Exploring Student Engagement in an Augmented Reality Game

Abstract

It has been argued that approaches to education should embed learning in activities that reflect the social and physical environments in which the knowledge is relevant. Over the past ten years it has become possible to situate learning in a variety of novel contexts using augmented reality (AR) games. This study investigates the behaviors of middle school students during their participation in an AR game called Play the Past. The findings of this study show that engagement differed during discrete activities in the game environment and that there was a relationship between the roles that students were assigned and their engagement.