TY - JOUR
T1 - Periodic fable discovery
T2 - an augmented reality serious game to introduce and motivate young children towards chemistry
AU - Câmara Olim, Sandra
AU - Nisi, Valentina
AU - Romão, Teresa
N1 - Funding Information:
This work was supported by LARSyS-FCT Plurianual funding 2020-2023 (UIDB/50009/2020), and FCT Ph.D. Grant PD/BD/150286/2019. Also co-funded by NOVA LINCS (UIDB/04516/2020) with the financial support of FCT.IP. The data that support the findings of this study are available from the corresponding author, SC, upon reasonable request. The authors have no other competing interests to declare that are relevant to the content of this article
Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2024/5
Y1 - 2024/5
N2 - Children’s interest in new technologies and games creates opportunities to use these tools to facilitate their thinking processes for scientific content and education, especially to support abstract reasoning in the areas of Science, Technology, Engineering, Maths (STEM). Chemistry concepts, in particular, can benefit from being presented through hybrid physical/digital interfaces. However, the actual impact of immersive gaming technologies on learning and teaching chemistry to young children can benefit from further evaluations. We developed the “Periodic Fable Discovery” AR game to fill this gap. “Periodic Fable Discovery” is an AR serious game that uses a tangible interface and storytelling to introduce and teach basic chemistry concepts to young children from 9 to 13 years old. After designing and implementing the game, we conducted a study with 30 children, using a mixed-method approach, comparing the AR game versus a traditional method of teaching activity. The results show a significant positive learning outcome, higher motivation and engagement in the AR experience.
AB - Children’s interest in new technologies and games creates opportunities to use these tools to facilitate their thinking processes for scientific content and education, especially to support abstract reasoning in the areas of Science, Technology, Engineering, Maths (STEM). Chemistry concepts, in particular, can benefit from being presented through hybrid physical/digital interfaces. However, the actual impact of immersive gaming technologies on learning and teaching chemistry to young children can benefit from further evaluations. We developed the “Periodic Fable Discovery” AR game to fill this gap. “Periodic Fable Discovery” is an AR serious game that uses a tangible interface and storytelling to introduce and teach basic chemistry concepts to young children from 9 to 13 years old. After designing and implementing the game, we conducted a study with 30 children, using a mixed-method approach, comparing the AR game versus a traditional method of teaching activity. The results show a significant positive learning outcome, higher motivation and engagement in the AR experience.
KW - Augmented reality
KW - Chemistry
KW - Children
KW - Periodic table
KW - Serious games
UR - http://www.scopus.com/inward/record.url?scp=85175809462&partnerID=8YFLogxK
U2 - 10.1007/s11042-023-17526-9
DO - 10.1007/s11042-023-17526-9
M3 - Article
AN - SCOPUS:85175809462
SN - 1380-7501
VL - 83
SP - 52593
EP - 52619
JO - Multimedia Tools and Applications
JF - Multimedia Tools and Applications
ER -