Flexibility in augmented reality storytelling apps

Education Sciences, 2024

This mixed research aimed to determine if, in their initial training, teaching students consider Scratch and Storybird, digital storytelling applications, as contributing to promoting originality after an intervention in which they previously experimented with them. It was studied whether they considered it convenient to encourage children’s creativity by combining them to create stories in Spanish and English (as EFL) and then having the teacher adapt these two applications. The participants included 134 university students, teachers in initial training at Huelva’s Campus in Spain. The quantitative results as a whole showed significant differences regarding the different dimensions of originality analysed. In the qualitative ones, it was recognised that these apps encourage cognitive development, creativity, learning, communicative competence, and learning attitude, recognising the apps as didactic tools. When cross-examining the data, it was deduced that the digital storytelling applications preferably provide the benefits of encouraging, in a specific way, originality, imagination, and the production of stories in a multimodal manner. Thus, the emerging variables are cognitive. Indicios de calidad: Proyecto I+D+I Multilits. Indexación: Scopus: 2023 C2 impact 0.67, h index 53, Citescore 4.8 C1 Education; Scopus: 2022 Education Impact 0.61 Q2, h index 40, Citescore: 4, ranking 77%, 326/1469 Education. WOS: Journal impact factor 3, JCI Q1 in Esci Edition 1.46, 114/759 2022 Education, Educational Research..

Education for Information

Drawing on Kucher’s (2021) framework on digital game-based learning (DGBL), this paper introduces the development of game-based scenarios in two culturally distinctive and salient heritage sites in Cyprus and Sweden, the Neolithic village of Choirokoitia and the Iron Age Ringfort of Sandby Borg. The aim was to implement Kucher’s (2021) five proposed principles and digital storytelling as a framework for the development of game-based Augmented Reality (AR) scenarios to promote exploration, understanding, collaboration, and learning on culturally important sites and guide users in becoming acquainted with cultural artifacts that reflect on cultural values, practices, and norms of that era. Using a bottom-up approach in the design and development process, the two case studies were designed to promote interactive and immersive learning experiences entrenched in problem-solving activities, constructive evaluative feedback, and enact opportunities for flexibility in exploration. To achiev...

Virtual Creativity, 2018

Digital domains render possible new forms of narrative creativity. This article explores to what extent it is practicable to inform the invention of new storytelling techniques in location-based media, such as augmented reality (AR). When carrying out research and development with explorative storytelling in indirect AR one often encounters a recurring problem. When digitally reconstructing and displaying sequences of historical events in situ, a paradox tends to emerge. While the linear sequence of actions and events might often benefit from in-depth information on historical contexts of various sorts, the moment the user embarks on a contextual digression to seek a better understanding, the sequence itself is abandoned and/or fragmented. This is a type of conflict where the designer must make difficult choices to provide a prolific story experience. How may we best combine and balance sequence and access, storytelling and in-depth exploration to the benefit of rich locative perceptions and adventures? In the following article we consult narrative theory to find a design and implement the solution in three different simulations of on-site historical events. These are selected from antiquity and the Second World War. We discuss the challenges and elucidations so far, as well as feedback from visitors testing the situated simulation AR applications on location.

International Journal of Emerging Trends in Science and Technology, 2014

Mobile technology improvements in built-in camera, sensors, computational resources and power of cloud sourced information have made AR possible on mobile devices. This paper surveys the field of mobile augmented reality and how it is used as interactive, collaborative and location based story telling medium. This survey provides a starting point for anyone interested in researching or using Mobile Augmented Reality and interactive storytelling irrespective of the application.

International Journal of Engineering Pedagogy (iJEP), 2016

Mobile Augmented Reality (MAR) Technology in combination with Interactive Storytelling (IS) enables the design of new kinds of technology enhanced learning and entertainment applications. The existing pedagogical research as well as the available Interactive Storytelling MAR (ISMAR) Serious Games are rather limited. This is mainly because of the difficulties of MAR applications development and the complexity of IS authoring. The paper works on the direction to improve this situation exploring the combination of a) rapid prototype development methodology based on MAR authoring tools and b) the definition of IS genres which could serve as templates and guide the ISMAR design. In the paper, key concepts are presented, existing successful examples of MAR Serious Games are analyzed in order to extract their narration genre features, available tools for MAR rapid authoring are introduced, and afterwards the design, development and first evaluation of a prototype ISMAR Serious Game is pres...

2015

IEEE , 2017

Augmented Reality is a technology which has ability of proposing possibilities that are difficult for other technologies to offer and meet. With the rise of personal mobile devices capable of producing interesting augmented reality environments, the vast potential of AR has begun to be explored. This research paper aims at exploring and encouraging the AR books to augment real and physical books with visible content to promote education with technology especially for 3 to 5 age group children and to facilitate teachers and parents. In other meanings through AR android application. AR books increase the educational effects on affordance, reading with listening stories, attentiveness and interactivity. Also our primary goal is to quantitatively assess whether AR helps special-needs students to improve their results, performance, motivation, and other aspects of the learning process.

International Journal of Technology and Engineering Studies, 2015

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Jurnal Elemen

Creativity is the highest order of thinking, which leads students to generate new ways to find a solution to many unpredictable problems in the future. Although there are many studies on creative thinking ability, no research focused on augmented reality and visualizer-verbalizer cognitive style in creative thinking ability. This study aims to describe creative thinking ability assisted with augmented reality view from visualizer-verbalizer cognitive style. This study used a qualitative descriptive approach. The subjects of this study were selected four students' 52 from the 10th grade. The process of selecting this subject was analyzed by the Rasch Model analysis using Winsteps software version 3.73. The data were collected using Visualizer-Verbalizer Questionnaire (VVQ), a creative thinking ability test assisted with augmented reality and interview. The final scale from the visualizer scale has a Cronbach alpha value of 0.67, while the verbalizer scale has a Cronbach alpha val...

Jurnal Inovasi Teknologi Pendidikan

Incorporating augmented reality (AR) into education is increasingly vital for fostering engagement and interactivity, particularly in language learning, where narrative text plays a central role. The objectives of this study were to (1) ascertain the participants' target demands, (2) analyze their English-language learning needs, and (3) create an augmented reality novel game as a teaching tool for narrative text. This research and development project (RD) was conducted. Junior high schoolers were the subjects; they were 15 males and 17 females. This study was done using a 4-D model. Participants were given questionnaires to complete, and an English teacher was interviewed as part of the need analysis. The instruments used to collect the data were the needs analysis questionnaire, interview guidelines, expert judgment rating scale, and student review questionnaire. The result of this study is an augmented reality novel game as English learning media, which was created after taki...