The Theory and Process Involved with Educational Augmented Reality Game Design

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Author(s): Patrick O'Shea (Appalachian State University, USA)and Chris Campbell (The University of Queensland, Australia)
Copyright: 2018
Pages: 15
Source title: Virtual and Augmented Reality: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5469-1.ch077

Keywords: Information Science Reference / Media & Communications / Systems and Software Engineering / Virtual Communities & Virtual Reality

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Abstract

This chapter explores the issues associated with training teachers to become effective Augmented Reality game designers in their own educational settings. Within the context of defining and defending the use of games as instructional tools, the authors of this chapter describe a project in Queensland, Australia which involved training 26 teachers from the greater Brisbane area on the theory and process of designing narrative-based Augmented Reality games. This process resulted in usable games that the participants could then implement in their own educational setting. This chapter includes a discussion of the issues and challenges that were faced throughout this training process, and the authors propose potential solutions to address those challenges. Additionally, the authors propose future directions for further research into this area.

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The Theory and Process Involved with Educational Augmented Reality Game Design

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