Abstract
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.
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 language | English |
|---|---|
| Title of host publication | Handbook of research on gaming trends in P-12 education |
| Editors | Donna Russell, James M. Laffey |
| Place of Publication | Hershey, PA |
| Publisher | IGI Global |
| Chapter | 7 |
| Pages | 151-163 |
| Number of pages | 13 |
| ISBN (Electronic) | 9781466696303 |
| ISBN (Print) | 9781466696297 |
| DOIs | |
| Publication status | Published - 2016 |