Effects of Augmented Reality Gamification on Students' Intrinsic Motivation and Performance

被引:3
作者
Gill, Amarpreet [1 ]
Irwin, Derek [1 ]
Towey, Dave [1 ]
Zhang, Yanhui [1 ]
Li, Bingze [1 ]
Sun, Linjing [1 ]
Wang, Zhichao [1 ]
Yu, Wanling [1 ]
Zhang, Ruiqi [1 ]
Zheng, Yaxin [1 ]
机构
[1] Univ Nottingham Ningbo China, Ningbo 315100, Peoples R China
来源
2023 IEEE INTERNATIONAL CONFERENCE ON TEACHING, ASSESSMENT AND LEARNING FOR ENGINEERING, TALE | 2023年
关键词
Augmented reality; student preferences; student engagement; engineering education; digital pedagogy; educational technology; USER EXPERIENCE; PRODUCT DESIGN; SERIOUS GAMES; EDUCATION; FUTURE;
D O I
10.1109/TALE56641.2023.10398240
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
University of Nottingham Ningbo China (UNNC) has been investigating the use of an augmented-reality (AR) educational game to aid in the teaching of Design for Manufacturing and Assembly (DfMA) theories in design and engineering education (DEE). DfMA mastery is critical, as it allows students to create products that are feasible for mass production; it increases material optimization, shortens manufacturing times, and elevates overall quality. However, feedback from students and published research indicates that the topic is complex and underappreciated. Utilizing AR and gamification (GF) is relatively novel in this context, but it has the potential to redefine the topic by giving each student an enhanced learning experience that is fun, engaging, visually appealing, and cognitively stimulating. Our game was developed by a Students-as-Partners (SaP) team at UNNC and combines a tangible puzzle with an AR interface, encouraging collaboration, cooperation, and reflective practices. This research focuses on undergraduate DDE students and aims to understand students' perceptions of AR educational games and their influence on students' intrinsic motivation and performance. The results of this study inform the deployment of AR technology in classroom settings, as well as the instructional design of AR and GF learning experiences.
引用
收藏
页码:230 / 237
页数:8
相关论文
共 67 条
  • [1] Learning factories for future oriented research and education in manufacturing
    Abele, Eberhard
    Chryssolouris, George
    Sihn, Wilfried
    Metternich, Joachim
    ElMaraghy, Hoda
    Seliger, Guenther
    Sivard, Gunilla
    ElMaraghy, Waguih
    Hummel, Vera
    Tisch, Michael
    Seifermann, Stefan
    [J]. CIRP ANNALS-MANUFACTURING TECHNOLOGY, 2017, 66 (02) : 803 - 826
  • [2] Akdas D., 2021, Gazi University Journal of Science Part B: Art Humanities Design and Planning, V9, P371
  • [3] Augmented Reality and Engineering Education: A Systematic Review
    Alvarez-Marin, Alejandro
    Velazquez-Iturbide, J. Angel
    [J]. IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, 2021, 14 (06): : 817 - 831
  • [4] The acceptance of augmented reality in engineering education: the role of technology optimism and technology innovativeness
    Alvarez-Marin, Alejandro
    Velazquez-Iturbide, J. Angel
    Castillo-Vergara, Mauricio
    [J]. INTERACTIVE LEARNING ENVIRONMENTS, 2023, 31 (06) : 3409 - 3421
  • [5] Anastassova M, 2016, ADV INTELL SYST, V421, P81, DOI 10.1007/978-3-319-27540-6_5
  • [6] Gamification and serious games: A literature meta-analysis and integrative model
    Baptista, Goncalo
    Oliveira, Tiago
    [J]. COMPUTERS IN HUMAN BEHAVIOR, 2019, 92 : 306 - 315
  • [7] Towards the development of a virtual environment-based training system for mechanical assembly operations
    Brough J.E.
    Schwartz M.
    Gupta S.K.
    Anand D.K.
    Kavetsky R.
    Pettersen R.
    [J]. Virtual Reality, 2007, 4 (189-206) : 189 - 206
  • [8] Chih-Hsiang Ko, 2011, Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications. Proceedings 6th International Conference on E-learning and Games, Edutainment 2011, P20, DOI 10.1007/978-3-642-23456-9_4
  • [9] Chou Y.-K., 2015, Actionable gamification: Beyond points, badges, and leaderboards
  • [10] Cohen AM, 2011, FUTURIST, V45, P16