A game-based augmented reality navigation system to support makerspace user education in a university library

The integration of technology in education enhanced student engagement and learning efficiency, particularly in challenging subjects like health education, where motivation often posed a barrier. Augmented reality (AR) was one such technology that created interactive learning experiences, allowing students to explore subjects dynamically and visually. By incorporating these tools, educators fostered a supportive learning environment that motivated students to approach their studies with greater enthusiasm. This study examined the impact of integrating AR with game-transformed inquiry-based learning (GTIBL) on primary-level students' conceptual understanding and learning motivation in health education, focusing on the bone and muscular systems. The research involved 23 fourth-grade students from a public primary school in northeastern Thailand and used a mixed-methods approach that included pre- and post-tests for conceptual understanding, learning motivation surveys, and interviews. The findings showed significant improvements in students' conceptual understanding and learning motivation, particularly in career motivation and self-efficacy. However, the study found no significant changes in intrinsic motivation, self-determination, and grade motivation, indicating that while AR and gamification were beneficial in some aspects of learning motivation, their impact was limited in cases where students already held strong pre-existing beliefs. These results suggested that integrating AR and gamification into health education could be a valuable tool for enhancing learning outcomes and motivation, especially in fields that require complex understanding and active engagement.

Augmented reality (AR) technology provides context-aware experiences by overlaying digital information onto the real world to enhance learning effectiveness and reduce cognitive load. This study aimed to develop an AR Mobile Learning System (ARMLS) to address the limitations of traditional teaching materials and help elementary-school students learn geometric concepts. The ARMLS was designed based on the fifth-grade mathematics curriculum, covering topics such as definitions, geometric properties, different views of prisms and pyramids, and their relationships. A teaching experiment was conducted to compare students’ learning achievement, motivation, and cognitive load when using the ARMLS versus traditional teaching materials. This study adopted a quasi-experimental design, where four fifth-grade classes were selected from an elementary school in northern Taiwan as experimental subjects. A total of 66 students participated in the experiment, divided into two groups: 32 students from two classes as the experimental group (using the ARMLS) and 34 students from the other two classes as the control group (using traditional teaching materials). In the teaching experiment, data were collected through pre-tests, post-tests, and questionnaires. Achievement tests assessed learning effectiveness, while learning motivation and cognitive load were measured with standardized scales. System satisfaction was evaluated using a questionnaire. The Johnson–Neyman method determined the regions of significance in the analysis of covariance. Independent-sample t-tests evaluated differences in learning motivation and cognitive load between the groups, and descriptive statistics summarized system satisfaction responses. The results indicated that (1) the ARMLS enhanced the learning achievement among low- and moderate-achieving students, (2) there was no significant difference in learning motivation between the two groups, (3) the ARMLS helped reduce students’ cognitive load, and (4) most students expressed satisfaction with the ARMLS according to the questionnaire results. The ARMLS enhances engagement and deepens understanding by making abstract geometry topics more accessible. It effectively overcomes the limitations of traditional teaching materials, providing elementary students with an interactive, hands-on approach to learning geometric concepts.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.

Boredom would be the biggest challenge in realizing a successful learning - effective and joyful learning. Boredom could happen in any learning when the students learn what they do not need or and they do not enjoy the conventional way of learning. In this case study, the writer would design game-based learning to foster the cross cultural cognition in Business Cross Cultural materials. By designing and playing games for learning BCC materials, the writer tried to create the effective and joyful learning. In this research, the writer would use fives phases of the research in designing the game-based learning. Moreover, the writer would investigate their joy and effectiveness of learning by using two different groups of totally 40 participants of Business English students that learn BCC - the experiment group that would use the game-based learning and the controlling group that had learnt without it. And the research results are there was insignificant difference in cognitive learning but the game-based learning could enhance the joy and motivation of learning.

This meta-analysis aimed to investigate and compare the efficiencies of gamification and game-based learning in terms of learning achievement and motivation. With distinctive features, gamification and game-based learning were hypothesized to exert different effects on learning achievement and motivation. The effects on learning achievement were more stable and significant for game-based learning (ES = 0.54, 95% CI [0.38, 0.70]) than for gamification (ES = 0.85, 95% CI [0.32, 1.37]). The overall effects on motivation were more significant for gamification (ES = 0.77, 95% CI [0.53, 1.01]) than for game-based learning (ES = 0.60, 95% CI [0.42, 0.78]). Gamification exerted less significant but more stable effects on intrinsic motivation (ES = 0.64, 95% CI [0.37, 0.91]) than on extrinsic motivation (ES = 0.92, 95% CI [0.50, 1.34]). Game-based learning exerted less significant but more stable effects on extrinsic motivation (ES = 0.56, 95% CI [0.35, 0.77]) than on intrinsic motivation (ES = 0.62, 95% CI [0.12, 1.13]). The main conclusion was that gamification and game-based learning, as two distinct game-related pedagogies, differently influenced learning achievement, intrinsic motivation, and extrinsic motivation. The dependence on immersion subject to external or internal factors and ludic contexts associated with internalization of motivation influenced the effect stability on learning achievement and motivation.

This study actually produced and developed a computer role-playing game which aimed at 108 first-year college students. It discovered the relationship between the perceptual usefulness and ease of use of digital game-based learning and students’ learning motivation, learning attitude, and learning satisfaction. In this study, a questionnaire survey method was applied to analyze the relationship between the research variables and the input hypothesis verification for the 108 questionnaire data recovered. The following conclusions were obtained: (1) “Usefulness” positively affects “learning motivation,” “learning attitude,” and “learning satisfaction.” (2) “Ease of use” does not affect “learning motivation,” “learning attitude,” and “learning satisfaction.” (3) The research infers that students are now familiar with the operation of computer role-playing games. Whether it is easy to use is not an important consideration. However, in terms of teaching strategies, teachers should pay attention to the usefulness of learners’ perceptions. If the perceptions are useful, teachers can greatly increase the chances of success in teaching, and can enable students to have equivalent learning motivation, attitude, and satisfaction.KeywordsDigital Game-Based Learning (DGBL)Learning motivationLearning attitudeLearning satisfaction

Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

With the emerging technologies of augmented reality (AR) and virtual reality (VR), the learning process in today’s classroom is much more effective and motivational. Overlaying virtual content into the real world makes learning methods attractive and entertaining for students while performing activities. AR techniques make the learning process easy, and fun as compared to traditional methods. These methods lack focused learning and interactivity between the educational content. To make learning effective, we propose to use handheld marker-based AR technology for primary school students. We developed a set of four applications based on students’ academic course of primary school level for learning purposes of the English alphabet, decimal numbers, animals and birds, and an AR Globe for knowing about different countries around the world. These applications can be played wherever and whenever a user wants without Internet connectivity, subject to the availability of a tablet or mobile device and the required target images. These applications have performance evaluation quizzes (PEQs) for testing students’ learning progress. Our study investigates the effectiveness of AR-based learning materials in terms of learning performance, motivation, attitude, and behavior towards different methods of learning. Our activity results favor AR-based learning techniques where students’ learning motivation and performance are enhanced compared to the non-AR learning methods.

This study aims to analyze the impact of Game-Based Learning (GBL) on students' learning motivation in the digital era. The research design applied is in the form of a literature review, which collects data from various relevant national and international journals. Game-Based Learning (GBL) is an innovative teaching method that integrates game elements to create interactive, enjoyable, and effective learning experiences. The results indicated that GBL enhances intrinsic motivation among students, promotes active engagement, and develops 21st-century skills such as critical thinking, collaboration, and problem-solving. Tools such as Kahoot, Educandy, and Minecraft: Education Edition have been found to create an interactive and fun learning environment. The implementation of GBL is still hampered by issues such as the lack of technological infrastructures in schools and the lack of teacher training to integrate technology and games into the learning process in Indonesia. This study argues that overcoming these challenges will, therefore, make GBL effective in enhancing the quality of Indonesian education and in preparing children to face challenges in this digital era.

Digital games are an interactive tool within a multimedia education system and have the potential to make learning more effective and engaging, particularly for young students. The purpose of this investigation is to learn more about game-based learning. In this study, a game-based learning environment (Kahoot) was used to improve motivation, fun, engagement, and utility for learning. The research was carried out in a university course to test the effectiveness of the proposed approach on students’ learning. A total of 72 students were purposively selected. A descriptive approach was used, and a survey was distributed to the learner. The study tool consisted of 26 items in four domains; fun, engagement, motivation, and utility for learning. The findings of the investigation revealed that fun, engagement, motivation, and utility for learning were supported by game-based learning. However, no significant differences were found based on gender, the field of study, and the academic year. Relied on the results a set of recommendations was proposed.

Aligned with the progress of technology and the availability of online resources, there is a growing inclination to incorporate game elements or gamification into educational settings, particularly in English language classrooms. This mixed methods research endeavors to examine the potential of the Gamified Flipped Classroom Application (GFCA) named “Classcraft” to enhance student’s learning ability, motivation, and autonomy. Questionnaires were employed to explore students’ attitudes towards the utilization of GFCA as an innovative learning tool within the research context. Furthermore, semi-structured interviews were conducted to gain deeper insights into students' perspectives regarding the use of Classcraft in augmenting their learning motivation and autonomy. The study was carried out with a cohort of 31 Thai EFL students enrolled in English for import and export courses at a public university in northeastern Thailand. The findings revealed that the student’s learning ability exhibited improvement, as evidenced by a higher mean score in the posttest compared to the pretest, subsequent to the implementation of the gamified flipped classroom application in the course. Additionally, a majority of the students expressed a favorable inclination towards the application due to its effectiveness in enhancing their learning motivation, and autonomy and providing an enjoyable and engaging learning experience.

Learning styles have been recognized as an important human factor that might affects students' learning performance. In this paper, we aim to investigate whether learning styles affect students' motivations in learning with educational computer games. Two versions of an educational game have been developed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. The experimental results show that the learning motivation of the students who learn with the learning style-fit version is significantly higher than that of those learn with non-fir version, implying that proper design of educational computer game based on learning styles is helpful to students in promoting their motivation and learning achievement.

This study aims to analyze the effect of school climate on learning effectiveness mediated by student learning motivation at SMAN 1 Cipeundeuy, Subang Regency. This study uses a quantitative approach with a survey method involving 146 students selected through purposive sampling. Data collection was conducted using a unipolar positive numerical scale questionnaire of 1–5 and analyzed using path analysis with SmartPLS 3. The results showed that school climate had a positive and significant effect on learning effectiveness, school climate has a significant effect on learning motivation, and learning motivation has a significant effect on learning effectiveness. In addition, learning motivation significantly mediates the relationship between school climate and learning effectiveness. These results indicate that a positive school climate can increase students' intrinsic motivation, which in turn strengthens learning effectiveness. This study supports the Self-Determination theory, which emphasizes the importance of autonomy, competence, and relatedness in learning. These findings have practical implications that strengthening a positive and supportive school climate is an important strategy in improving the quality of learning and student achievement.

In the study, by combining Augmented Reality (AR) with elementary learning materials, the researchers create a set of Ubiquitous Augmented Reality Digital Learning System (UARDLS) and design Augmented Reality 3D Digital Media teaching materials based on the content of textbooks. Teachers use URARDLS and proceed traditional teaching respectively. In order to evaluate whether AR teaching can inspire students' learning motivation and effects, the researchers give elementary school students attainment tests which employs eyetracking devices to record and analyze their eyes movement in the AR teaching environment. The researchers adopt Triangulation, including System Usability Scale, NASA-TLX and qualitative research methodologies, to examine Usability Evaluation of Ubiquitous Augmented Reality E-Learning System.