TY - GEN
T1 - Effects of Augmented Reality Gamification on Students' Intrinsic Motivation and Performance
AU - Gill, Amarpreet
AU - Irwin, Derek
AU - Towey, Dave
AU - Zhang, Yanhui
AU - Li, Bingze
AU - Sun, Linjing
AU - Wang, Zhichao
AU - Yu, Wanling
AU - Zhang, Ruiqi
AU - Zheng, Yaxin
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - University of Nottingham Ningbo China (UNNC) has been investigating the use of an augmented-reality (AR) educational game to aid in the teaching of Design for Manufacturing and Assembly (DfMA) theories in design and engineering education (DEE). DfMA mastery is critical, as it allows students to create products that are feasible for mass production; it increases material optimization, shortens manufacturing times, and elevates overall quality. However, feedback from students and published research indicates that the topic is complex and underappreciated. Utilizing AR and gamification (GF) is relatively novel in this context, but it has the potential to redefine the topic by giving each student an enhanced learning experience that is fun, engaging, visually appealing, and cognitively stimulating. Our game was developed by a Students-As-Partners (SaP) team at UNNC and combines a tangible puzzle with an AR interface, encouraging collaboration, cooperation, and reflective practices. This research focuses on undergraduate DDE students and aims to understand students' perceptions of AR educational games and their influence on students' intrinsic motivation and performance. The results of this study inform the deployment of AR technology in classroom settings, as well as the instructional design of AR and GF learning experiences.
AB - University of Nottingham Ningbo China (UNNC) has been investigating the use of an augmented-reality (AR) educational game to aid in the teaching of Design for Manufacturing and Assembly (DfMA) theories in design and engineering education (DEE). DfMA mastery is critical, as it allows students to create products that are feasible for mass production; it increases material optimization, shortens manufacturing times, and elevates overall quality. However, feedback from students and published research indicates that the topic is complex and underappreciated. Utilizing AR and gamification (GF) is relatively novel in this context, but it has the potential to redefine the topic by giving each student an enhanced learning experience that is fun, engaging, visually appealing, and cognitively stimulating. Our game was developed by a Students-As-Partners (SaP) team at UNNC and combines a tangible puzzle with an AR interface, encouraging collaboration, cooperation, and reflective practices. This research focuses on undergraduate DDE students and aims to understand students' perceptions of AR educational games and their influence on students' intrinsic motivation and performance. The results of this study inform the deployment of AR technology in classroom settings, as well as the instructional design of AR and GF learning experiences.
KW - Augmented realit
KW - digital pedagog
KW - educational technolog
KW - engineering educatio
KW - student engagemen
KW - student preference
UR - http://www.scopus.com/inward/record.url?scp=85184994366&partnerID=8YFLogxK
U2 - 10.1109/TALE56641.2023.10398240
DO - 10.1109/TALE56641.2023.10398240
M3 - Conference contribution
AN - SCOPUS:85184994366
T3 - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023 - Conference Proceedings
BT - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023 - Conference Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023
Y2 - 28 November 2023 through 1 December 2023
ER -
