Investigating the Motivational Effect of Fantasy and Similarity Through Avatar Identification in AR Game-Based Learning

When children engage in virtual learning, they frequently experience a lack of motivation and concentration. Virtual and augmented reality Game-based learning (GBL) is a promising option for increasing learning motivation and can provide a more immersive context. While AR fantasy makes learning more engaging, avatar self-similarity provides players with approachable and straightforward circumstances to begin. However, little is known about how to combine learning with captivating fantasy and engaging self-similarity. Therefore, it is essential to understand how to adjust the similarity and fantasy levels in a game's design to more effectively integrate learning information and increase player motivation. To examine the motivation for fantasy play in gameplay, a key concept titled player identification is introduced. This paper presents an experiment conducted using our designed AR Game, MathMythos, with four conditions. We explore the relationship between fantasy, similarity, motivation, and identification in AR GBL. By exploring the correlation between player identification and enjoyment in fantasy/real-world and similar/dissimilar contexts, this study shows children would enjoy the game more in a fantasy context if they experienced stronger avatar identification in the gameplay. For game designers, this study emphasizes the fantasy and similarity aspects of avatar design and inspires designers to weigh these factors appropriately for their GBL context and design purpose.