DESIGN-BASED RESEARCH: Augmented-Reality Based Mobile Game: “History Mystery”

1. DESIGN-BASED RESEARCH: Augmented-Reality Based Mobile Game: “History Mystery” Design-based Research Cycles for the Augmented Reality game: “History Mystery” Mobile Learning and Augmented Reality Problem • History teachers have trouble keeping their students interested in learning history. • General perception of students is that history is a boring and irrelevant subject. • Students are more engaged in classes that involved hands-on activities. For the purpose of this project, mobile learning refers to the use of mobile devices, including laptop computers, handheld computers, smartphones (iPhones), or personal digital assistants (PDAs), in the context of educational activities. Augmented reality (AR) is the combination of the real world and some type of computer-generated virtual world with which a user can interact in real time. Using video cameras and digital displays, AR enhances our view of the real world with relevant information. It can display contextual information based on location (using GPS) and the identification of known markers, or symbols. Opportunity Develop a learning activity that incorporates mobile learning and augmented reality (AR). Learning Goals • Generate student interest in learning about history • Engage students’ inquiry, critical-thinking, and decision-making skills  • Make connections between the past and the present to demonstrate relevance • Help students identify multiple perspectives in learning about history • Improve standardized test scores in history Results from Cycle 1 • Expand amount of scenarios, roles of players, and artifacts. • Include more detailed, multiple perspective rendering of historical Richmond to further enhance experience of tying the past to the present. • Encourage more interaction between teams in the field. • Include a culminating activity where each student write his/her account of what happened in the field. The Design • Role playing game based on a dramatic historical event incorporating augmented reality on an iPhone • Over a six-week period students will work in pairs to explore artifacts and evidence around Richmond through different perspectives and piece together an account of what happened. • Students will participate in class-based discussions and reflections. Original Software Map after Cycle 1 Revised Software Map after Cycle 2 Results from Cycle 2 • Incorporate a point-based reward system into the activity • Improve the help system • Add an electronic leash for parent peace of mind • Improve overall usability Results from Cycle 3 • Use simple language • Provide clearer directions • Use bullet points to present complex information to facilitate reading • Replace the term “list” with “resources” • Implement the augmented reality mobile game through a field trip rather than an individual activity Shih’s Model to Support Design for Mobile Learning (2007) The Integrative Learning Design Framework (Bannan, 2003) Developers Dr. Brenda Bannan Associate Professor, George Mason University bbannan@gmu.edu GhaniaZgheib Doctoral Student, George Mason University gzgheib@gmu.edu CieloBellah Instructional Designer, Ideation, Inc. Cielo.bellah@ideationinc.com Philip Levy Instructional Designer, Redmon Group plevy@redmon.com FaizanMujeebuddin Learning and Collaboration Consultant, Accenture faizanam@gmail.com