Advertisement

Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training

  • Mesut Alptekin
  • Katrin TemmenEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)

Abstract

Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training.

Keywords

Augmented reality Gamification Electrical engineering education 

References

  1. 1.
    Akçayır, M., Akçayır, G.: Advantages and challenges associated with augmented reality for education: a systematic review of the literature. Educ. Res. Rev. 20, 1–11 (2017)Google Scholar
  2. 2.
    Saltan, F., Arslan, Ö.: The use of augmented reality in formal education: a scoping review. Eurasia J. Math. Sci. Technol. Educ. 13(2), 503–520 (2016)Google Scholar
  3. 3.
    Knautz, K.: Gamification in der Hochschuldidaktik–Konzeption, Implementierung und Evaluation einer spielbasierten Lernumgebung. Verfügbar unter: https://docserv.uni-duesseldorf.de/servlets/DocumentServlet?id=36429. Accessed 19 April 2017
  4. 4.
    Johnson, L., Adams, S., Cummins, M., Estrada, V., Freeman, A., Hall, C.: NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium, Austin (2016)Google Scholar
  5. 5.
    Rigby, S., Ryan, R.M.: Glued to games: How video games draw us in and hold us spellbound: How video games draw us in and hold us spellbound. ABC-CLIO (2011)Google Scholar
  6. 6.
    Erenli, K.: The impact of gamification-recommending education scenarios. Int. J. Emerg. Technol. Learn. IJET 8(S1), 15–21 (2013)Google Scholar
  7. 7.
    Deterding, S., Dixon, D. Khaled, R., Nacke, L.: From game design elements to gamefulness: defining ‘gamification’. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, New York, NY, USA, 2011, pp. 9–15 (2011)Google Scholar
  8. 8.
    Zichermann, G.: The purpose of gamification. A look at gamification’s applications and limitations. Radar April, vol. 26 (2011)Google Scholar
  9. 9.
    Squire, K., Jenkins, H.: Harnessing the power of games in education. Insight 3(1), 5–33 (2003)Google Scholar
  10. 10.
    Michael, D.R., Chen, S.L.: Serious Games: Games that Educate, Train, and Inform. Muska & Lipman/Premier-Trade (2005)Google Scholar
  11. 11.
    Wu, H.-K., Lee, S.W.-Y., Chang, H.-Y., Liang, J.-C.: Current status, opportunities and challenges of augmented reality in education. Comput. Educ. 62, 41–49 (2013)Google Scholar
  12. 12.
    Bower, M., Howe, C., McCredie, N., Robinson, A., Grover, D.: Augmented Reality in education–cases, places and potentials. Educ. Media Int. 51(1), 1–15 (2014)CrossRefGoogle Scholar
  13. 13.
    Di Serio, Á., Ibáñez, M.B., Kloos, C.D.: Impact of an augmented reality system on students’ motivation for a visual art course. Comput. Educ. 68, 586–596 (2013)CrossRefGoogle Scholar
  14. 14.
    N. Gavish et al.: Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interact. Learn. Environ. 23(6), 778–798 (2015)Google Scholar
  15. 15.
    Watson, J.B.: Psychology as the behaviorist views it. Psychol. Rev. 20(2), 158 (1913)Google Scholar
  16. 16.
    Piaget, J.: Biology and knowledge: an essay on the relations between organic regulations and cognitive processes (1971)Google Scholar
  17. 17.
    Deci, E.L., Ryan, R.M.: The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychol. Inq. 11(4), 227–268 (2000)Google Scholar
  18. 18.
    Vygotskij, L.S., Cole, M.: Mind in Society: The Development of Higher Psychological Processes. Nachdr. Harvard University Press, Cambridge, Mass (1981)Google Scholar
  19. 19.
    Kiili, K.: Digital game-based learning: towards an experiential gaming model. Internet High. Educ. 8(1), 13–24 (2005)CrossRefGoogle Scholar
  20. 20.
    Kapp, K.M.: The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Wiley (2012)Google Scholar
  21. 21.
    Sailer, M., Hense, J., Mandl, H., Klevers, M.: Psychological perspectives on motivation through gamification. IxD&A 19, 28–37 (2013)Google Scholar
  22. 22.
    Zichermann, G., Cunningham, C.: Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Media, Inc. (2011)Google Scholar
  23. 23.
    Frery, A.C., Kelner, J., Moreira, J., Teichrieb, V.: User satisfaction through empathy and orientation in three-dimensional worlds. Cyberpsychol. Behav. 5(5), 451–459 (2002)CrossRefGoogle Scholar
  24. 24.
    Barata, G., Gama, S., Jorge, J., Gonçalves, D.: Engaging engineering students with gamification. In: 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), 2013, pp. 1–8 (2013)Google Scholar
  25. 25.
    Reiss, S.: Multifaceted nature of intrinsic motivation: the theory of 16 basic desires. Rev. Gen. Psychol. 8(3), 179 (2004)Google Scholar
  26. 26.
    Antin, J., Churchill, E.F.: Badges in social media: a social psychological perspective. In: CHI 2011 Gamification Workshop Proceedings, 2011, pp. 1–4 (2011)Google Scholar
  27. 27.
    Hakulinen, L., Auvinen, T., Korhonen, A.: The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course. Int. J. Emerg. Technol. Learn. IJET 10(1), 18 (2015)Google Scholar
  28. 28.
    Wood, J.V., Wilson, A.E.: How Important is Social Comparison? (2003)Google Scholar
  29. 29.
    Salen, K., Zimmerman, E.: Rules of Play: Game Design Fundamentals. MIT press (2004)Google Scholar
  30. 30.
    Koster, R.: Theory of fun for game design, p. 40. O’Reilly Media, Inc. (2013)Google Scholar
  31. 31.
    Schell, J.: The Art of Game Design: A Book of Lenses. AK Peters/CRC Press (2014)Google Scholar
  32. 32.
    Hunicke, R.: UX Week 2009/Wildflowers: The UX of Game/Play. (2009)Google Scholar
  33. 33.
    Chou, Y.: The six contextual types of rewards in gamification. Retrieved Dec. 15, 2014 (2013)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University PaderbornPaderbornGermany

Personalised recommendations