Environmental Detectives: PDAs as a Window into a Virtual Simulated World
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Explore! possibilities and challenges of mobile learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
SMART: a SysteM of Augmented Reality for Teaching 2nd grade students
BCS-HCI '08 Proceedings of the 22nd British HCI Group Annual Conference on People and Computers: Culture, Creativity, Interaction - Volume 2
Engaging students in science controversy through an augmented reality role-playing game
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
EAGLE: An Intelligent Tutoring System to Support Experiential Learning Through Video Games
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Towards a structural model for intention to play a digital educational game
Transactions on edutainment IV
Designing augmented reality tangible interfaces for kindergarten children
Proceedings of the 2011 international conference on Virtual and mixed reality: new trends - Volume Part I
Evaluating user experience of adaptive digital educational games with Activity Theory
International Journal of Human-Computer Studies
Enriching Archaeological Parks with Contextual Sounds and Mobile Technology
ACM Transactions on Computer-Human Interaction (TOCHI)
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Augmented Reality (AR) games can potentially teach 21st century skills, such as interpretation, multimodal thinking, problem-solving, information management, teamwork, flexibility, civic engagement, and the acceptance of diverse perspectives. To explore this, I designed Reliving the Revolution (RtR) as a novel model for evaluating educational AR games. RtR takes place in Lexington, Massachusetts, the site of the Battle of Lexington. Participants interact with virtual historic figures and items, which are triggered by GPS to appear on their PDA (personal digital assistant) depending on where they are standing in Lexington. Game participants receive differing evidence, as appropriate for their role in the game (Minuteman soldier, Loyalist, African American soldier, or British soldier), and use this information to decide who fired the first shot at the Battle. Results of initial trials of RtR suggest that AR games, when properly designed for pedagogical purposes, can motivate the authentic practice of 21st century skills.