research-article

Imagineering Gamification using Interactive Augmented Reality to develop Digital Literacy Skills

Authors:

Tunyaboon Choolarb,

Jakkrit Premsmith,

Panita WannapiroonAuthors Info & Claims

ICDTE '19: Proceedings of the 3rd International Conference on Digital Technology in Education

Pages 39 - 43

https://doi.org/10.1145/3369199.3369222

Published: 13 January 2020 Publication History

Get Access

Abstract

The purpose of this research is to develop Imagineering Gamification using Interactive Augmented Reality, to be used for evaluating Digital Literacy skill of learners from their Interactive Augmented Reality learning through Imagineering Gamification model; to compare learners' learning achievements before and after learning through Imagineering Gamification using Interactive Augmented Reality with those who learn through normal classroom; and to survey learners' satisfaction of using Interactive Augmented Reality to develop Digital Literacy skills. The research composed of 80 students from Vocational Certificate of Education year 1 of Siam Business Administration Nonthaburi Technological College and were divided into two groups with a group of 40 each through simple random sampling method: experimental group and control group. The tools of the research were Imagineering Gamification model and the system of Interactive Augmented Reality for developing Digital Literacy skills, which were qualified by the field experts. The research result showed that learning through Imagineering Gamification using Interactive Augmented Reality was suitable with a very good level of overall outcome. The mean of Imagineering Gamification model was 4.96 (S.D. = 0.06) and the mean of the system of Interactive Augmented Reality for developing Digital Literacy skills was 4.98 (S.D. = 0.03). The mean of Digital Literacy skills evaluation, before and after learning, was 4.65 (S.D. = 1.57) and 17.78 (S.D. = 1.60) respectively, and the t-test result was 36.82 with a level of statistical significance of .01. The mean of evaluation of the experimental group's learning achievements after learning was 18.43 (S.D. = 1.61); the mean of evaluation of the control group's learning achievements after learning was 14.40 (S.D. = 1.74), and the t-test result was 10.40 with a level of statistical significance of .01. The survey of students' satisfaction from using the material has a very good level of overall outcome with the mean of 4.89 (S.D. = 0.32).

References

[1]

Ministry of Education, "Learning in the 21st," century, 2014.

Google Scholar

[2]

N. Prachyanan, "Micro Learning," King Mongkut's University of Technology North Bangkok, 2018.

Google Scholar

[3]

Nikou, S.A., "Mobile-Based Micro-Learning and Assessment: Impack on Learning Performance and Motivation of Hight School Studens," Journal of Computer Assisted Learning, vol. 34, no. 3, pp. 269--278, Jun 2018.

Crossref

Google Scholar

[4]

Lynette, Tan Yuen Ling, "Meaningful Gamification and Students' Motivation: A Strategy for Scaffolding Reading Material. Online Learning," Vol. 22, Issue 2, p 141--155, 15p, 5 Color Photographs, 1 Graph. Jun 2018

Google Scholar

[5]

B. Rtittaya, "A Creation of Multimedia Lesson in Computer Course with Augmented Reality Technology on the Topic "Computer in Daily Life" for Mathayom Suksa 1 Students," King Mongkut's University of Technology Thonburi, 2014.

Google Scholar

[6]

W.Panita, W.Numchoke, "Digital Intelligence," Journal of Technical Education Development, Vol. 29, No. 102, April-June, pp 12--20, 2017.

Google Scholar

[7]

L. Rensis, "The Method of Constructing and Attitude Scale," Reading in Attitude Theory and Measurement. P. 90--95. Fishbeic, Matin, Ed. New York: Wiley & Son, 1967.

Google Scholar

[8]

C. Pinanta, "The synthesis of activity model using project-based learning of Imagineering to enhance creative construction of multimedia skills and cooperative skills," Silpakorn University Journal, vol. 38, no. 1, pp 161--183, 2018.

Google Scholar

[9]

C. Tunyaboon, P. Jakkrit, W. Panita, "Imagineering Gamification Model Using Interactive Augmented Reality to Enhance Digital Literacy skills," The 6th NEU national and International Conference 2019, no. 1, pp 3162--3173, 2019.

Google Scholar

Cited By

View all

Del Moral Pérez MLópez-Bouzas NCastañeda Fernández J(2023)Activating Teacher Competencies Through Designing Gamified Stories With Augmentative RealityHandbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning10.4018/978-1-6684-7010-7.ch012(230-252)Online publication date: 12-May-2023
https://doi.org/10.4018/978-1-6684-7010-7.ch012
Aprin FMalzahn NLomonaco FDonabauer GOgnibene DKruschwitz UHernández-Leo DFulantelli GHoppe H(2023)The “Courage Companion” – An AI-Supported Environment for Training Teenagers in Handling Social Media Critically and ResponsiblyHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-29800-4_30(395-406)Online publication date: 1-May-2023
https://doi.org/10.1007/978-3-031-29800-4_30
Theophilou ESchwarze VBörsting JSánchez-Reina RScifo LLomonaco FAprin FOgnibene DTaibi DHernández-Leo DEimler S(2023)Empirically Investigating Virtual Learning Companions to Enhance Social Media LiteracyHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-29800-4_27(345-360)Online publication date: 1-May-2023
https://doi.org/10.1007/978-3-031-29800-4_27
Show More Cited By

Index Terms

Imagineering Gamification using Interactive Augmented Reality to develop Digital Literacy Skills

Recommendations

Investigating Digital Literacy Skills in Examination-Oriented Education System for the Post-Pandemic Era
ICETM '21: Proceedings of the 2021 4th International Conference on Education Technology Management

Digital Literacy has become a pressing capability because of the infusion of digital technology in education systems due to the changes brought by COVID-19. Whether a student possesses digital literacy skills that are essential for online learning can ...
Unraveling the attributions of digital literacy skills and knowledge gap in Ghana’s higher education: Undergraduate students voices in a phenomenological study
Abstract
Any undergraduate student lacking the knowledge and skills for digital technology will find it challenging to succeed academically and thrive in the 21st -century higher education setting. This study employed a novel conceptual framework built ...
Virtuality or Physicality? Supporting Memorization Through Augmented Reality Gamification
EICS '23 Companion: Companion Proceedings of the 2023 ACM SIGCHI Symposium on Engineering Interactive Computing Systems

Augmented reality (AR) is evolving to become a pervasive tool for interacting with virtual objects. We conducted a comparative study to explore the impact of virtuality and physicality in supporting human memorization through gamification. A head-...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

ICDTE '19: Proceedings of the 3rd International Conference on Digital Technology in Education

October 2019

265 pages

ISBN:9781450372206

DOI:10.1145/3369199

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 13 January 2020

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

ICDTE 2019

ICDTE 2019: 2019 The 3rd International Conference on Digital Technology in Education

October 25 - 27, 2019

Yamanashi, Japan

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

8
Total Citations
View Citations
298
Total Downloads

Downloads (Last 12 months)30
Downloads (Last 6 weeks)3

Reflects downloads up to 19 Nov 2024

Other Metrics

View Author Metrics

Citations

Cited By

View all

Del Moral Pérez MLópez-Bouzas NCastañeda Fernández J(2023)Activating Teacher Competencies Through Designing Gamified Stories With Augmentative RealityHandbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning10.4018/978-1-6684-7010-7.ch012(230-252)Online publication date: 12-May-2023
https://doi.org/10.4018/978-1-6684-7010-7.ch012
Aprin FMalzahn NLomonaco FDonabauer GOgnibene DKruschwitz UHernández-Leo DFulantelli GHoppe H(2023)The “Courage Companion” – An AI-Supported Environment for Training Teenagers in Handling Social Media Critically and ResponsiblyHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-29800-4_30(395-406)Online publication date: 1-May-2023
https://doi.org/10.1007/978-3-031-29800-4_30
Theophilou ESchwarze VBörsting JSánchez-Reina RScifo LLomonaco FAprin FOgnibene DTaibi DHernández-Leo DEimler S(2023)Empirically Investigating Virtual Learning Companions to Enhance Social Media LiteracyHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-29800-4_27(345-360)Online publication date: 1-May-2023
https://doi.org/10.1007/978-3-031-29800-4_27
Lomonaco FTaibi DTrianni VBuršić SDonabauer GOgnibene D(2023)Yes, Echo-Chambers Mislead You Too: A Game-Based Educational Experience to Reveal the Impact of Social Media Personalization AlgorithmsHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-29800-4_26(330-344)Online publication date: 1-May-2023
https://doi.org/10.1007/978-3-031-29800-4_26
Del Moral Pérez MLópez-Bouzas NCastañeda Fernández J(2022)Diseño de relatos gamificados con realidad aumentada en la formación inicial docenteREDU. Revista de Docencia Universitaria10.4995/redu.2022.1870120:2(199-218)Online publication date: 31-Dec-2022
https://doi.org/10.4995/redu.2022.18701
Lampropoulos GKeramopoulos EDiamantaras KEvangelidis G(2022)Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical StudiesApplied Sciences10.3390/app1213680912:13(6809)Online publication date: 5-Jul-2022
https://doi.org/10.3390/app12136809
Wannapiroon NPimdee P(2022)Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environmentEducation and Information Technologies10.1007/s10639-021-10849-w27:4(5689-5716)Online publication date: 1-May-2022
https://dl.acm.org/doi/10.1007/s10639-021-10849-w
Limantara NMeyliana Gaol FPrabowo H(2020)Mechanics, Dynamics, and Aesthetics Framework on Gamification at University2020 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS)10.1109/ICIMCIS51567.2020.9354271(34-39)Online publication date: 19-Nov-2020
https://doi.org/10.1109/ICIMCIS51567.2020.9354271

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Cited By

Index Terms

Recommendations

Investigating Digital Literacy Skills in Examination-Oriented Education System for the Post-Pandemic Era

Unraveling the attributions of digital literacy skills and knowledge gap in Ghana’s higher education: Undergraduate students voices in a phenomenological study

Virtuality or Physicality? Supporting Memorization Through Augmented Reality Gamification