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Augmented Reality Games I.pdf
Preface
Contents
Contributors
The Pokémon GO Phenomenon in Theoretical, Cultural and Conceptual Contexts
1 Waiting for the Augmented Reality ‘Killer App’: Pokémon GO 2016
1.1 Introduction
1.2 Blockbusters
1.3 Not Enough Novelty (Sci-Fi Disappointments)
1.4 What Are We Waiting for?
1.5 The AR Great Train Robbery
References
2 Characteristics of Game Transfer Phenomena in Location-Based Augmented Reality Games
2.1 Introduction
2.2 Overview on GTP Research
2.2.1 Most Common GTP in Location-Based AR Games
2.2.2 Factors Relevant to GTP in Location-Based AR Games
2.2.3 Immersion in Location-Based AR Games
2.3 Peculiarities of GTP in Location-Based AR Games Played on Portable Devices
2.4 Interplay Between Physical and Virtual Worlds and GTP
2.5 Conclusions, Final Remarks and Directions for Future Research
References
3 The Concept of the Magic Circle and the Pokémon GO Phenomenon
3.1 Introduction
3.2 Introducing the Magic Circle
3.3 Play—What Is It?
3.4 A Game—What Is It?
3.5 Analyzing the Magic Circle
3.6 Playing Games Playing with the Magic Circle
3.7 Pokémon GO, Augmented Reality and the Magic Circle
3.8 Informal Communities and the Magic Circle in Pokémon GO
3.9 Virtual Forums Around Pokémon GO as Extension of the Magic Circle
3.10 Conclusions
References
4 Mediation Theory Between Pokémon GO and the Everyday World
4.1 Introduction
4.2 Phenomenology and Pokémon GO
4.2.1 Looking into Another World Within a Frame
4.2.2 Looking into Another World Without a Frame
4.3 Multiple Realities and Their Effects
4.3.1 A Phenomenological Approach
4.3.2 Mediation Theory and Pokémon GO
4.4 Conclusions
References
5 Augmented Reality, Games and Art: Immersion and Flow
5.1 Introduction
5.2 AR and the Path to It
5.3 AR Games
5.4 Success of Augmented Reality in Games: Flow and Immersion
5.5 Conclusion
References
The Nature of the Pokémon GO Phenomenon and Lessons Learned
6 Motives for Playing Pokémon GO and Their Associations with Problematic and Health Behaviors
6.1 Introduction
6.2 General Motives for Gaming
6.3 Empirical Investigation of Motives for Playing Pokémon GO
6.3.1 An Overview of the Main Characteristics of Empirical Studies
6.3.2 The Association of Motives with Pokémon GO Use
6.3.3 The Association of Motives with Health and Problematic Behaviors
6.4 Conclusion
References
7 Player Experiences in Location-Based Games: Memorable Moments with Pokémon GO
7.1 Introduction
7.2 Research Question and Methodology
7.3 Results
7.3.1 Game Play and Game Content
7.3.2 People and Sociability
7.3.3 Location
7.3.4 Circumstances and Context
7.3.5 Negative Events
7.3.6 Feelings
7.3.7 Other Codes
7.4 Discussion
7.4.1 Game Play and Game Content
7.4.2 People and Sociability
7.4.3 Location and Circumstances and Context
7.4.4 Negative Events and Feelings
7.4.5 Other Relevant Findings
7.5 Conclusions
References
8 I Play, You Play and We Play Together: Social Interaction Through the Use of Pokémon GO
8.1 Introduction
8.2 Social Skills
8.3 Methodology
8.4 Pelotas City
8.5 Social Interaction Outcomes
8.6 Final Considerations
References
9 Long-Term Engagement in Mobile Location-Based Augmented Reality Games
9.1 Introduction
9.2 Mobile Location-Based AR Games
9.2.1 Pokémon GO
9.2.2 Ingress
9.3 Player Survey
9.3.1 Demographics
9.3.2 Experience and Level of Engagement
9.3.3 Player Preferences: Motivations
9.3.4 Player Preferences: Activities and Achievements
9.3.5 Integration of Gaming into Daily Life
9.3.6 Self-description of Playing Style
9.3.7 Triggers for Starting and Ending a Session
9.4 Design Implications
9.5 Discussion
9.6 Summary and Conclusions
References
10 Health Implications of Augmented Reality Games on Children and Adolescents
10.1 Introduction
10.2 ARG’s Impact on Children and Adolescents
10.2.1 Pokémon GO Overview
10.2.2 Pokémon GO and ARG’s Physical Impact
10.2.3 Pokémon GO and the Impact of ARG’s on Socialization
10.2.4 Pokémon GO and ARG’s Psychological Impact
10.3 ARG’s Educational Impact
10.4 AR and Improving Children’s Medical Experience and Use in Medical Treatment and Education
10.5 Policy and Groundwork Recommendations
References
11 Playing Pokémon GO in a Public Park in Malaysia: A Survey and Analysis
11.1 Introduction
11.2 Methodology
11.3 Pokémon GO in the Park
11.4 Findings
11.5 Discussion
References
The Pokémon GO Phenomenon in Educational Context
12 A Theoretical-Practical Framework for the Educational Uses of Pokémon GO in Children and Adolescents
12.1 Introduction
12.2 Pokémon GO and Its Relation to Physical Activity
12.3 Pokémon GO and Its Relation to Cognition
12.4 Augmented Reality as a Didactic Tool
12.5 Didactic Proposal
12.5.1 Gymkhana by Means of AR in Physical Education Classes
12.5.2 The Hidden Message
12.5.3 Roald Dahl GO
12.5.4 Creation of Escape Room or Educational Break Out
12.6 Some Limitations of These Proposals
12.7 Conclusion
References
13 Pokémon GO Between Incidental Learning and Frame Analysis: It’s the End of the World as We Know It
13.1 Introduction
13.2 The Game and Its Unexpected Benefits
13.2.1 Physical and Mental Health
13.2.2 Kids Learning Geography
13.2.3 Reality Restructured: Phenomenology of Pokémon GO
13.3 Frame Analysis
13.4 Incidental Learning
13.5 Conclusions
References
14 Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions
14.1 Introduction
14.2 Extended Background
14.2.1 Mobile Game-Based Learning
14.2.2 Location-Based Games
14.2.3 Augmented Reality
14.2.4 Augmented Learning
14.3 Method
14.4 Ingress and Pokémon GO
14.5 Findings and Discussions
14.5.1 Collaboration and Intended Points of Interest
14.5.2 Orchestrating Mobile Teaching and Learning
14.6 Conclusions
14.7 Future Research
References
15 Get Gamified: Promoting Augmented Reality and Digital Game Technology in Education
15.1 Introduction
15.2 Using Augmented Reality and Digital Game Technology as a New Pedagogy in Education
15.2.1 DGT in Health Education
15.3 Gaming Technology Framework
15.4 The ‘Why’ of Augmented Reality and Digital Game Technology
15.5 The ‘What’ of Augmented Reality and Digital Game Technology
15.6 The ‘How’ of Augmented Reality and Digital Game Technology
15.6.1 AR in Physical Education
15.6.2 DGT in Science Education
15.6.3 AR and DGT in Mathematics
15.6.4 AR and DGT in English Language Arts
15.6.5 The ‘Who’ and ‘When’ of Augmented Reality and Digital Game Technology
15.7 Conclusions
References
Concluding Remarks: Back to Life, Back to (Augmented) Reality
Vladimir Geroimenko Editor
Augmented Reality
Games I
Understanding the Pokémon GO Phenomenon
Augmented Reality Games I
Vladimir Geroimenko
Editor
Augmented Reality Games I
Understanding the Pokémon GO Phenomenon
123
Editor
Vladimir Geroimenko
Faculty of Informatics and Computer
Science
The British University in Egypt
Cairo, Egypt
ISBN 978-3-030-15615-2
https://doi.org/10.1007/978-3-030-15616-9
ISBN 978-3-030-15616-9
(eBook)
© 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 education,
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, The Netherlands, Romania, Slovenia, South Korea,
Spain, Sweden, Switzerland, UAE, UK and USA.
The two comprehensive volumes provide a thorough and multifaceted 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 I is arranged as follows. You can read chapters in
sequence or randomly.
Chapter 1 “Waiting for the Augmented Reality ‘Killer App’: Pokémon GO
2016” enquires why, despite the commercial success of Pokémon GO, a large
popular audience for augmented reality experiences has not yet gathered. Drawing a
comparison to the quick and massive popularity of cinema at the turn of the last
century,
the author considers what audiences desire from this ever-emerging
medium. To delve into this question, the chapter redraws definitions of the aug-
mented reality medium and reflects on its unique potentialities. The central question
of the chapter is an analogy: if, in 1903, The Great Train Robbery established the
cinematic montage form and inspired the creation of massive cinema audiences and
venues, what could be The Great Train Robbery of AR?
Chapter 2 “Characteristics of Game Transfer Phenomena in Location-Based
Augmented Reality Games” explores sensory perceptions, cognitive mix-ups and
slips of actions associated with augmented reality technologies, such as in
location-based AR games. The research on Game Transfer Phenomena (GTP) has
demonstrated that playing video games in AR and non-AR can induce sensory
perceptions, manifested as seeing images overlaying physical objects (e.g. seeing
power bars above people’s heads or maps in the corner of the eye), hearing sounds
coming from game-related objects, and perceiving physical objects as distorted or
having misperceptions (e.g. confusing birds with aeroplanes), as well as cognitive
mix-ups and slips of actions when confusing virtual content with real objects. The
aim of this chapter is twofold. The first is to provide an overview of the GTP
research conducted on location-based AR games. The second is to highlight the
peculiarities of GTP in AR games. While a broad variety of the GTP reported in
non-AR games has also been found in location-based AR games, the key charac-
teristic of these games is that the gameplay occurs through interactions in the
physical context. The physical context is part of the game by means of (i) the
overlaying of game images on the physical context and (ii) the game being played
through interactions in the physical context. The key peculiarities of GTP in these
games are (i) the temporal manifestation of GTP while/after playing, (ii) the
two-way transfer of effects from the virtual to the physical and vice versa, (iii) the
increased chances of the occurrence of certain forms of GTP (e.g. the urge to do
something related to the game, misperceptions of physical stimuli,
tactile
sensations) and (iv) the GTP triggered by the outputs from a multipurpose device.
Preface
ix
Chapter 3 “The Concept of
the Magic Circle and the Pokémon GO
Phenomenon” begins with a statement that when Johan Huizinga in 1938 published
Homo Ludens, he had no idea the book would father a future research field:
ludology or game studies. In that respect, inspirations from Huizinga run deep in
game studies and many researchers have since tackled questions like: What is play?
What
is a game? And perhaps most notoriously how should we understand
Huizinga’s description of ‘the magic circle’. This chapter revisits Huizinga’s
thinking on play, games and his concept of the magic circle. Subsequently, it
investigates how the magic circle performs in relation to ‘traditional’ computer
games, how it is challenged by ‘meta-referential’ games and is expanded by aug-
mented reality games, such as Pokémon GO. The authors present three under-
standings of
(1) expression of a specific physical place,
(2) metaphor for player experience and finally (3) as a mix between the two. They
regard and equate the magic in the magic circle with play. Juxtaposing magic as
play and the magic circle as relating to physical space, player experience and its
mixed combinations to Pokémon GO result in a multilayered expansion consisting
of player experiences, social interactions with other players in a playing field that is
close to engulf the entire planet.
the magic circle:
Chapter 4 “Mediation Theory Between Pokémon GO and the Everyday World”
aims to study the effects of augmented reality on the everyday world. Many studies
already highlight the relations between digital and real by showing how digital
objects affect our perception of the everyday world. However, they focus on these
effects as if there was an everyday world from which to start and to which add these
digital objects. The chapter focuses on a different perspective by showing how the
meaning given to the everyday world is already founded on the use of these
technologies. The values we find in our everyday experience emerge from the
possible interactions with new technologies. The use of Pokémon GO then does not
merely shape our everyday world by providing new digital elements in it, but it also
reshapes the way we live and the way we think of our lives in the everyday world
even when we do not use that technology.
Chapter 5 “Augmented Reality, Games and Art: Immersion and Flow” assumes
that all forms of augmented reality—including games—have common features.
According to the authors, the two most important are immersion and flow. The
phenomenon of AR is closely related to technology: the optics, sensors and HD
displays are requirements. With the use of applications, digital information can be
projected on the real world, while it becomes interactive. Most of AR games are
smartphone related. In 2018, smartphones are ubiquitous devices. Their developers’
attention is focused on usability and experience—the goal is to make it as intuitive
as possible and not to block the immersion of users into the games. Without the
right speed or resolution, games simply do not work, but flow gives the necessary
edge. The chapter is built on the theory of Mihály Csíkszentmihályi, who, in his
discourse on flow, draws attention to the peak experience that occurs when an
individual
instantaneous real
momentum is the flow that is the unity of joy and creativity, something the most
popular AR games provide.
is deeply involved in an activity. This perfect
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