scholarly journals Design and Evaluation of an Augmented Reality Game for Cybersecurity Awareness (CybAR)

Information ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 121 ◽  
Author(s):  
Hamed Alqahtani ◽  
Manolya Kavakli-Thorne
Keyword(s):  
Cognitive Development ◽  
Augmented Reality ◽  
Mobile Application ◽  
Conceptual Learning ◽  
Game Based Learning ◽  
Mobile Games ◽  
Warning Messages ◽  
User Awareness ◽  
Augmented Reality Game

The number of damaging cyberattacks is increasing exponentially due in part to lack of user awareness of risky online practices, such as visiting unsafe websites, ignoring warning messages, and communicating with unauthenticated entities. Although research has established the role that game-based learning can play in cognitive development and conceptual learning, relatively few serious mobile games have been developed to educate users about different forms of cyberattack and ways of avoiding them. This paper reports the development of an effective augmented reality (AR) game designed to increase cybersecurity awareness and knowledge in an active and entertaining way. The Cybersecurity Awareness using Augmented Reality (CybAR) game is an AR mobile application that teaches not only cybersecurity concepts, but also demonstrates the consequences of actual cybersecurity attacks through feedback. The design and evaluation of the application are described in detail. A survey was conducted to verify the effectiveness of the game received positive responses from 91 participants. The results indicate that CybAR is useful for players to develop an understanding of cybersecurity attacks and vulnerabilities.

Introduction: Transnational Play

2020 ◽  
Author(s):  
Anne-Marie Schleiner
Keyword(s):  
Latin America ◽  
Augmented Reality ◽  
Game Studies ◽  
Mobile Augmented Reality ◽  
Mobile Games ◽  
Global Industry ◽  
Geographically Distributed ◽  
Theoretical Line ◽  
First World ◽  
Augmented Reality Game

Transnational Play makes a case for approaching gameplay as a global industry and set of practices that also includes diverse participation from players and developers located within the global South, in nations outside of the First World. Such participation includes gameplay in cafés, games for regional and global causes like environmentalism, piracy and cheats, localization, urban playful art in Latin America, and the development of culturally unique mobile games. This book offers a reorientation of perspective on global play, while still acknowledging geographically distributed socioeconomic, racial, gender, and other inequities. Over the course of the inquiry, which includes a chapter dedicated to the cartography of the mobile augmented reality game Pokémon Go, I develop a theoretical line of argument critically informed by gender studies and intersectionality, post-colonialism, geopolitics, and game studies. This book looks at who develops, localizes, and consumes games, problematizing play as a diverse and contested transnational domain.

scholarly journals Design, Implementation and Evaluation of a Serious Game for Obesity Prevention19 among Preschool Children

2021 ◽  
Vol 2 (1) ◽  
pp. 19-41
Author(s):  
Yanzhen Wang ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Preschool Children ◽  
Childhood Obesity ◽  
Southeast Asia ◽  
Health Outcomes ◽  
Mobile Application ◽  
Asian Countries ◽  
Game Based Learning ◽  
Mobile Games ◽  
Main Target ◽  
Validation Strategy

This paper presents the design, implementation and evaluation of a kindergarten based prevention on childhood obesity among preschool children. The prevention applies motivational game-based learning and behaviour change theories during design. Preschool children are the main target group for this study because preschool childhood obesity has been found correlated to obesity in later years of childhood, thus preventing and treating preschool obesity are particularly important. There have been few prevention and interventions that have targeted game based strategies in the kindergarten to promote health outcomes in preschool children and especially in Asian countries. To our knowledge, Fight Obesity 2.0is the first mobile application in Southeast Asia. In this study, it shows a positive way for the content experts and subject experts to collaborate with each other to design and develop digital mobile games for preschool children, we discuss in detail the challenges faced while designing and implementing this trial. Finally, we present the evaluation results from the three-scope validation strategy.

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

2021 ◽  
Vol 5 (12) ◽  
pp. 82
Author(s):  
Maria Cristina Costa ◽  
Paulo Santos ◽  
João Manuel Patrício ◽  
António Manso
Keyword(s):  
Professional Development ◽  
Information System ◽  
Augmented Reality ◽  
Grade Level ◽  
Web Application ◽  
Mobile Augmented Reality ◽  
Game Based Learning ◽  
Celestial Bodies ◽  
Augmented Reality Game ◽  
The Web

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.

Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities

2017 ◽  
Vol 55 (7) ◽  
pp. 901-936 ◽  
Author(s):  
Hendrys Tobar-Muñoz ◽  
Silvia Baldiris ◽  
Ramon Fabregat
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Student Assessment ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
International Student Assessment ◽  
Enhanced Learning ◽  
Augmented Reality Game

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and interest in the activity and the activity is enriched as it promotes problem solving, exploration, and socialization behavior.

scholarly journals Design of a Mobile Augmented Reality Platform with Game-Based Learning Purposes

Information ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 127 ◽  
Author(s):  
Maria Cristina Costa ◽  
António Manso ◽  
João Patrício
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Mobile Technologies ◽  
Mobile Augmented Reality ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
The Real ◽  
Celestial Bodies ◽  
Back Office ◽  
The Universe

Augmented reality (AR) is an emergent technology that overlays virtual objects into the real environment. Lately, AR is gaining prominence in education because of its increasing affordability through computers or mobile technologies. In addition, research sustaining the benefits of AR to promote student’s engagement to learn is increasing every day. However, the literature identifies lack of studies about the use of AR in education, namely, studies focused on the development of AR games designed over specific learning objectives (game-based learning). This paper presents a mobile augmented reality platform with learning purposes. The platform includes a mobile application that consists of a location-based game targeted to promote learning about the universe. Furthermore, it includes a back-office that allows teachers to introduce information about celestial bodies and also develop a set of multiple-choice questions to assess student’s learning about the subject matters they teach. The mobile application provides the users with physical movement and social interaction in the real world, while playing the game and for this reason it is included in the pervasive games’ paradigm. Besides engaging the students to play the game, we argue that this platform may be used as a resource to be implemented in informal and formal learning environments.

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