Exploring an augmented reality social learning game for elementary school students

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Abstract

Social learning games can enhance students' learning engagement in the field of STEM. However, students do not always have the chance to experience social interactions during their learning activities. Augmented reality (AR) games have the ability to enable social interactions among students and allow them to interact with the virtual content while engaging in natural communication in the real world. However, little is still known on how to design social AR games for learning. In this paper, we presented a textbook-based AR social learning game for elementary school students to practice math together. We designed and developed the game concepts based on previous studies and co-design sessions and conducted a user study to explore how students would behave and interact with each other in the game. Our findings extend the understanding of students' social patterns in both collaboration and competition conditions under AR settings. Based on the findings, we propose design implications for designing AR social learning games in the future.

Original languageEnglish
Title of host publicationProceedings of the Interaction Design and Children Conference, IDC 2020
PublisherAssociation for Computing Machinery, Inc
Pages508-518
Number of pages11
ISBN (Electronic)9781450379816
DOIs
Publication statusPublished - 21 Jun 2020
Event2020 Interaction Design and Children Conference, IDC 2020 - London, United Kingdom
Duration: 21 Jun 202024 Jun 2020

Conference

Conference2020 Interaction Design and Children Conference, IDC 2020
CountryUnited Kingdom
CityLondon
Period21/06/2024/06/20

Keywords

  • augmented reality
  • learning
  • mathematics
  • serious game
  • social

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  • Cite this

    Li, J., van der Spek, E. D., Yu, X., Hu, J., & Feijs, L. (2020). Exploring an augmented reality social learning game for elementary school students. In Proceedings of the Interaction Design and Children Conference, IDC 2020 (pp. 508-518). Association for Computing Machinery, Inc. https://doi.org/10.1145/3392063.3394422