Publicação
Augmented Reality Serious Games Towards Introducing and Promoting Chemistry to Preteens
| Resumo: | Science education, particularly physics, and chemistry, remains unpopular among students. Children’s perception of chemistry as a complex and strenuous subject starts at a young age, even before their first contact with the discipline, and these perceptions can affect the students’ achievements and future career choices in this domain. As a result, teachers and educational stakeholders acknowledge the need for innovative tools to reach the children and motivate them in these areas. This intervention should be applied to reach students earlier to demystify negative perceptions and encourage children to invest in these areas. Augmented Reality (AR) and Serious Games continue to be used as tools to engage students with learning content perceived as less engaging or challenging. However, in chemistry, the vast majority of AR educational tools are designed for older students (15 and older) and mainly focus on the potential of AR to provide the visualization of scientific phenomena. Our research revolves around AR multimodal Serious Games as an opportunity to explore different pedagogical methods to facilitate scientific content learning while incorporating game elements to engage preteen children (9 to 13 years old) with chemistry. This thesis systematically investigated the effectiveness of three Augmented Reality serious games designed around the chemistry learning experience. In the scope of this thesis, three novel AR serious games were created, namely: "Periodic Fable Discovery," "Periodic Fable An Augmented Journey," and "Periodic Fable in The Wild." These games were iterated, tested, and refined employing Research through Design methodology. The thesis contribution is centered around the design and lessons learned while producing three novel AR serious game artifacts. The outcomes of this research will establish the underpinnings for developing guidelines that can be implemented by game designers and developers who aim to create educational Augmented Reality (AR) Serious Games. |
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| Autores principais: | Olim, Sandra Mónica Anjo Câmara |
| Assunto: | Augmented Reality Serious Games Learning Chemistry Periodic Table Children |
| Ano: | 2023 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | Science education, particularly physics, and chemistry, remains unpopular among students. Children’s perception of chemistry as a complex and strenuous subject starts at a young age, even before their first contact with the discipline, and these perceptions can affect the students’ achievements and future career choices in this domain. As a result, teachers and educational stakeholders acknowledge the need for innovative tools to reach the children and motivate them in these areas. This intervention should be applied to reach students earlier to demystify negative perceptions and encourage children to invest in these areas. Augmented Reality (AR) and Serious Games continue to be used as tools to engage students with learning content perceived as less engaging or challenging. However, in chemistry, the vast majority of AR educational tools are designed for older students (15 and older) and mainly focus on the potential of AR to provide the visualization of scientific phenomena. Our research revolves around AR multimodal Serious Games as an opportunity to explore different pedagogical methods to facilitate scientific content learning while incorporating game elements to engage preteen children (9 to 13 years old) with chemistry. This thesis systematically investigated the effectiveness of three Augmented Reality serious games designed around the chemistry learning experience. In the scope of this thesis, three novel AR serious games were created, namely: "Periodic Fable Discovery," "Periodic Fable An Augmented Journey," and "Periodic Fable in The Wild." These games were iterated, tested, and refined employing Research through Design methodology. The thesis contribution is centered around the design and lessons learned while producing three novel AR serious game artifacts. The outcomes of this research will establish the underpinnings for developing guidelines that can be implemented by game designers and developers who aim to create educational Augmented Reality (AR) Serious Games. |
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