scholarly journals Integrating Gamification and Social Interaction into an AR-Based Gamified Point System

2020 ◽  
Vol 4 (3) ◽  
pp. 51
Author(s):  
Boyang Liu ◽  
Jiro Tanaka
Keyword(s):  
Social Interaction ◽  
Augmented Reality ◽  
Online Shopping ◽  
User Participation ◽  
Social Cues ◽  
Competitive Interactions ◽  
Point System ◽  
Loyalty Program ◽  
Positive Effects ◽  
Game Elements

A loyalty program is an important link between consumers and merchants in daily consumption. While new technologies (e.g. gamification, social networks, augmented reality, and so on) make it possible to strengthen this bond, their potential has not yet been fully exploited. In our research, we explore a novel approach to integrate gamification and social interaction into a loyalty program based on augmented reality (AR). We propose an AR-based gamified point system which supports users in obtaining pet-based dynamic feedback on mobile devices and provides a multi-user environment for social interaction. Compared to traditional point systems, pet-based designs help to establish an emotional connection between users and the system. The multi-user environment is designed to increase the user’s motivation through the positive effects of social interactions. Our system provides interpersonal communication channels between users, including competitive and non-competitive interactions. We performed an evaluation consisting of two experiments to examine the effects of game elements (mission and feedback) and social cues (competitive and non-competitive interactions). In the first experiment, we analyze the change in online shopping behavior before and after adding game elements. The results show that gamification can increase user participation in online shopping. In the second experiment, we study the effects of social cues. The results show that social cues can motivate users to participate in the use of a gamified point system.

scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

Augmented Reality based Online Shopping

2021 ◽  
Author(s):  
Raj Kubal ◽  
Simran Vernekar ◽  
Francy Cabral ◽  
Flavia Leitao ◽  
Selvyn Fernandes ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Online Shopping

Influence of self-disclosure of Internet celebrities on normative commitment: the mediating role of para-social interaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Edward Shih-Tse Wang ◽  
Fang-Tzu Hu
Keyword(s):  
Social Interaction ◽  
Private Life ◽  
Influential Factor ◽  
Equation Modeling ◽  
Normative Commitment ◽  
Self Disclosure ◽  
Content Type ◽  
Mediating Role ◽  
Positive Effects

PurposeFor Internet celebrities, self-disclosure (SD) is a crucial step in building relationships with their followers who perceive this communication as para-social interaction (PSI), which facilitates socialization among followers. Normative commitment (NC) is critical for creating bonds among community members that are strengthened through socialization. However, research on the predictive relationships among SD, PSI and NC has been insufficient. This paper aims to investigate the effects of two facets of Internet celebrity SDs (i.e. private life and opinion) and two facets of PSI (i.e. companionship and following) on NC. The mediating role of PSI on the effects of SD on NC was also analyzed.Design/methodology/approachPeople who follow at least one Internet celebrity on a social networking site were recruited to participate in this study, and 494 valid questionnaires were collected for examination. The collected data were analyzed using structural equation modeling (SEM).FindingsThe results revealed that both private-life and opinion SDs have positive effects on companionship and following PSI, which consequently influence NC. A mediation test revealed that companionship and following PSI mediate the effects of private-life and opinion SD on NC. This study's findings also revealed that NC is influenced more by following PSI than it is by companionship PSI. Furthermore, opinion SD was determined to be the more influential factor in following PSI, whereas private-life SD was the more influential factor in companionship PSI.Originality/valueThis paper is useful for understanding the influence mechanism of the SD of Internet celebrities on PSI and NC.

Virtual Reality Exergames: Promoting Physical Health Among Industry Workers

2021 ◽  
Author(s):  
Thomas Stranick ◽  
Christian Lopez
Keyword(s):  
Virtual Reality ◽  
Activity Level ◽  
Sensor Technology ◽  
Depth Sensor ◽  
Body Movements ◽  
Warm Up ◽  
Work Related ◽  
Positive Effects ◽  
Pass Through ◽  
Game Elements

Abstract This work introduces a Virtual Reality (VR) Exergame application to prevent Work Related Musculoskeletal Disorders (WMSDs). WMSDs are an important issue that can have a direct economic impact since they can injure workers, who are then forced to take time off. Exercise and stretching is one method that can benefit workers’ muscles and help prevent WMSDs. While several applications have been developed to prevent WMSDs, most of the existing applications suffer from a lack of immersivity or just focus on education and not necessarily helping workers warm-up or stretch. Hence, this work presents an Exergame application that leverages VR and Depth-sensor technology to help provide users with an immersive first-person experience. The objective of the VR Exergame is to encourage and motivate users to perform full-body movements in order to pass through a series of obstacles. The application implements a variety of game elements to help motivate users to play the game and stretch. While in the game, users can visualize their motions by controlling the virtual avatar with their body movements. It is expected that this immersivity will motivate and encourage the users. Initial findings show the positive effects that the base exergame has on individuals’ motivation and physical activity level. The results indicate that the application was able to engage individuals in low-intensity exercises that produced significant and consistent increases in their heart rate. Lastly, this work explores the development and benefits that this VR Exergame could bring by motivating workers and preventing WMSDs.

Augmented Reality as a Tool to Enhance the Experiential Value of Online Shopping

2016 ◽  
pp. 280-304 ◽  
Author(s):  
Tuğçe Ozansoy Çadırcı ◽  
Şirin Gizem Köse
Keyword(s):  
Augmented Reality ◽  
Direct Product ◽  
Online Shopping ◽  
Purchase Decisions ◽  
Product Experience ◽  
Interactive Applications ◽  
Utilitarian Value ◽  
Shopping Experience ◽  
Online Shoppers ◽  
Experiential Value

Perceived shopping value is an essential factor that affects the purchase decisions of consumers (Babin, Darden & Griffin, 1994). Former research has proved that experiential value associated with shopping activities helps retailers to create sustainable relationships with their consumers (Mathwick, Malhotra & Rigdon, 2001). Therefore, many retailers are seeking for interactive applications that facilitate the online shopping experience. Applications like Augmented Reality (AR) which provides a direct product experience for online shoppers can be a valuable tool for online fashion retailers. This paper aims to provide insights about AR applications' probable experiential value in online fashion retailing. As a result, a conceptualization of AR's experiential value is proposed with hedonic and utilitarian value perspectives combined with assumed benefit and risks of online shopping that can be eliminated with the use of AR technology.

scholarly journals Fostering Programming Practice through Games

Information ◽  
2020 ◽  
Vol 11 (11) ◽  
pp. 498
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Undergraduate Students ◽  
Software Agent ◽  
Development Effort ◽  
Significant Development ◽  
Programming Education ◽  
Positive Effects ◽  
Graphical Feedback ◽  
Game Elements ◽  
Assessment Environment

Loss of motivation is one of the most prominent concerns in programming education as it negatively impacts time dedicated to practice, which is crucial for novice programmers. Of the distinct techniques introduced in the literature to engage students, gamification, is likely the most widely explored and fruitful. Game elements that intrinsically motivate students, such as graphical feedback and game-thinking, reveal more reliable long-term positive effects, but those involve significant development effort. This paper proposes a game-based assessment environment for programming challenges, built on top of a specialized framework, in which students develop a program to control the player, henceforth called Software Agent (SA). During the coding phase, students can resort to the graphical feedback demonstrating how the game unfolds to improve their programs and complete the proposed tasks. This environment also promotes competition through competitive evaluation and tournaments among SAs, optionally organized at the end by the teacher. Moreover, the validation of the effectiveness of Asura in increasing undergraduate students’ motivation and, consequently, the practice of programming is reported.

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

2018 ◽  
Vol 49 (4) ◽  
pp. 401-422 ◽  
Author(s):  
Nina Imlig-Iten ◽  
Dominik Petko
Keyword(s):  
Serious Games ◽  
Cognitive Learning ◽  
Serious Game ◽  
Group Differences ◽  
Learning Gains ◽  
Learner Engagement ◽  
Positive Effects ◽  
Post Test ◽  
Game Elements ◽  
Linear Regressions

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

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