EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. (May 2020)

• Record Type: Journal Article
• Authors: López-Faican, Lissette; Jaen, Javier
• Is Part Of: Computers & education. Volume 149(2020)
• Publication Date: 2020-05
• Subjects: Games -- Augmented and virtual reality -- Cooperative/collaborative learning -- Mobile learning -- Architectures for educational technology system; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2020.103814
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Games are powerful generators of positive emotions in children and are intrinsically satisfying. In this context, our work evaluates the use of mobile augmented reality without markers as the technology to implement a multiplayer game scenario that can be used to improve socialization, communication skills and emotional intelligence in primary school children. The present study addresses the usability of two gameplay styles and their impact on users' communication and motivation: competitive vs collaborative play. The game integrates Mobile Augmented Reality (MAR) technology without markers to create a geolocation scenario with unlimited physical space. The results indicate that both game modes are intrinsically satisfactory for children triggering positive emotions such as enthusiasm, enjoyment and curiosity that improve the participants' mood and help increase the degree of involvement. Moreover, we observed that the collaborative game version has a greater impact on emotional affection, social interaction and interest. In addition, we observed in our study that the quality of the communication in the collaborative mode is good in terms of several factors such as sustaining mutual understanding, dialogue management, information pooling, reaching consensus, time management and reciprocal interaction. Finally, several design implications and suggestions related to game time management, scaffolding, mixed competitive-collaborative modes, dynamic 3D content and active learning, among others, are discussed. The present evaluation contributes to the identification of the most relevant aspects to be considered in the future design of MAR-based gamification strategies in education. Highlights: A multiplayer face-to-face game creates new affective bonds between participants. Markerless augmented reality is viable in games without physical space restrictions. Augmented reality games trigger positive emotions such as enjoyment and curiosity. Healthy competition and collaboration foster socialization and communication.