TechTrends

, Volume 58, Issue 1, pp 42–48 | Cite as

The Local Games Lab ABQ: Homegrown Augmented Reality

Original Paper

Abstract

Experiments in the use of augmented reality games formerly required extensive material resources and expertise to implement above and beyond what might be possible within the usual educational contexts. Currently, the more common availability of hardware in these contexts and the existence of easy-to-use, general purpose augmented reality design software invite much wider participation. Yet, significant obstacles to widespread use remain. A possible strategy to enable broader exploration of this space is to organize augmented reality games research and development at the local level, as relatively autonomous and informal action by educational practitioners and learners, rather than solely directed by educational researchers. The Local Games Lab ABQ is a loose confederation of faculty and students at the University of New Mexico pursuing the educational uses of augmented reality games. This paper examines how locally organized development might solve problems in a different and more efficient way of scaling educational technology.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    10 Provost Blogs to Read | The OC 10. (n.d.). 10 Provost Blogs to Read | The OC 10. onlinecolleges.com. Retrieved October 5, 2013, from http://www.onlinecolleges.com/top-10/provost-blogs-to-check-out.html
  2. 2.
    Dikkers, S., Martin, J., Coulter, B. (2012). Mobile Media Learning: Amazing uses of Mobile Devices for Teaching and Learning. ETC. Press. Pittsburgh, PA.Google Scholar
  3. 3.
    Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7–22. doi:10.1007/s10956-008-9119-1 CrossRefGoogle Scholar
  4. 4.
    Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
  5. 5.
    Gruenewald, D. A. (2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3–12. doi:10.3102/0013189X032004003 CrossRefGoogle Scholar
  6. 6.
    Gagnon, D. (2008). ARIS [Open-source augmented reality authoring tool and game engine software]. Unpublished Master’s thesis from University of Wisconsin - Madison. Retrieved from http://arisgames.org/wp-content/up- loads/2011/04/ARIS-Gagnon-MS-Project.pdf
  7. 7.
    Holden, C., Gagnon, D. Litts, B., & Smith, G. (In press) ARIS: Augmented Reality and Interactive Storytelling. In Neto, F. M. M. (Ed.), Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning . IGI Global.Google Scholar
  8. 8.
    Holden, C. L., & Sykes, J. M. (2011). Leveraging Mobile Games for Place-Based Language Learning. International Journal of Game-Based Learning (IJGBL), 1(2); 1–18.CrossRefGoogle Scholar
  9. 9.
    Jan, M., Matthews, J., Holden, C., & Martin, J. (2008). Designing an augmented reality game-based curriculum. Proceedings of the 8th International Conference for the Learning Sciences - Volume 3, ICLS’08 (pp. 45–46). Utrecht: International Society of the Learning Sciences. Retrieved from http://dl.acm.org/citation.cfmiidM599936.1599957
  10. 10.
    Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: student authoring of science-based augmented reality games. New directions for youth development, 2010(128), 85–94. doi:10.1002/yd.378 CrossRefGoogle Scholar
  11. 11.
    Klopfer, E., & Squire, K. (2004). Getting your socks wet: augmented reality environmental science. Proceedings of the 6th international conference on Learning sciences, ICLS 04 (p. 614 614). Santa Monica, California: International Society of the Learning Sciences. Retrieved from http:// dl.acm.org/citation.cfm?id = 1149126.1149238Google Scholar
  12. 12.
    Klopfer, E., Squire, K. D., & Jenkins, H. (2002). Environmental Detectives: PDAs as a window into a virtual simulated world (pp. 95–98). Presented at the IEEE International Workshop on Wireless and Mobile Technologies in Education, IEEE Comput. Soc. doi:10.1109/ WMTE.2002.1039227Google Scholar
  13. 13.
    Mathews, J. (2010). Using a studio-based pedagogy to engage students in the design of mobile-based media. English Teaching: Practice and Critique, 9(1), 87–102.Google Scholar
  14. 14.
    Mathews, J. M. (2013, August). Place-based Design: An Instructional Design Theory for Supporting Community- based Inquiry and Design Projects. The University of Wis- consin-Madison. Retrieved from http://gradworks.umi.com/35/65/3565920.html
  15. 15.
    Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. Orion Society.Google Scholar
  16. 16.
    Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19–29. doi:10.3102/0013189X035008019 CrossRefGoogle Scholar
  17. 17.
    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(1),5-29.CrossRefGoogle Scholar
  18. 18.
    Squire, K., Jan, M., Matthews, J., Wagler, M., Martin, J., Devane, B., & Holden, C. (2007). Wherever You Go, There You Are: Place-Based Augmented Reality Games for Learning. The Educational Design and Use of Computer Simulation Games Rotterdam: Sense Publishers… Retrieved from http://website.education.wisc.edu/kdsquire/ tenure-files/16-squire-shelton-book.pdf

Copyright information

© Association for Educational Communications and Technology 2013

Authors and Affiliations

  1. 1.University of New MexicoNMUSA

Personalised recommendations