The theory and process involved with educational augmented reality game design

Patrick O'Shea, Chris Campbell

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review


    This chapter explores the issues associated with training teachers to become effective Augmented
    Reality game designers in their own educational settings. Within the context of defining and defending
    the use of games as instructional tools, the authors of this chapter describe a project in Queensland,
    Australia which involved training 26 teachers from the greater Brisbane area on the theory and process of designing narrative-based Augmented Reality games. This process resulted in usable games that the participants could then implement in their own educational setting. This chapter includes a discussion
    of the issues and challenges that were faced throughout this training process, and the authors propose potential solutions to address those challenges. Additionally, the authors propose future directions for further research into this area.
    Original languageEnglish
    Title of host publicationHandbook of research on gaming trends in P-12 education
    EditorsDonna Russell, James M. Laffey
    Place of PublicationHershey, PA
    PublisherIGI Global
    Number of pages13
    ISBN (Electronic)9781466696303
    ISBN (Print)9781466696297
    Publication statusPublished - 2016


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