Mobile Augmented Reality Game Research Articles

KIJANI: Designing a Physical Activity Promoting Collaborative Augmented Reality Game.

There is an increased need for physical activity among children and adolescents. KIJANI, a mobile augmented reality game, is designed to increase physical activity through gamified exercises. The primary aim of this study is to get feedback on the design and implementation of potentially physical activity-increasing features in KIJANI. A mixed-method study (n=13) evaluates newly implemented game design features quantitatively through measuring physical activity and qualitatively through participant feedback. Preliminary results are limited and need further studies. Participants' feedback shows a positive trend and highlights the game's potential effectiveness. KIJANI shows potential for increasing physical activity among children and adolescents through gamified exercise. Future work will refine the game based on user feedback and findings presented in related work. The game's long-term impact is to be explored.

Exploring the Impact of Mobile Augmented Reality on COVID-19 Prevention Education in Primary Schools

This study aimed to evaluate the effectiveness of an interactive mobile Augmented Reality (AR) game to increase the knowledge about COVID-19 prevention primary school students. We tested the application for usability and effectiveness through pre- and post-tests, questionnaires, and interviews. 12 participants from four states in Malaysia took part in the study. Their average age is 9.5 years old. Results indicated a significant improvement in student performance from the pre-test to the post-test, with a mean score has increased from 3.67 to 8.25. The average System Usability Scale (SUS) score was 75%. These findings show the effectiveness of our mobile AR application as a tool to increase the knowledge about COVID-19 prevention among primary school. The findings of this study contribute to the body of research on the use of AR in COVID-19 prevention education among primary school students. This study provides both theoretical and practical implications for educators, researcher and policymakers seeking to use mobile AR to support the prevention education of any future pandemic or infectious disease.

User Experience of a Mobile App in a City Tour Game for International Doctoral Students

Mobile augmented reality games (MARGs) offer exciting possibilities for enriching outdoor learning and enhancing tourism experiences. However, there is a notable gap in understanding the perspectives of doctoral students on these innovative approaches. This paper presents the results of a case study conducted during the 2023 EERA Summer School in Portugal, where PhD students in Education, from universities all around the globe, engaged in a MARG for sustainable development education. Seventy-three students embarked on a walking city tour, whilst playing an interdisciplinary game supported by the EduCITY Smart Learning City Environment. It comprises a web platform, an app, location games, and game creation training. Students experienced the EduCITY app, which guided them through a designated city path encompassing tourist sites, while promoting diverse learning opportunities. At the end, students provided feedback through a short and anonymous evaluation questionnaire, incorporating the user experience questionnaire and one open-ended question for improvement suggestions. This study revealed valuable insights into the doctoral students’ perspectives on the EduCITY app’s user experience, highlighting the strengths of “Attractiveness”, “Stimulation”, and “Novelty”. However, it also identified areas for improvement, particularly in “Dependability” and “Efficiency”. The analysis of the open-ended responses suggested that “Attractiveness” and “Perspicuity”, while not immediate priorities, should be considered in refinement phases as well. As more and more students recognize the importance of MARGs in education, there is a growing need for research in this field, aligning with the 2030 Agenda for Sustainable Development, Goal 4.

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

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.

위치기반 증강현실 게임에 나타난 공간과 장소성의 경합

This article examines the competition between “space” and “placeness” in location­based augmented reality (AR) mobile games, with a specific focus on Pokémon Go. It explores how personal experiences of place intricately intertwine with the overlay of playful digital information on the real world, allowing for the dynamic process of unmapping and remapping of places. Through a critical analysis of the conflict between spatial GPS and placeness within historical, religious, and political contexts in Pokémon Go, this study highlights the potential for transformative digital placemaking. It contributes to our understanding of how location­based AR games reconstruct digital place­values in users' environments.

A design strategy for Geo AR mobile game sustainable success emphasizing game completeness

Current geolocation-based augmented reality mobile games lost more than 90% of their active users compared to the peak volume, threatening their sustainable success. Calls for making this type of game “complete” have been made in the literature. This paper uses the grounded theory approach to investigate a unique game, Pokémon GO, which attains its sustainable success to find a general pattern. First, key game design changes of Pokémon GO are identified in the nearly five-year history of this game. Second, relationships between various system updates, design components in the game, and the active user level change are identified. Third, a theory of sustainable success is proposed based on the relationships identified. Finally, the “complete game strategy” has been proposed and detailed for game designers’ consideration.

Environmental Visualization and Exploration in Mobile Augmented Reality Games: Redefining the Spatial Affordances

While spatiality in desktop and console interface video games has been widely studied, not many approaches have been made in the context of mobile augmented reality (MAR), an environment from which popular games such as Pokemon Go have emerged. On the one hand, this paper retakes the notion of spatial affordance that Janet Murray introduced for digital environments and proposes a reinterpretation of the concept throughout the integration of the MAR features. On the other, it seeks to approach the impact that these characteristics have on the gameplay experience. For this purpose, 46 mobile augmented reality video games of different genres were analyzed. The study reveals that augmented reality is still a superfluous element rather than a central aspect of the gameplay in most MAR video games, although trends involving new hybrid game experiences have been observed. Finally, we propose a tool for classifying MAR video games according to two axes that assess up to what extent physical space is integrated into the gameplay: gameworld spaces (representational layer) and gameplay spaces (interactive layer, interaction with the game rules and mechanics).

Young Adults' Perspectives on the Implications of an Augmented Reality Mobile Game for Communities' Public Health: A Qualitative Study.

Objectives: Several physical, psychological, and social health consequences are caused by smartphone users' addiction to games. A location-based game (LBG), Pokémon GO, recently garnered significant attention from young people. This study aims to explore their experiences with this game and motivations for playing, investigating their perspectives on the game's implications for themselves and the public health of their communities. Methods: Ten qualitative focus group interviews were conducted. Young adults, aged 18-25years (n = 60), were recruited in Hong Kong. Data were analyzed using a thematic approach. Results: Five themes emerged: 1) missing out or self-regulation, 2) childhood memories of Pokémon, 3) extending virtual-reality exploration, 4) spending more time outdoors walking and exercising, and 5) getting together with others and social interaction. Conclusions: This study showcases the motivational factors of young adults and their cohorts in societies worldwide. LBGs may impact players' physical and social activity levels, and behavior. Nonetheless, certain negatives were identified (i.e., addiction and behavior resulting from a loss of self-control). These negatives deserve health practitioners' attention and future studies should explore possible public health interventions.

Proxies to the monthly active user number of Geo AR Mobile games - online search volume as a proposal.

Mobile game metrics have received attention since the emergence of big data technology and data-based decision-making. Among different metrics, the monthly active user number is usually significant because it shows the level of players' engagement and the profit of this game as a business. Therefore, the monthly active user number is valuable for researchers, analysts, and decision-makers interested in the mobile game industry. However, the actual monthly active user number data typically have the accuracy, accessibility, granularity, and cost problems. Therefore, a proxy to the monthly active user number would be helpful to facilitate the decision-making process. This paper proposes to capture user activity through the searches on the Internet from an information-seeking perspective. And the online search volume, wiki page view, social media posts and views are proposed as potential proxies. This paper proposes that the online search volume is an acceptable proxy for the monthly active user number in the context of Geo Augmented Reality (AR) mobile games through data analysis.

Multi-Stakeholder Service Placement via Iterative Bargaining With Incomplete Information

Mobile edge computing based on cloudlets is an emerging paradigm to improve service quality by bringing computation and storage facilities closer to end users and reducing operating cost for infrastructure providers (IPs) and service providers (SPs). To maximize their individual benefits, IP and SP have to reach an agreement about placing and executing services on particular cloudlets. We show that a Nash Bargaining Solution (NBS) yields the optimal solution with respect to social cost and fairness if IP and SP have complete information about the parameters of their mutual cost functions. However, IP and SP might not be willing or able to share all information due to business secrets or technical limitations. Therefore, we present a novel iterative bargaining approach without complete mutual information to achieve substantial cost reductions for both IP and SP. Furthermore, we investigate how different degrees of information sharing impact social cost and fairness of the different approaches. Our evaluation based on the mobile augmented reality game Ingress shows that our approach achieves up to about 82% of the cost reduction that the NBS achieves and a cost reduction of up to 147% compared to traditional Take-it-or-Leave-it approaches, despite incomplete information.

Stardust and statistics

The ability to understand language-in-use is essential to language and literacy learning. This article focuses on players' acquisition of specialist language and Discourses (Gee, 2014) among players of the mobile augmented reality game Pokémon GO. Specifically, I explore player-written guides by self-identified researchers of the game. These researchers enact scientific Discourses to explain gameplay elements. Using parent interviews and excerpts from the player-written guides, I analyze these game guides' highly specialized and complex language as forms of situated language in-use. I conclude with a discussion of implications based on these findings for L1 in educational settings.

Factors influencing the behavioral intention to adopt a technological innovation from a developing country context: The case of mobile augmented reality games

Augmented reality (AR) has become a promising technology in the gaming industry. However, few research studies have examined users' perspectives towards mobile AR games. To address this issue, the present study proposed a research model to better understand the factors determining and shaping users' behavioral intention to adopt mobile AR games from a developing country environment. Based on a literature review, nine factors have been expected to determine and shape individuals' intention towards the acceptance and adoption of mobile AR games. Using WarpPLS software, the model was empirically tested with a survey of 240 non-adopter respondents collected via an online survey questionnaire. The model was found statistically robust in terms of measurement quality criteria: reliability, validity, multicollinearity, and goodness of fit. The analysis revealed that perceived ease-of-use, social norms, privacy, perceived enjoyment, perceived competition, perceived inspiration, perceived image, and perceived innovativeness affect users' behavioral intention to adopt mobile AR games. However, the hypothesized moderating impact of perceived physical risk on the relationships connecting perceived ease-of-use, perceived enjoyment, perceived competition, and perceived inspiration with the intention to adopt was found to have little statistical significance. The result showed that perceived innovativeness was the strongest criterion to affect intention, and perceived ease-of-use was found to be the least important criterion in impacting users' intention. Interestingly, the model explains 76% of the variance in behavioral intention to adopt mobile AR games. This study offers theoretical and practical implications for its findings.

A Personal Values-Based Approach to Understanding Users’ Co-Creative and Co-Destructive Gaming Experiences in Augmented Reality Mobile Games

Background: Understanding how users evaluate their experiences has been recognized as being fundamental to designing services that meet the users’ needs and support the emergence of positive rather than negative value outcomes in service use. Still, the current literature does not explicitly describe how the users’ value determination unfolds or how the levels of experienced value could be measured to support service design. We address this gap in the context of augmented reality (AR) mobile games by scrutinizing users’ personal values as a potential basis for achieving such an understanding. Method: Through a qualitative content analysis of 43 in-depth laddering interviews with active Pokémon Go gamers in Finland, we uncover the focal personal values associated with the game. Furthermore, we determine the connection of these values to the users’ co-creative and co-destructive gaming experiences. Results: Our study defines eight personal values highlighted in Pokémon Go. The focal co-created values include pleasure, a sense of belonging, ambition, activity, and a healthy life. The most co-destroyed values in the game include social recognition and responsibility. Interestingly, the value of sociality is highlighted in both the co-creative and the co-destructive gaming experiences. While the findings may not be generalizable beyond the studied AR mobile game context, this study explains how users’ personal values may serve as a basis for understanding the value structures of other digital service users to support service design. Conclusion: Our study contributes to the literature by introducing personal values as a potential basis for understanding users’ value-based drivers and service experiences to support the design of digital services. We theoretically conceptualize the users’ dynamic value creation process based on personal values and, using empirical findings, offer novel insights into the value co-creation and co-destruction phenomena in AR mobile games.

An Interactive Information System That Supports an Augmented Reality Game in the Context of Game-Based Learning

Mobile augmented reality applications are gaining prominence in education, but there is a need to design appropriate and enjoyable games to be used in educational contexts such as classrooms. This paper presents an interactive information system designed to support the implementation of an augmented reality application in the context of game-based learning. PlanetarySystemGO includes a location-based mobile augmented reality game designed to promote learning about the celestial bodies and planetary systems of the Universe, and a web application that interacts with the mobile device application. Besides face-to-face classes, this resource can also be used in online classes, which is very useful in social isolation situations as the ones caused by the COVID-19 pandemic. Furthermore, it is the inclusion of the web application, with a back-office, in the information system that makes it possible to include curricula contents according to the grade level of students. Moreover, it is intended that teachers use the information system to include the contents they find appropriate to the grade level they teach. Therefore, it is crucial to provide their professional development to be able to use this resource. In this regard, a pilot study was conducted with teachers who participated in a STEM professional development programme in order to assess if the system is appropriate to be used by them. It is concluded that teachers found this resource relevant to motivate students to learn, and also acknowledged that the web application facilitated the introduction of appropriate curricula contents and also was useful to assess student performance during the game. Teachers need support, however, to implement these types of technologies which are not familiar to them. The necessary support can be provided through collaboration among the researchers and teachers in their schools. Besides engaging students to learn about celestial bodies, it is concluded that the information system can be used by teachers to introduce appropriate curricula contents and to be implemented in class.

Catch me if you can: effects of AR-enhanced presence on the mobile game experience

PurposeThe purpose of the present research was to examine the effects of content, spatial, temporal and social presences stimulated by augmented reality (AR) technology on game enjoyment and continuing behavioral intention.Design/methodology/approachA total of 355 mobile AR game players participated in an online survey posted via the nationwide crowdsourcing web service in the US. A structural equation modeling was conducted using a maximum-likelihood estimation procedure to test the relationships among the variables.FindingsResults of structural equation modeling revealed the mechanism through which multiple dimensions of presence on the mobile AR game generated positive effects on consumer responses and showed the effects of four dimensions of presence stimulated by the AR technology on game enjoyment, performance and behavioral intention. Content, spatial, temporal and social presences are integrated to create a sense of realness. These dimensions of presence simultaneously increased game enjoyment that influenced the perceived game performance, commitment to it and ultimately the intention to play other mobile AR games.Originality/valueAlthough AR technology brings a unique experience to the game player, research on the effects of its use in mobile games on consumer responses is currently limited. The results of this study add value to the existing mobile game literature and provide practical insights for mobile game service providers on how to enhance players’ game enjoyment and continuing behavior.

Network Analysis for Learners’ Concept Maps While Using Mobile Augmented Reality Gaming

Using mobile augmented reality games in education combines situated and active learning with pleasure. The aim of this research is to analyze the responses expressed by young, middle-aged, and elderly adults about the location-based mobile augmented reality (MAR) games using methods of content analysis, concept maps, and social network analysis (SNA). The responses to questions related to MAR game Ingress were collected from 36 adult players, aged 20–60, from Greece, and subsequently analyzed by means of content analysis, concept maps, and social network analysis. Our findings show that for question 1 (How do you feel when you endow the geographical space with personal preferences?), there was a differentiation of the answers between age groups with age groups agreeing in pairs, the first two and the last two, while for question 2 (Do you think that the game offers opportunities for learning and teaching geography, building on your previous geographical knowledge?), there was an overlap in responses of participants among age groups. It was also revealed that the MAR games foster a constructivism approach of learning, as their use learning becomes an active, socially supported process of knowledge construction.

Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

Educating Adults with a Location-Based Augmented Reality Game: A Content Analysis Approach

With the exception of Pokémon Go, relatively little is known about other Mobile Augmented Reality (MAR) games, and the attitudes of middle-aged and elderly adults towards them are hitherto poorly examined. The aim of this research is to examine the opinions of young, middle-aged, and elderly adults about the location-based MAR game Ingress. The responses to questions related to Ingress were collected from 24 adult players aged 20–60 from Greece and subsequently were analyzed by means of content analysis, both qualitatively and quantitatively, using the Jaccard index of similarity. Our findings showed that opinions of young people (20–35) agree more with those of elderly adults (>52) than with those of the intermediate age group of 36–51. It was also revealed that knowledge of geography facilitates the ability to play the game better, the game’s scenario is very interesting to adults, and the feeling of playing locally in a global game is also appreciated by all age groups. Along with these findings, with this research, it was shown that (a) content analysis is a valuable method for exploring opinions and attitudes of adult users towards MAR games and (b) Jaccard indices can be used to quantitatively explore themes emerging from content analysis.

Localized Globalization: Directives in Augmented Reality Game Interaction

AbstractIn what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to provide learners with valuable opportunities for location‐situated social and collaborative interaction and embodied experience of place. We focus on cataloguing social actions, specifically directives, in 4 groups of mobile AR game players using English as a lingua franca (ELF) to communicate. We uncovered a variety of directive strategies, both verbal and nonverbal, that are rarely discussed in pragmatics teaching and learning yet were critical to the unfolding communicative action. Implications of the study findings for pragmatics instruction are provided within the broader recommendations for ELF pragmatics.

Discussion of the AR Design Principles for Mobile Augmented Reality Games

Mobile Augmented Reality (MAR) is a unique creation in the game playing field between digital and real physical environment surroundings the players. Designing mobile augmented reality games is a challenging mission and observation is needed every perspective in creating an enjoyable and exciting player experience. This paper will discuss existing research to review the design principles of mobile augmented reality for games. The discussion on the current AR design principles in MAR would assist in identifying potential elements of AR design principles as design guidelines for AR for designers and educators respectively.