices into
the physical book, holding devices above the book or by placing electronic devices
around the reader. First, the authors describe and analyse 10 augmented books that
use different augmentation techniques (along the following three dimensions: the
modalities being used, the type of content on offer and the impact of the augmen-
tation on the reading flow). They then emphasise the need for further investigation
of the ways for delivering multimodal and immersive content, in which the processes
of reading the original text, interacting and consuming the digital content merge into
one unified experience that does not disrupt the reading flow and enhances the sense
of immersion in the story. Finally, the authors illustrate how we could move towards
this vision of a unified augmented reading experience using different technologies,
such as speech recognition systems, eye- and head-tracking systems, olfactory
displays, smell synthesisers and digitally controlled food delivery systems.
Chapter 4 ‘Invisible Settlements: Discovering and Reconstructing the Ancient
Built Spaces Through Gaming’ studies hidden historic settlements that still exist
under layers of soil and debris, waiting to be discovered. Their discovery can precede
the archaeological excavation through the use of ground radar for scanning and
points-of-interest (POIs) for delineating their shape in space. Once discovered with
the use of smartphones, these POIs display augmented information. If the presen-
tation of the invisible settlement can be achieved as a playful activity of discovery,
the impact on the player may have a stronger cultural, and possibly identity, value.
Chapter 5 ‘Explorations in Mixed Reality with Learning and Teaching
Frameworks: Lessons from Ludus and the Vulcan Academy’ explores the design of
mixed reality frameworks for learning and teaching at Griffith University, Gold
Coast, Australia. Discipline areas from Pharmacy and Design have developed a
series of experiential learning scenarios that help build rich frameworks in which to
learn, teach and assess, using and testing multiple strategies in the process. Essential
to teaching methods is the implementation of learning objectives as moderated by
strategies of play-based learning. The learning scenarios range from developing
mobile applications to impact upon spatial reasoning beyond the device frame,
designing transformative experiences through student led content authoring of
augmented game content, to immersion in a virtual pharmacy with access to aug-
mented content through head mounted displays. Increased engagement is a key
objective of the gamified learning experience, and the authors’ experiments seek to
investigate the boundaries between educational theories as applied to mixed reality
environments through active learning and inquiry-based instruction. The chapter
demonstrates that play, through the use of mixed reality technologies, can benefit
and prolong student engagement, but
the student can have
importantly that
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