Evaluation of AR embedded physical puzzle game on students’ learning achievement and motivation on elementary natural science

References

• Akcayir, M., & Akcayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. doi: 10.1016/j.edurev.2016.11.002
   Web of Science ®Google Scholar
• Alakärppä, I., Jaakkola, E., Väyrynen, J., & Häkkilä, J. (2017). Using nature elements in mobile AR for education with children. Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services, 41.
   Google Scholar
• Amory, A. (2001). Building an educational adventure game: Theory, design, and lessons. Journal of Interactive Learning Research, 12(2), 249–263.
   Google Scholar
• Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: Identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311–321. doi: 10.1111/1467-8535.00121
   Web of Science ®Google Scholar
• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
   Google Scholar
• Avilés, F. R., & Cruz, C. A. (2017). Mobile augmented reality on electric circuits, 2017 computing conference (pp. 660–667).
   Google Scholar
• Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. doi: 10.1162/pres.1997.6.4.355
   Web of Science ®Google Scholar
• Azuma, R. T., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & Maclntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47. doi: 10.1109/38.963459
   Web of Science ®Google Scholar
• Battocchi, A., Ben-Sasson, A., Esposito, G., Gal, E., Pianesi, F., Tomasini, D., … Zancanaro, M. (2010). Collaborative puzzle game: A tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies, 4(1), 4–13. doi: 10.5042/jat.2010.0040
   Google Scholar
• Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15. doi: 10.1080/09523987.2014.889400
   Google Scholar
• Cai, S., Chiang, F. K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778–791. doi: 10.1080/10494820.2016.1181094
   Web of Science ®Google Scholar
• Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. International Journal of Special Education, 20, 66–72.
   Google Scholar
• Chen, C.-H., Wang, K.-C., & Lin, Y.-H. (2015). The comparison of solitary and collaborative modes of game-based learning on students’ science learning and motivation. Educational Technology & Society, 18, 237–248.
   Web of Science ®Google Scholar
• 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(4), 449e462. doi: 10.1007/s10956-012-9405-9
   Web of Science ®Google Scholar
• Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352–365.
   Web of Science ®Google Scholar
• Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2015). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. doi:10.3102/0034654315582065.
   Web of Science ®Google Scholar
• Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of the empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. doi: 10.1016/j.compedu.2012.03.004
   Web of Science ®Google Scholar
• Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. MA: Morgan Kaufmann.
   Google Scholar
• Cruickshank, D. R., & Telfer, R. (1980). Classroom games and simulations. Theory Into Practice, 19, 75–80. doi: 10.1080/00405848009542875
   Google Scholar
• Davis, T. M., Shepherd, B., & Zwiefelhofer, T. (2009). Reviewing for exams: Do crossword puzzles help in the success of student learning. The Journal of Effective Teaching, 9(3), 3–9.
   Google Scholar
• Dempsey, J., Lucassen, B., Gilley, W., & Rasmussen, K. (1993). Since Malone’s theory of intrinsically motivating instruction: What’s the score in the gaming literature? Journal of Educational Technology Systems, 22, 173–183. doi: 10.2190/2TH7-5TXG-TAR7-T4V2
   Google Scholar
• Dempsey, J. V., Rasmussen, K., & Lucassen, B. (1994, February). Instructional gaming: Implications for instructional technology. Paper presented at the annual meeting of Association for Educational Communications and Technology, Nashville.
   Google Scholar
• Denham, A. R., Mayben, R., & Boman, T. (2016). Integrating game-based learning initiative: Increasing the usage of game-based learning within K-12 classrooms through professional learning groups. TechTrends, 60(1), 70–76. doi: 10.1007/s11528-015-0019-y
   Web of Science ®Google Scholar
• Fives, H., & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications. Practical Assessment, Research, and Evaluation, 18, 1–7. Retrieved from http://pareonline.net/getvn.asp?v=18&n=3
   Google Scholar
• Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33, 441–467. doi: 10.1177/1046878102238607
   Google Scholar
• Hogle, J. G. (1996). Considering Games as Cognitive Tools: In Search of Effective Edutainment. University of Georgia Department of Instructional Technology.
   Google Scholar
• Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1, 151–166. doi: 10.1007/s40692-014-0008-8
   Google Scholar
• Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24, 1895–1906. doi: 10.1080/10494820.2015.1057747
   Web of Science ®Google Scholar
• Jacobs, J. W., & Dempsey, J. V. (1993). Simulation and gaming: Fidelity, feedback, and motivation. In J. V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 197–227). Englewood Cliffs, NJ: Educational Technology Publications.
   Google Scholar
• Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and Culture, 1(1), 36–40. doi: 10.1177/1555412005281767
   Google Scholar
• Kapp, K. M. (2012). The Gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
   Google Scholar
• Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
   Google Scholar
• Kiryakova, G., Nadezhda, A., & Yordanova, L. (2014). Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.
   Google Scholar
• Laine, T. H. (2018). Mobile educational augmented reality games: A systematic literature review and two case studies. Computers, 7(1), 1–28. doi: 10.3390/computers7010019
   Web of Science ®Google Scholar
• Lester, J. C., Rowe, J. P., & Mott, B. W. (2013). Narrative-centered learning environments: A story-centric approach to educational games. In C. Mouza & N. Lavigne (Eds.), Emerging technologies for the classroom: A learning sciences perspective (pp. 223–238). Manhattan: Springer New York, US.
   Google Scholar
• Lin, C. Y., Chai, H. C., Wang, J. Y., Chen, C. J., Liu, Y. H., Chen, C. W., … Huang, Y. M. (2016). Augmented reality in educational activities for children with disabilities. Displays, 42, 51–54. doi: 10.1016/j.displa.2015.02.004
   Web of Science ®Google Scholar
• Lu, S. J., & Liu, Y. C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4), 525–541. doi: 10.1080/13504622.2014.911247
   Web of Science ®Google Scholar
• Lu, S. J., Liu, Y. C., & Wang, B. C. (2013). Design and evaluation of AR enabled wall stickers with interactivity and digital contents for children learning. The International Journal of Early Childhood Learning, 19(2), 43–48. doi: 10.18848/2327-7939/CGP/v19i02/48398
   Google Scholar
• McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York, NY: Routledge.
   Google Scholar
• Milgram, P., & Kishino, A. F. (1994). A taxonomy of mixed reality visual displays, IEICE Transactions on Information and Systems, E77-D (pp. 1321–1329).
   Google Scholar
• Molin G. (2017). The role of the teacher in game-based learning: A review and outlook. In M. Ma & A. Oikonomou (Eds.), Serious Games and Edutainment Applications. Springer, Cham.
   Google Scholar
• Mooney, C. G. (2013). Theories of childhood (2nd ed.). Redleaf Press, St. Paul.
   Google Scholar
• Pivec, M. (2007). Editorial: Play and learning: Potentials of game-based learning. British Journal of Educational Technology, 38(3), 387–393. doi: 10.1111/j.1467-8535.2007.00722.x
   Web of Science ®Google Scholar
• Ritzko, J. M., & Robinson, S. (2006). Using games to increase active learning. Journal of College Teaching & Learning, 3(6), 45–60.
   Google Scholar
• Salen, K., & Zimmerman, E. (2004). Rules of play – game design fundamentals. Cambridge, MA, London, England: The MIT Press.
   Google Scholar
• Santos, M. E. C., Chen, A., Taketomi, T., Yamamoto, G., Miyazaki, J., & Kata, H. (2014). Augmented reality learning experiences: Survey of prototype design and evaluation. IEEE Transactions on Learning Technologies, 7(1), 38–56. doi: 10.1109/TLT.2013.37
   Web of Science ®Google Scholar
• Schwartzman, R. (1997). Gaming serves as a model for improving learning. Education, 118(1), 9–17.
   Google Scholar
• Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43–58). New York, NY: Springer.
   Google Scholar
• Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14:22.
   Web of Science ®Google Scholar
• Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54(C), 240–248. doi: 10.1016/j.chb.2015.07.040
   Google Scholar