augmented reality games ii - acode.edu.au · page 1 of 17 vladimir geroimenko editor augmented...

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Vladimir Geroimenko Editor

Augmented Reality Games II:

The Gamification of Education, Medicine and Art

[Proposal]

Working Draft

by the Editor Version: 30May18

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Editor Prof. Dr Vladimir Geroimenko Faculty of Informatics and Computer Science The British University in Egypt (BUE) Sherouk City, Cairo Egypt

[email protected]

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Table of Contents - 17 chapters

Contents

Preface Contributors

Part I Augmented Reality Games in Education

1 Augmenting the Fun: A Systematic Review of Augmented Reality Game-Based

Learning in Education

Panagiotis Fotaris, David Wells, Marcus Winter and Catherine Grundy

2 A Systematic Review and Analysis of AR Games in Education: The Road

Towards the Future Education Systems

Kljun Matjaž, Maheshya Weerasinghe, Klen Čopič Pucihar and Aaron Quigley

3 Augmented Education: Locations-Based Games for Real-World Teaching and

Learning Sessions

Peter Mozelius, Jimmy Jaldemark and Sofia Eriksson Bergström

4 Explorations in Mixed Reality with Learning and Teaching Frameworks:

Lessons from Ludos and the Vulcan Academy

Gary Grant, Dale Patterson, Daniel Della-Bosca and Scott Roberts

5 Learning Analytics in Augmented Reality Games

Kljun Matjaž and Klen Čopič Pucihar

6 Designing Educational Mobile Augmented Reality Games

Teemu Laine and Haejung Suk

7 Augmented Reality: Students Developing 21st-century Skills as Producers, Not

Just Consumers

Birgitte Lund Nielsen, Harald Brandt and Håkon Swensen

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Part II Augmented Reality Games in Medicine and Healthcare

8 Health Implications of Augmented Reality Games on Children and Adolescents

Ruth Milanaik, Prithwijit Das, Jay Shah and David Jimenez

9 Designing AR Games for Health Promotion in Old Age

Anna Schlomann, Peter Rasche, Katharina Schäfer, Alexander Seifert, Matthias Wille, Christina Bröhl, Sabine Theis, Alexander Mertens

10 Promoting Game-Based Learning in Health and Physical Education

Laura Bruno

11 Gamification in Cognitive Assessment and Cognitive Training

Vida Groznik and Aleksander Sadikov

12 The Healing AR App: A Case Study

Olivia Davis and Claudia Hart

Part III Augmented Reality Games in Art

13 Unintended Consequence: Pervasive Games and Public Art

Daniel Della-Bosca

14 Mapping Art, Asgame and Asart

Patrick Lichty

15 Defacing the ‘Balloon Dog’: Art at Play through Augmented Reality

Rewa Wright

16 Invisible Cities: Awareness of the Past by Playing

Dragoş Gheorghiu and Livia Ştefan

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17 Between Art and Archeology: Augmenting Ancient Egypt

Vladimir Geroimenko

18 Circumpolar Gamifications in the Age of Global Warming

Nathan Shafer

Concluding Remarks

Vladimir Geroimenko

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Preface/Abstracts

Preface / Abstracts Chapter 01 “Augmenting the Fun: A Systematic Review of Augmented Reality Game-Based Learning in Education” The chapter focuses on AR/ Game-Based Learning/Gamification in Education (Primary, Secondary, HE). This involves an exploration of AR and GBL literature in these phases of study – or a sort of ‘What the research says-type approach’ – both as separate themes but also as combined AR/ GBL stuff. It also involves some case studies of AR/ GBL practice, including the successes and issues faced in implementing such practice in an educational setting and an investigation of the practical application of these things. Chapter 02 “A Systematic Review and Analysis of AR Games in Education: The Road Towards the Future Education Systems” AR technology has the potential to mix virtual and real objects allowing users to experience content in various dimensions such as spatial, contextual and temporal. Amongst others, this creates a unique opportunity for knowledge transfer which allows the educators to create ‘inside-out’ view of how tasks should be performed. In this view the user observes the educator from his own perspective. In this chapter, we will review how such an advantage can benefit educational process in context of different theoretical models used in education. Chapter 03 “Augmented Education: Locations-Based Games for Real-World Teaching and Learning Sessions”

GPS-equipped smartphones have enabled the construction of location-based games. In AR, fantasy worlds are mapped to real world settings. Two location-based AR games using statues as points of interests are using Ingress and Pokémon GO. This chapter describes and discusses how Pokéstop statues in Pokémon GO can be used in primary schools’ outdoor sessions. Fifth grade students learned about local history, social sciences and humanities during game sessions. Findings suggest that AR could be and an inspiring aspect in educational settings if designed activities are aligned in the surroundings. Furthermore, the learning objectives, outdoor gaming activities have to be followed-up in more traditional classroom sessions. Chapter 04 “Explorations in Mixed Reality with Learning and Teaching Frameworks: Lessons from Ludos and the Vulcan Academy” Addressing issues of student engagement is always forefront in the minds of educators. Experimentations in novel methods of delivery and innovations in the use of technologies adapted for teaching and learning purposes abound, however it is depth of experience that should be the goal of pedagogical design engagement that has meaning.

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Experiments and successes in the design of mixed reality frameworks for learning and teaching at Griffith University, Gold Coast are discussed in this chapter. Collaborations across discipline areas from Pharmacy to Design are developing a series of experiential learning scenarios that help build rich frameworks in which to learn, teach and assess, using and testing multiple strategies in the process. Essential to pedagogical design is the rigor of design method as we understand now, but this rigor is informed here using examples from Science Fiction. The Vulcan Academy of Star Trek, in which students learn in individual immersive pods offers one potential goal. Ernest Clines Novel, Ready Player One in which all students, using virtual reality headsets, are transported to an entire planet of learning named Ludos offers another. Crucial to both future perspectives are the ideas of immersion and simulation but strategies of Ludic learning become the ideal in ready Player One. The experiments at Griffith University investigate the boundaries between educational theories as applied to and investigated in mixed reality environments through inquiry based instruction.

Chapter 05 “Learning Analytics in Augmented Reality Games” Learning analytics is an active area of research where the measurement, analysis and reporting of data about learners is used for the purpose of understanding and optimizing learning and the environments in which it occurs. The chapter will look at how various research prototypes or real systems are using learning analytics for improving teaching and learning experiences where AR technologies are involved in order to provide an insight into the current state of the art and identify the areas where future challenges reside. Chapter 06 Designing Educational Mobile Augmented Reality Games” Mobile augmented reality (MAR) has emerged as a mainstream technology to provide novel visualization and interaction opportunities across application fields. The primary forte of MAR is its ability to bridge the real world with virtual worlds by bringing virtual elements onto a real-world view and by adapting the experience according to the user’s location and other context parameters. Research has shown that MAR possesses some multitude affordances in the field of education. Theses affordances are amplified in educational MAR games (EMARGs) due to the motivational value and the fun factor provided by intriguing game elements. However, there is a gap in research regarding design guidelines for EMARGs. In this chapter, we provide an in-depth definition of the EMARG concept and related research background. Then we proceed by presenting case studies to illustrate our experiences in designing EMARGs. As a result of analyzing the case studies, we propose a set of design guidelines that can be useful for designers of future EMARGs and MAR applications in general. Chapter 07 “Augmented Reality: Students Developing 21st-century Skills as Producers, Not Just Consumers” The use of Augmented Reality (AR) in educational settings is still in its infancy. Early research reviews have emphasized both a great potential and some challenges. There is for example a need for developing innovative approaches supporting students’ high-level use of ICT in education working actively as producers with and of e.g. AR. Being born in a digital era appears not to be a sufficient condition for being able to use technologies in a critical, creative and informative way (21st century skills). Teacher competencies to scaffold a high-level use of ICT appears to be crucial. In the chapter we sum up from the international research on AR in education, and present some research findings looking into the use of AR

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in science education. The findings will in particular include teachers’ and students’ experiences from a 3 years EU project, where lower secondary students were working as AR-producers. But we will include other references from our research as well. The discussion will focus on affordances for students creative and collaborative use of AR in particular and digital resources in a generic sense – how this can be scaffolded by their teachers - and finally also short perspectives on in-service learning needed to support the teachers. Chapter 08 “Health Implications of Augmented Reality Games on Children and Adolescents” This chapter explores the relationship between augmented reality games and the health of child and adolescent gamers. Focusing on Pokémon GO, the chapter highlights potential positive youth outcomes of these games in areas such as psychosocial development and physical fitness while addressing some of the possible negative consequences and risks to their usage on the mental and behavioral health and safety of players. The chapter concludes with a discussion of the responsibilities and roles of parents, clinicians, and educators as games and other applications using augmented reality technology become increasingly popular. Chapter 09 “Designing AR Games for Health Promotion in Old Age” This chapter explores the specific features that should be integrated into AR game concepts for older adults and relevant factors to keep in mind when designing AR games for this age group. Design principles will be derived from own empirical studies in this field. These include an online survey with active and former players of Pokémon GO (n=199) as well as research on the use of mobile devices for self-tracking in older adults that includes quantitative (n=1,013) and qualitative (n=15) data. The own study on Pokémon GO has examined the motivation to start, continue, and stop playing the game in an open web-based survey. Further research on self-tracking in the general population of older adults showed that one in five individuals aged 50 years and older uses mobile devices for self-tracking today in Switzerland. However, exchanging the gathered data with others was not a widespread behaviour. Qualitative research on the long-term use of an activity tracker in older adults showed that not everybody judged gamification elements, such as badges and success messages, positively and these may even impede use. The combination of the findings of these studies in this chapter allows to define factors to keep in mind if designing AR games for older adults. Chapter 10 “Promoting Game-Based Learning in Health and Physical Education” As educators, it is important to remain current with trends and continue to add fresh, innovative ideas to our lessons. This responsibility means that as professionals, we continue to seek ways to better understand our students so that we can meet their unique 21st century needs. This chapter will provide the reader with strategies and ideas to embrace game-based learning trends in health and physical education units. Sceptics may argue increased screen time promotes physical inactivity; however, as professionals we must recognize the important role technology plays in the lives of our students and seek ways to motivate them while ‘talking their talk’.

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Chapter 11 “Gamification in Cognitive Assessment and Cognitive Training” A most important aspect of gamification is its inherent ability to encourage engagement with a product or service. While this is often used as a marketing technique it proved very worthwhile applying it to a medical domain. Good games or just some game properties challenge and encourage users to, sometimes unknowingly, perform to the best of their abilities and that is often important in (automatic) cognitive assessment. Furthermore, games often have the ability to maintain the user's motivation over a longer period of time, a very important aspect in sustained cognitive training. This chapter critically comments and looks upon research and applications in the area of cognitive assessment and cognitive training from a gamification perspective. Chapter 12 “The Healing AR App: A Case Study” Healthcare is a large and ever-expanding industry affecting millions of people every day. Therefore, it makes sense that the medical community is already discovering the benefits of augmented reality. Training, live surgical guidance, and therapy are already popular areas of AR in medicine. However, what if we also harnessed the freedom of augmented reality to influence pain management with art? Art is clinically proven to promote healing and decrease anxiety for patients all over the world and starting this summer, the Montefiore Health System will conduct a formal case study based on a Nex Technology grant and working with artist Claudia Hart to study the effects of AR and art for pediatric patients with chronic pain. Working together, Montifiore curator Olivia Davis and artist and technologist Claudia Hart hope to determine innovative and artistic ways of impacting environmental and social space for patients so that they can better combat pain and opioid use from their hospital bed in a way never seen before. Looking to the idea of relational aesthetics, AR opens a new world of living art and conceptual space that will forever change a patients’ experience and perception of what it means to be in a hospital. Ultimately, the best way to feel free from the confines of healthcare and pain is to invite humanism and connection with no boundaries. The case study will focus on pediatric sickle cell, oncology, hematology, and Bone Marrow Transplant patients in our Children’s Hospital at Montefiore, all chronic pain patients. Our hope is to rebuild a child’s world by using AR and art to create a new digital space of healing where one could transcend pain and anxiety. In addition, hospitals become very lonely places and we feel the power of AR Art could foster a new social and community space for patients to communicate with the outside world. Throughout the study, we will be holding interviews and filming comments from patients while using new forms of AR Art in the hospital. Chapter 13 “Unintended Consequence: Pervasive Games and Public Art” Games such as Niantic’s Ingress and Pokémon Go have demonstrated that Pervasive Games can be highly engaging for their audience by creatively combining location based data and augmented content. These games offer many insights into the commercial constructs for ludic and narrative interface, however one unexpected outcome is that they unintentionally re-explore art in public places. It is through the surprise of discovery and re-negotiation with public place that new meanings emerge and are explored from new perspectives. Troy Innocent in describing his practice of ‘Urban Codemaking’, refers to designing for play in cities as a disruptive act. This disruption certainly has ontological implications for those that

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play but it also reveals through rupture the significance of re-coding the urban environment for the designers of public spaces and artefacts designed for those spaces. Pervasive Games such as Troy Innocents, Wayfinder Live, and even Pokémon Go and its precursors unravel an evolving set of rich discourses in which to understand the recursive correlations of Art and place. This chapter explores the implications not of intentional design, but of the unintended consequence of playing games through art and playing art through games. Chapter 14 “Mapping Art, Asgame and Asart” In the practice of immersive art, artworks often mirror the interactive tropes of the video game. In many ways, this is directly part of the lineage of Modern Art from the Dada/Fluxus tradition to the contemporary genre of relationalism. From Mozart’s musical games, the intersection of art and gaming has tangled itself throughout the latter Western tradition. However, for the creation of compelling Augmented Reality Art, is it necessary to engage methodologies of gamification as a set of familiar cultural tactics? This chapter will examine immersive artworks (AR and some VR, as it is necessary to see how one points to the other) in relation to more aesthetically-based games to create a cultural matrix showing the relations between the development of gamification and artistic production. Chapter 15 “Defacing the ‘Balloon Dog’: Art at Play through Augmented Reality” When Snap launched their AR art platform using a giant geo-located augment of Jeff Koon's Balloon Dog, placed in iconic Central Park, New York, they were certainly not expecting any controversy. Within days, the artwork had been hacked by Sebastian Errazuriz, a media artist from New York, who had built an AR graffiti app. to deface Koons' masterpiece. Motivated by a desire to speak out against the increasing corporate control of AR space, the artist made a political statement against the privatisation of the virtual public sphere. At the same time, he was speaking out against gamification, in terms of Snapchat's playable media experiences such as dogface and the vomit rainbow, images which have to date appeared in tens of millions of user-generated selfies. But can a playful low-brow game be art? Snap contends, yes, with the launch of their new art platform for 'lens' creator's asserting AR art's right to gamify. This chapter takes a balanced view of the debate, and contends that AR at play can be both art and not art, and to gamify is not necessarily to denigrate or diminish. Invoking Martha Buskirk's definition of art as contingent object, this chapter will discuss the ways in which playful media such as Snapchat's world lens' products have shifted our perception of AR as art. At the same time, it will investigate serious AR art games, such as Flypad (2009), a 12-player game by the artist collective Blast Theory. Chapter 16 “Invisible Cities: Awareness of the Past by Playing” A great part of the material past remains invisible, hidden underground or under palimpsests consisting of successive layers of construction in urban areas. Ground radar scanning reveals these submerged architectures to archaeologists, but the broader public remains unaware of their existence. The creation of an awareness of the past through the discovery of these invisible cities can be achieved by positioning points-of-interest (POIs) on the archaeological remains either excavated or scanned with a ground radar. Once discovered with the users’ smartphones, these POIs will display augmented information, such as 3D architectural reconstructions with embedded videos of reenactments showing the utilization of these spaces in the everyday life of the past. Areas displaying a succession of POIs will be defined in such a way as to allow

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the contemporary urban pedestrian a coherent journey through the invisible city immersed underground. The presentation of the invisible city is thus achieved as a playful activity of discovery, with a strong cultural, and possibly identity value. The increase of the user's level of interest occurs through the gradual reconstruction of the invisible city that he / she performs through his/her archaeological search. The authors possess previous experience in this field (LEA, CNHT, Time Maps), having proposed in 2013 an "Archaeology at home" educational game similar to the Pokémon GO game, and having worked for the past 6 years on the subject of cultural palimpsests. Chapter 17 “Between Art and Archeology: Augmenting Ancient Egypt” This chapter describe an ongoing project aiming at visualising the reach history of Egypt in an artistic and entertaining way based on current and future archaeological findings. Chapter 18 “Circumpolar Gamifications in the Age of Global Warming” Coinciding with the Age of Human Caused Climate Change is the Age of Interactive Media. These two subjects come together in the circumpolar north, as cultures are adapting to a changing environment, globalization and a digitalization of culture. This chapter is an anthology of various videogames that have been set in the circumpolar north, with an emphasis on how specific cultures are represented by the videogame industry, as well as a look at site-specific and mixed reality videogames set in Alaska (and the circumpolar north). Special attention is paid to Indigenous videogame development, with the example of Never Alone used as the best example for integrating Indigenous knowledge into a videogame. The issue of gamification is of upmost importance when discussing how we perceive the natural world and how cultures are digitized. Certain abstractions, from collecting items to the representations of death, are the basis for all gameplay are based on the human experience in our shared perceived reality.

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List of Contributors. 43 contributors from 13 countries: Australia, Denmark,

Egypt, Germany, Norway, Romania, Slovenia, South Korea, Sweden, Switzerland,

UAE, UK, USA.

Contributors

Harald Brandt (Denmark) Associate Professor VIA University College Aarhus Denmark Christina Bröhl (Germany) RWTH Aachen University Aachen Germany Laura Bruno (USA) Assistant Professor Department of Health and Exercise Science The College of New Jersey Ewing USA Klen Čopič Pucihar (Slovenia) Assistant Professor Department of Information Sciences and Technologies University of Primorska Koper Slovenia Prithwijit Das (USA) Researcher Division of Developmental and Behavioral Pediatrics Steven and Alexandra Cohen Children’s Medical Center New York USA Olivia Davis (USA) Assistant Curator Montifiore Health System New York USA Daniel Della-Bosca (Australia) Griffith University

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Southport Australia Sofia Eriksson Bergström (Sweden) Assistant professor Mid Sweden University Sundsvall Sweden Panagiotis Fotaris (UK) Senior Lecturer School of Computing, Engineering and Mathematics University of Brighton Brighton United Kingdom Vladimir Geroimenko (Egypt) Professor Faculty of Informatics and Computer Science The British University in Egypt Cairo Egypt Dragoş Gheorghiu (Romania) Professor of Cultural Anthropology Doctoral School National University of Arts Bucharest Romania Gary Grant (Australia) Griffith University Southport Australia Vida Groznik (Slovenia) Researcher University of Ljubljana Ljubljana Slovenia Catherine Grundy (UK) Senior Lecturer University of Brighton Brighton United Kingdom Claudia Hart (USA) Associate professor

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School of the Arts Institute of Chicago Chicago USA Jimmy Jaldemark (Sweden) Associate Professor Mid Sweden University Sundsvall Sweden David Jimenez (USA) Researcher Division of Developmental and Behavioral Pediatrics Steven and Alexandra Cohen Children’s Medical Center New York USA Matjaž Kljun (Slovenia) Assistant Professor Department of Information Sciences and Technologies University of Primorska Koper Slovenia Teemu Laine (Sweden) Department of Computer Science, Electrical and Space Engineering Luleå University of Technology Skellefteå Sweden Patrick Lichty (UAE) Assistant Professor College of Arts and Creative Enterprises Zayed University United Arab Emirates Birgitte Lund Nielsen (Denmark) Senior Associate Professor VIA University College Aarhus Denmark Alexander Mertens (Germany) RWTH Aachen University Aachen Germany Ruth Milanaik (USA) Associate Professor

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Donald and Barbara Zucker School of Medicine Hofstra/Northwell Director of the Neonatal Follow Up Program Steven and Alexandra Cohen Children’s Medical Center New York USA Peter Mozelius (Sweden) PhD, Post- d researcher Mid Sweden University Östersund Sweden Dale Patterson (Australia) Griffith University Southport Australia Aaron Quigley (UK) Professor School of Computer Science University of St Andrews St Andrews UK Peter Rasche (Germany) RWTH Aachen University Aachen Germany Scott Roberts (Australia) Griffith University Southport Australia Aleksander Sadikov (Slovenia) Assistant Professor University of Ljubljana Ljubljana Slovenia Katharina Schäfer (Germany) RWTH Aachen University Aachen Germany Anna Schlomann (Germany) Chair of Rehabilitative Gerontology Department of Special Education and Rehabilitation Science

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University of Cologne Cologne Germany Alexander Seifert (Switzerland) University of Zurich Zurich Switzerland Nathan Shafer (USA) Independent Artist Shared Universe Alaska USA Jay Shah (USA) Researcher Division of Developmental and Behavioral Pediatrics Steven and Alexandra Cohen Children’s Medical Center New York USA Livia Ştefan (Romania) PhD, R&D Engineer Vauban IT Services Bucharest Romania Haejung Suk (South Korea) Department of Life Media Ajou University Suwon The Republic of South Korea Håkon Swensen (Norway) Assistant Professor Oslo Metropolitan University Oslo Norway Sabine Theis (Germany) RWTH Aachen University Aachen Germany Maheshya Weerasinghe (Slovenia) PhD Candidate Department of Information Sciences and Technologies University of Primorska

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Koper Slovenia David Wells (UK) Senior Lecturer University of East London London United Kingdom Matthias Wille (Germany) RWTH Aachen University Aachen Germany Marcus Winter (UK) Senior Lecturer University of Brighton Brighton United Kingdom Rewa Wright (Australia) Doctoral Researcher UNSW Art and Design The University of New South Wales Sydney Australia

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