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Augmented Reality (AR) and Virtual Reality (VR) have been on the rise in recent years. These technologies have had a great impact on the marketing field and, especially, consumer behaviour. This paper examines the potential and influence of AR and VR as a shaping trend in consumer behaviour, including their usage across various industries and their impact on consumer engagement, purchasing experience and decision-making. We are discovering the challenges that are occurring with the adoption of AR and VR in marketing and retail, such as the need for innovation, privacy concerns, and potential ethical issues. Opportunities that those technologies bring with their adoption are also researched, including personalized shopping experiences, interactive advertising or virtual showrooms. The importance of the consumer perspective on the topic and the way marketers understand this perspective are also highlighted. This way, we provide information not only from the marketers' point of view but also, from the consumers' one, including challenges and obstacles they may face while interacting with selected technologies. At the end of the article, we suggest ways how companies may implement AR and VR in their marketing strategy, which in turn would provide them with the value they can give to their customers as well as an enhanced brand image on the market. Suggested ways may also be used as a starting point for further research, where a complex model of implementation would be created. The main goal of the article is to provide readers with information that brings a comprehensive understanding of the role AR and VR have in modern marketing, how it is shaping consumer behaviour, and how big and small businesses can use those technologies to stay competitive in an ever-changing environment. The article is based on theoretical research from trustworthy sources, both printed and digital, including statistical information from external sources. [ABSTRACT FROM AUTHOR]

This paper presents a case study describing the design of SwageXR, an augmented reality (AR) application that gamifies a tubing assembly exercise. The aim of this paper is to contribute to the field of extended reality (XR) applications by providing a case study of a novel design process based on an existing framework by Gilardi et al. Design needs and requirements were gathered using a contextual design approach and qualitative research through interviews with training course instructors as well as a workshop involving them. The contextual design approach involved the PI taking part in the training course as one of the trainees to observe and build understanding of the taught practical content and the context in which the learning happened. This was followed by semi-structured interviews with 4 training instructors, with results indicating preferred course content to digitise, early concepts for gamification, and the storyline of the gamified content with respect to existing training. Using the data and experience gained from the contextual design approach and interviews, a paper prototype of the gamified AR application was developed, and feedback was obtained from the company technical director. The paper prototype and feedback were used as a basis for developing a 3D prototype in VR using ShapesXR. This led to a virtual reality (VR) workshop involving the technical director and training manager of the company where the 3D prototype was demonstrated and discussed. The workshop resulted in the flow of the overall application being refined including the storyline, gamification, training, and challenges. The design process aims to facilitate the development of a coded working prototype for SwageXR, with gamification elements such as score, time-based challenges and leaderboards. An initial experience playtest with course trainees will then be possible to gain insight on engagement levels and trainee attitudes about the initial game experience. The main outcome of this research is a design approach that tries to address the gap outlined by Krauß et al., the approach makes use of rehearsal techniques and virtual reality to provide context for AR application design. [ABSTRACT FROM AUTHOR]

This article discusses opportunities and limitations of using immersive augmented reality (AR) with head-mounted displays for gaming and education in museums. We first report on a prototype application for HoloLens 2 that we developed and tested with 109 museum visitors in a recent project for an exhibition with large animal skeletons. The results show that the feedback from visitors was overall positive, while more steps are needed before it can be implemented in a museum routine. Based on the findings, we discuss hypotheses for the planned further development of the approaches towards gamebased learning in the real environment of a natural history museum. [ABSTRACT FROM AUTHOR]

The paper presents three perspectives on virtual reality (VR) and augmented reality (AR) as educational technology: one on the learning attributes of VR and AR, the second on practical issues and problems, and the third on learning design guidelines. The perspectives are explained through text, tables, and examples from engineering students' productions. The paper will be of interest to students, designers, and researchers of VR and AR for training and learning. [ABSTRACT FROM AUTHOR]

Our study discusses results from testing and co-designing Sandwich Robot, a game on algorithmic thinking targeting beginner programmers. The player composes code from a minimal set of blocks, to make a robotic character gather ingredients for a sandwich, following a specific order; the gameplay is similar to other Computational Thinking (CT) games like Karel the Robot or LightBot. The latest prototype of the game has been tested with three classes of 15-20 pupils from a technical high school in Denmark. The test was conducted in collaboration with their teacher in the subject Informatik, which focuses on CT and basic programming, and ended with a co-design workshop. Our results shows that pupils were interest in the basic concept behind our game, they generally described our game as "fun". Pupils and their teacher saw learning potential in the game, as a tool for understanding algorithmic thinking, but also for refining their learning at later stages. This expanded the role we envisioned for our game, leading us to rethink its relation to the pupils' learning process. On-going and future work involves addressing pupils' feedback and providing a level editor to allow Kahoot-style challenges. Our main contribution provides an exemplar of how the thinking behind algorithmic problemsolving can be transposed into game mechanics, embodied in a casual game, and how a non-technical narrative can support beginners learning CT. [ABSTRACT FROM AUTHOR]

In recent decades, topics of sustainability and carbon neutrality are getting more attention from society and academia in the sense of urbanization and social innovation. Scholars have been proposing methods to achieve sustainability and they emphasize the importance of educating citizens about the ethics of sustainability. Also, in the educational context, there is a trend in applying gamification concepts to promote sustainability. Previous studies have demonstrated that gamification can engage students through interactive content and reward systems, so that they can be motivated to learn and apply knowledge. Nevertheless, limited articles can be found to propose methods for developing technological applications for green innovation education. In addition, scant interest has been shown to include gamification in sustainability education, especially in Hong Kong. Knowing that simulation games may raise students' curiosity to learn, we designed an augmented-reality-based educational mobile application to investigate their perception of engaging technologies and gamification in the learning process of sustainability education. In this application, there are three major components to be presented. First, various simulation games are included to educate learners with practical skills to nurture sustainable living habits. Cartoons and animations are added to better explain abstract ecological theories, and learners can interact with game characters / elements in real-time motion for an advanced gaming experience. Second, to motivate students to learn the content, digital achievement badges can be earned after winning the mini-games and they can be shared on social media platforms. It is expected that the reward system can attract students to participate actively. Last but not least, the application is hoped to engage Hong Kong citizens and the globe in the Green Deck project of Hong Kong and encourage more social involvement. With reference to the application structure, this study is expected to explore the effects of implementing games and augmented reality on education for sustainable development. Two surveys (pre- and postsurveys) would be established to evaluate the students' learning experience and knowledge acquisition on sustainability. [ABSTRACT FROM AUTHOR]

In the context of a museum, cultural mediation facilitates access to the works of art for the visitors which not always share the culture the pieces of art come from. Tools and resources such as catalogs, guided tours, or the work of the curators are all part of the museum's cultural mediation, which highlights and informs the visitors of the works on display. In this case study we present the game design process and results of UnlockArt, a project developed as a cultural mediation tool at the Museo delle Culture (MUSEC) in Lugano, Switzerland. The project studied and applied the educational escape room format to enhance the museum experience for visitors, and to encourage the younger ones to approach the collection through a ludic activity. By the means of the Star Model (Botturi and Babazadeh, 2020), the project designed an educational escape room for the "JAPAN. Arts and Life. The Montgomery Collection" exhibition, a collection of Japanese objects from the period between the 12th and the 20th century. Educational escape rooms are a format that works well in class, but may be burdensome to apply in a museum, which intrinsically imposes many constraints. Players should be silent, the escape room should always be ready to be played and easy to be rebooted, and it should not impact the exhibition for visitors that wish not to engage in the experience. For this reason, we opted for an augmented reality educational escape room (AR EER) which can be played on tablets. Such approach only requires QR codes placed around the exhibition, which hide puzzles and hints tied to the works exhibited in the museum, and does not need any rebooting phase as the puzzles are to be solved in augmented reality. [ABSTRACT FROM AUTHOR]

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions. [ABSTRACT FROM AUTHOR]

Hybrid learning has become the only solution to ensure the learning process still occurs in place of traditional classroom activities during the Covid-19 pandemic. Following this condition, the phenomenon of "Zoom Fatigue" has emerged. Some of the symptoms reported are decreased learning motivation, low attention, and reduced responses. Thus, a refresher process, including the use of new playful and frugal learning media is necessary for varying children's learning activities. A learning intervention was designed to teach anatomy playfully as part of a biology curriculum. The Augmented Reality technology used in this research is a Humanoid 4D+ mobile application with flashcards, developed by Octagon Studio. This media displays information virtually on a smartphone screen when the application uses the camera to scan flashcards containing visual markers. A hybrid learning space is formed as students can see information virtually. But, physically, they are in control because they run applications and choose the type of flashcard they want to scan. The research was undertaken in several learning parks in Solo City, Central Java Province, Indonesia, with a total of 43 volunteer teachers and 132 early primary students participating. Previously, the ACES team (part of a UKRI funded project) had provided online training on the use of this media with teachers. Each teacher would then implement the media for all students in each learning park. The teachers demonstrate the media and each student takes turns running the application to view information virtually, therefore experiencing interactive learning. The qualitative approach was conducted for capturing teachers' perceptions of Augmented Reality media. A survey using the JISC online platform was distributed to capture participants' reflections on the activities and media used. Based on findings, the media appears beneficial, effective, and efficient for teaching anatomy concepts. Its virtual features can attract the children's attention and teachers do not need to bring a lot of physical teaching aids, just one application to explain all organ system concepts. Students can learn playfully on their own and feel new learning experiences. The results indicated that the intervention could create playful and frugal activities which build student engagement as a potential solution to address issues of Zoom Fatigue. The next stage of the project will involve volunteer teachers implementing the technology more widely in their classes. [ABSTRACT FROM AUTHOR]

Nowadays, the noteworthy growth of digital tools for museums and art spaces enhances and redefines the museum experience. The creation of digital applications that provide meaningful experiences in the art space is a real challenge. Transformative learning theories focus on educational processes that aim for the development of critical thinking while some of them involve the aesthetic experience as a medium that can be exploited. ARtales is an augmented reality mobile application for the National Gallery of Athens visitors which utilizes transformative learning methods through aesthetic experience in an attempt to offer a more substantial and innovating experience in the gallery. More specifically, users asked to discover hidden symbols, uncover hidden objects and live AR experiences related to different subjects/scenarios in the outdoor spaces of the gallery or in their personal place, in order to develop their critical thinking and revisit the artworks in a playful and substantial way. The application also uses a points-based reward system in the direction of gamification. This study refers to the first use and evaluation of the ARtales application by a number of postgraduate students in order to draw conclusions related to the development of the critical thinking and the transformation of the views and perceptions of the participants, the assimilation of the offered information as well as the acquaintance with the artworks. For this purpose, questionnaire-based evaluation and free conversation with the participants was carried out as well. According to the results derived, the first use showed positive acceptance and response. Last but not least, the study gives suggestions for future work and exploitation as well as future pilot implementation which is of major importance in order for the ARtales app to become feasible for a widespread use in the near future. [ABSTRACT FROM AUTHOR]

Gamification in educational contexts is often used to increase learners' intrinsic motivation and their self-efficacy beliefs, two constructs which are positively related with each other as well as to scholastic outcomes. As self-efficacy beliefs are conceptualized context-specific, it is important to consider various users' needs by adapting the learning environment to their corresponding gamification player types (GPT). Studies show that different GPT are characterized by different motivational aspects (intrinsically motivated, extrinsically motivated, disruptive GTP) Therefore, the aim of the present study is the examination of six different GPT according to the HEXAD typology (Tondello et al., 2016) for pre-service teachers regarding their distribution and their relation to self-efficacy with digital media. Altogether N = 75 pre-service teachers were assessed in terms of their GPT and their self-efficacy with digital media. It was hypothesized that the GPT distribution for pre-service teachers is comparable to the distribution reported by Tondello et al. (2016). Additionally, it was exploratively examined to what extent the different types of players differ in their self-efficacy with digital media. Results show that the GPT distribution in the current sample differs significantly from the expected distribution. Pre-service teachers seem to show specific GPT characteristics due to their profession. Concerning self-efficacy with digital media, pre-service teachers show a high subjective perception of their self-efficacy with digital media, but contrarious to the hypothesis no significant relation was found between GPT and self-efficacy with digital media. The results indicate that pre-service teachers feel confident to the use of digital media in class and that pre-service teachers form a group with a specific distribution of player types and therefore have specific needs in gamified learning environments. Due to the reported high amount of intrinsic player types, game design elements which promote intrinsic motivation should be in the focus of prospective analyses. [ABSTRACT FROM AUTHOR]

Digital games are widely used in education to motivate students for science. In parallel, the role of augmented reality (AR) in education is increasing. This paper introduces Marie's ChemLab: a marker-less handheld AR application in which K-12 students learn about science. In Marie's ChemLab, users perform interactions in their physical environment using virtual AR objects displayed on a handheld device. The utilized interaction concept is based on the TrainAR framework (Blattgerste et al, 2021), which originally was envisioned for procedural AR training and layered feedback mechanisms. The original framework has been enhanced to support gamified interactions with virtual objects, specifically for K-12 students. In total, 239 early secondary school students played the final application as part of a larger study. The usability score indicated marginally acceptable usability, and the application was successfully implemented in a classroom setting. [ABSTRACT FROM AUTHOR]

Virtual reality is a computer-generated environment with scenes and objects that appear to be real, making the user feel they are immersed in their surroundings. It is not a recent technology, nor is its application to education. Despite its popularity, it is not widely used in education because of its limitations including required technologies, the cost and etc. In order to gain a better understanding of how it is used in higher education so far and what the trends regarding courses and teaching methods in which virtual and augmented realities are integrated are, it is thought that it may be helpful to conduct a systematic review of the use of virtual reality in higher education. This paper aims at contributing to an understanding of using virtual reality in higher education in the context of technology enhanced learning. So, it is designed as a systematic literature review with five steps. Those steps are description of research questions, searching for relevant published research, screening of those research, coding of them, and lastly analysing and mapping the data. Based on the data, it can be said that virtual and augmented realities in higher education have been mostly implemented in the medicine courses and simulations have been mostly implemented in virtual and augmented realities in higher education as teaching strategies. [ABSTRACT FROM AUTHOR]

The ever-evolving information and communication technologies (ICTs) have affected the learners' preferences for on-demand and on-the-spot access to information that challenge the traditional classroom practices and call for a reconstruction of curricula. New educational approaches are to be encompassed so as to align with the tech-savvy Generation Z needs and the contemporary digitized world that demands competences and skills for successful and wellinformed personal and professional choices. Nevertheless, consumption and creation of new knowledge in the plethora of the new crowdsourced information ecosystem have to be critically accessed, analyzed, evaluated, and leveraged so as to lead to creativity and innovation. This paper is a report of the design of an educational intervention with the intent to enhance students' media literacy skills in the English as a Foreign Language (EFL) secondary education context leveraging immersive technologies. In the first part there is a review of related work leveraging AR affordances in the EFL context. The second part explores the instructional design and pedagogical framework that AR assets can enrich a course material on media literacy for inclusive education practices taking into consideration students' preferences on their learning process. [ABSTRACT FROM AUTHOR]

E-learning environments have been developed and used by teachers and learners for decades. However, it is well known that sending, recording or meeting online can have a lack of presence and immersion. Furthermore, the configuration of a studio environment typically depends on physical props and technologies, which can be time consuming and hard to use for teaching purposes where each session may need a different configuration. Virtual Video Production (VVP) is a relatively new technology that builds on advances in extended reality (XR), supported by game engines and computer-controlled camera equipment. Camera data (pan, tilt, zoom, position) can be sent to a virtual camera in the game engine. The scene can be rendered via a green screen or with large LED displays. This provides an immersive presence with virtual 3D objects positioned in the room. Light settings can be mixed into the scene with remote control of LED lights to be in sync with virtual lights. Thus, VVP opens many opportunities for more immersive e-learning experiences. The challenge is how to apply these opportunities that involve syncing of several technical components and layers, designed to be useful within limited course resources. The question in this paper is how VVP can be designed and set up in an easy way for teachers and students to use it for presentations in courses? This paper presents results from a course in Immersive Environments where students first developed mobile Augmented Reality app prototypes and then used VVP to present their final work together with the authors. The authors documented preparation, wrote instructions for students and observed with notes taken during recording sessions. The results show how VVP can be designed and set up for course presentations that goes beyond a plain video recording in a lecture room or at home, but also beyond what was previously possible in a video studio at the university. This includes e.g., technical setup, direction of students, synopsis, concepts and virtual 3D props. Finally, the authors draw conclusions of what challenges remain for future research and suggestions of how to overcome them. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study and the resulting insights from a speculative design process in online workshops with students from a K1-12 teacher education programme. The empirical investigation consisted of five online workshops with the purpose of exploring Augmented Reality. Each workshop had a duration of 2.5 hours, with three to six participants per workshop. The theoretical frame was speculative design workshop and methods of inquiry inspired by Dewey, as well as the utilisation of storyboard and design tools for personal reflection. This paper explores three interrelated research questions: What are the implications of conducting an online speculative design workshop? How can speculative design be used as a method of inquiry? What are the potentials and challenges of the tools and exercises used? The research investigates the knowledge that speculative design workshops bring into play, as seen from two perspectives: the participants' learning process and the knowledge the workshops bring to the research field. It also investigates the implications of conducting speculative design workshops in an online setting, where it becomes essential to apply structured facilitation, and provide common tools that allow for creative and material exploration. Though the literature argues that speculative design provides an opportunity where the potentials uncovered are less influenced by the current implementations of the context under investigation. This research shows that working with speculations on preferred futures in various contexts is a challenging endeavour. The findings also show that the format can bring new insights for the participating students, and that it is essential to consider participants' well-being, learning frustrations, and keeping participants on track during the workshop. [ABSTRACT FROM AUTHOR]

One of the playful activities used in education is the treasure hunt, a serious game that allows students to work cooperatively. This activity stimulates different cognitive processes connected to accurately reading the clues and understanding them, and extremely effective to elaborate a collaborative strategy necessary to find the hidden objects. Augmented Reality is an innovative technology with a growing potential in promoting new scenarios to support teaching and learning processes. In this paper we present a learning activity based on a treasure hunt serious game developed with ARLectio®. ARLectio® is an augmented reality authoring tool aimed at supporting the creation of educational resources that leverage the AR technologies to improve students' engagement. ARLectio® is characterized by an intuitive user interface that supports educational content creation based on different media types, such as: text, images, video, and 3D model, that will be accessed through mobile AR applications. From the architectural perspective, ARLectio® consists of a web-based AR authoring tool addressed to teachers for the creation of educational contents, and a mobile App in which the content is consumed by students within AR based educational activities. In the scenario described in this paper, ARLectio® is used by teachers to design an educational treasure hunt activity that will be accessed by students through their mobile devices. The topic of the treasure hunt is "Climate change and environmental sustainability". In a pilot study presented in this paper, students were divided into small groups, and they collaboratively interacted to solve some treasure hunt enigmas. The clues and enigmas are related to the school curriculum. For example, clues include the solution of simple mathematic and linguistic problems as well as historical references and notions of geography. The results of the pilot demonstrated a positive effect of the use of AR technologies in the level of engagement of students in the learning activities. [ABSTRACT FROM AUTHOR]

This paper explores and reflects on the development and testing of a mobile application designed to support lesson planning in digital production and digital literacy. The test results were a reality check for the developer team and provided key points for further development. The paper will describe the test process, divided into plan, results and actions for further development of the mobile application. The application is for use by educators in secondary schools. The application introduces basic methods for teaching digital literacy and production and provides examples of concrete learning designs. It is a huge challenge to teach digital literacy and production in secondary schools. It can be demanding to meet learning goals, plan meaningful activities and at the same time apply emerging digital tools. The application was inspired by game-based learning ideas: for example, we visualized didactical concepts using Augmented Reality (AR). The emerging AR technology combined the physical surroundings and virtual elements. Didactical concepts can be quite abstract for a new educator and the visualizations make them more familiar. The application was developed as part of a funded project exploring AR in teaching and learning in upper secondary schools in the Southern Region of Denmark. The application titled in Danish ROBOdidaktik (robo-didactics) can be downloaded from Appstore and Play store. [ABSTRACT FROM AUTHOR]

Extended Reality (XR) covers both Augmented Reality (AR) and Virtual Reality (VR). How do we design immersive experiences in XR for teaching and learning? Immersive experiences are one of the unique virtues of XR simulations. A VR simulation can instantly teleport the user into a VR party or up on to the top of a building looking down. The experience immediately triggers sensory feedback and suspension of disbelief. Can theory about experiential learning support the design of VR and AR simulations for learning and the associated learning design? The article introduces three perspectives on successful design of game-based learning in XR. The first perspective is Virtual Experiential Learning inspired by Kolb’s experiential learning cycle theory. The theory is applied to two illustrative examples: one in VR and one in AR. From an educational technology design view, the goal is to design digital encouragement for the potential transformation of the virtual experience into new knowledge: a knowledge ready to be applied in real life. Secondly, we propose that educational technology designers should develop ready-made learning designs to go with the XR applications. Learning design is a plan for facilitating the learning process in three steps: introduction, XR experience and debriefing. An effective learning design supports deeper learning and retention in the experiential learning process. Thirdly, in XR simulations, feedback is often unclear and navigation often unnecessarily complicated. We discuss how to improve interaction in the XR systems to support the immersive experience and the learning process. The paper is intended for designers of educational technology and game based learning, practitioners and students in further education. [ABSTRACT FROM AUTHOR]

The focal point of the paper is the draft results of a training book describing the topic "Space" and applications in augmented and virtual reality-based on this book. The paper also describes the test results of studying with the book obtained during an experiment in two groups of 30 students with autism spectrum disorders in Russia and Brazil. These two countries were selected as the most accessible, because the study was carried out without financial support from any foundation. And the authors of the article live in Russia and Brazil. The choice of subjects with ASD was made due to the fact that this work continues a series of studies devoted to this category of persons [Bystrova et al., 2016; Bystrova et al., 2017 etc.]. The studying with the book showed an increase in the efficiency of mastering the proposed topic, as well as motivation growth among students and a high level of interest among teachers using such technologies. We suppose the approach could be useful not only for children with ASD but for children with other disabilities, and without them. [ABSTRACT FROM AUTHOR]

Regarding the effects of new technologies on employment, with priority AI with or without robots and/or drones; 3D/4D printing and Nanotechnology as the most important; followed by IoT; Autonomous driving; Blockchain; and Augmented reality. It is known there are two opposite positions in the academic world; the Tecno-Optimists and the Tecno-Pessimists. What we have done, with our literature review is not only to better understand each position, but also, as our contribution, to highlight the most important variables that each group consider essential for their conclusions. We found that there are two main variables to manage: Technology and employment; and many secondary variables -- the most important one being competitive - which influences decisively the process between technology and employment. In order to continue our research with so many variables and so complex a system, we decided to use a mathematical modelling technique, based on System Dynamics. With this methodology we built a global CLD -- Causal Loop Diagram - which explains the effect (direct or indirect) of each variable on employment. To facilitate the understanding of a global CLD, we divided it into two partial CLDs, of course both related to each other, but each one explaining an important part of the process. With these CLDs, we already have a clear idea concerning which variables to act on, positively or negatively, to get better results on employment. Nevertheless, we also wanted to prove that our model works in real situations with current quantities on each variable; therefore we built two SFDs (Stock and Flow Diagrams) and applied them to several companies and institutions, proving that not only does the system work, but it also allows the answer to "what if" questions, as well as quantify the final employment and make a strategy to act on the most influential variables, in order to apply the latest technologies with the best possible results on employment in quantity and quality. The conclusion is that new technologies will always displace tasks and jobs, but they will also improve the competitiveness and acting on training, growing and new tasks, including leisure business, we can be techno-optimists. [ABSTRACT FROM AUTHOR]

Knowledge management is the art of getting the right knowledge to the right people in the right place at the right time. The potential benefits of good knowledge management for reducing the most exploited cyber security vulnerability in any organisation -- its staff -- could be huge. Artificial Intelligence can also have benefits for reducing human deception and error because it can deliver knowledge, whether from humans or from 'machine learning' of data patterns, to those who need it. The paper describes two different types of AI systems and concludes that both are useful at different stages of a cyber attack. Furthermore, both are capable of encoding the knowledge about cyber attacks that is necessary to deliver their benefits. It then briefly describes some knowledge management techniques before focussing on the question of how to encourage people to access the knowledge that is available from knowledge management. It proposes that a mixture of three methods should be used: training; policies; and automated alerts. Case studies are used to illustrate that different techniques are appropriate for different situations. [ABSTRACT FROM AUTHOR]

The impact of development of artificial intelligence on the economy and general social change has been recently widely and analysed. But there is the great need for a serious discussion about its use in general education. Society in the second decade of the 21st century still equates education with the school system created in the 19th century. According to the author, it is necessary to develop new models of education in which artificial intelligence would reveal its capabilities. The opportunities of using artificial intelligence, including immersive media: VR, AR, MR in learning are incompatible with any kind of traditional compulsory education conducted within the rigid structures of school systems. For example, applications of artificial intelligence in text translations and live conversations put into question the sense of learning foreign languages. The opportunities of using virtual implementation of augmented reality enable the virtual situated learning. They allow to transfer the learners and provide them with intellectual and emotional, though virtual, stimuli in the existing or non-existing places and environment. The learner's selection and reception of information supported by artificial intelligence on a level corresponding to their pre-knowledge and additionally the individual cognitive style, create completely new, individualized possibilities of constructing knowledge. Obtaining feedback by asking questions and discussing with the AI bot in situated localization at any time and place puts the AI bot in the role of a reliable teacher or co-learner. Possibilities of recognizing any objects from the learner's environment and obtaining comprehensive and reliable information makes the information delivered just on time. The development of artificial intelligence will not wait for politicians making courageous decisions to introduce new solutions in education. It must be freed from the existing administrative and curriculum limitations. The text presents the examples of possible applications and discusses the AI's contradiction with traditional school education. [ABSTRACT FROM AUTHOR]

This paper aims to analyse and identify effective knowledge capture and knowledge sharing mechanisms for intangible cultural heritage (ICH), more specifically, craft knowledge (specific manufacturing processes). Identification of such mechanisms is important because those who master such practices are passing away. We analysed the current approaches of international organisations to preserving ICH, and craft ICH as a type of knowledge, and concluded that craft ICH is largely a tacit type of knowledge, embedded living knowledge interwoven with the cultural and historical context of its creation and its present actualisation. We then analysed the methods and tools that capture knowledge using Knowledge Management (KM), Knowledge Modelling and Knowledge Visualisation with focus on the potential for capturing and sharing craft processes, skills and the cultural and historical context of ICH. In addition to traditional instruments in knowledge modelling and knowledge visualisation, we are seeking to exploit the possibilities of (digital) storytelling to capture of the historical and cultural context, and the potential for augmented reality to transfer craft skills. The outcome of our study is a theoretical outline of a specific craft ICH Knowledge Model (K-Model) based on the principle of concept map, which should be interactive, user-friendly and in which various types of formal and informal contents are incorporated (text, sketch, pictures, diagrams, audio, video, augmented reality, Web links, etc.). The effectiveness of the craft ICH K-Models designed will then be empirically tested in various cultural and historical contexts, and the K-Model will be iteratively improved by the Slovak- Portugal research team. [ABSTRACT FROM AUTHOR]

Mixed Reality (MR) has become a more easily accessible technology to the general population. There are different types of MR: Virtual Reality (VR), commonly experienced through immersive VR headsets, and Augmented Reality (AR), commonly accessed through headsets and mobile phones. A new type of MR-technology is the HoloLens (Microsoft n.d.), which gives the user the ability to enhance their world with a superimposed virtual layer. The HoloLens can be interacted with through voice commands and hand gestures. This paper will analyse how the HoloLens can be used for educational purposes, and whether it can be used to improve learning and retention of knowledge (Klopfer 2008; Kolb 1984; Mayer 2016). This will be tested through the inclusion of the HoloLens applications SDU PACS and TwitterHolo, which are currently in early development. The main purpose of these applications is to use the AR-capabilities of the HoloLens to give students a new and better way to learn their curriculum, both individually and in groups. This is achieved by presenting information in a new way, as well as giving the students a portable work environment where they can visualize previously unseen relations inside the subjects they work with (Dunleavy 2014). The purpose of SDU PACS is to help the students easily recognize bone fractures in CT-scans by comparing scans and models, while TwitterHolo will visualize tweets from Danish politicians and make it possible to sort them using MR. The applications are meant for students only, as the HoloLens is not yet available to the public. To improve the user experience, as well as the learning and retention of knowledge, the application utilizes game elements such as MR-interaction with holograms, and multiplayer-collaboration centred around pre-defined learning objectives. This paper will discuss the usefulness as teaching materials of both the HoloLens and of the applications at their current point of development, as well as their shortcomings. [ABSTRACT FROM AUTHOR]

Virtual and augmented realities (VR and AR) have a rich potential to investigating and experiencing of various fields of knowledge by people of different ages but especially by young people. Serious AR and VR apps and games are a new attractive tool to acquire new knowledge and skills in an engaging way. This article presents a concept of AR games for investigating cultural and historical heritage by high school students in their study of local history. Each game is designed to study a group of cultural heritage sites (historical, architectural, geographical, etc.) located in a limited area of the region and selected as possible places that certain residents of the region may have visited in their time. For each game a certain historical person who actually lived at that time in the region is chosen and his biography and contribution to the development of the region is included in the game content. The route is displayed on the map of the region and the player must follow this route along with the selected historical person. In the places of location of the cultural object, the player must point his (or her) phone or tablet camera on the object in order to start investigating the object. Before he gets the information about this object he is asked whether he knows the historical purpose of the object; and if not he is suggested to search for any characteristic features of the object that could help him to answer the question. For organizing a dialogue with the user an Emotional Dialogue Tree (EDTree) model is used. A mobile game “One day in life of a merchant Vasily Lapshin” is presented, which explores the architectural heritage of the late 19th century of Tsaritsyn (the historical name of Volgograd). [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) will have the potential to alter strategies within digital marketing and especially mobile marketing in the next few years. We conducted a test of a prototypical purchasing process based on Microsoft HoloLens technology in a laboratory setting with a group of test persons and collected the impressions of the users through semi-structured interviews. In our research, we firstly identified numerous challenges in the interaction with AR shopping technology such as the correct execution of gestures for interaction with the technology. At the same time, however, we were able to show that the users perceived the clear advantages of this technology, for instance, the contextual presentation of products in a real-world setting. Finally, the enthusiasm and goodwill of the users are two unexpected and salient results that warrant future research. [ABSTRACT FROM AUTHOR]

The paper examines the influence of augmented reality (AR) technology on the user experience, comparing the IKEA Place AR App with the IKEA website. The International Organization for Standardization (2010) defines user experience as a “person's perceptions and responses resulting from the use and/or anticipated use of a product, system or service” and thus describes a person’s quantification of satisfaction with a company’s digital touchpoint. AR is a technology that overlays information or interactive elements on top of the user’s physical environment. The technology is increasingly being used in an economic context and changes the user’s brand experience, as we demonstrate in our IKEA research case. User experiences at digital touchpoints are a decisive success criterion for brands like IKEA, due to their influence on the image of the company and its products. IKEA, therefore, focuses on touchpoint innovations such as the IKEA Place AR App. Taking this development into account, the research question of our study was: “How does the user experience differ when using an AR App as a substitute for the use of a web application?” To answer this question, we conducted experimental A/B testing with two groups of 28 persons each: one group used an AR touchpoint (IKEA Place App) to make product decisions and the other group used a conventional touchpoint (IKEA website) for the same task. After testing, the participants' user experience with the respective touchpoint was recorded using the User Experience Questionnaire (UEQ) (Laugwitz, Held and Schrepp, 2008; Schrepp, Hinderks and Thomaschewski, 2017). Results showed that the innovative IKEA Place App touchpoint could deliver a better user experience than the IKEA website. The App scored stronger in the user experience dimensions “Stimulation” and “Novelty”. The results illustrate the importance of innovative digital touchpoints and reflect practical recommendations for their design and thus to improve the brand experience of companies. [ABSTRACT FROM AUTHOR]

Augmented Reality's (AR) development within the business context has attracted both practitioner and academic interest, especially from marketing academics. Using an Augmented Reality game (ARG) employed by a CBD shopping centre in Melbourne as part of a promotional campaign in 2018, this study explores the implications of ARG on millennials' consumer behaviour. The qualitative study involved an ethnographic approach with multiple phases of data collection. After analysing user-generated content on social media pertaining to a shopping centre's marketing campaign involving an AR game (netnography), the researchers participated with millennials involved in the gameplay whilst they were gaming. By engaging in gameplay with the players and collecting the first-hand experience of the players though social media posts, observations, and semi-structured interviews at various points, the researchers remained true to the inductive and discovery-based processes of ethnographic research on millennial ARG gamers. Although most of the respondents opined positively on the novel promotional campaign involving an Augmented Reality Game, the impact of such AR campaigns was questioned by some consumers; especially the players who had prior knowledge of the shopping centre and its retail outlets. Using AR games resulted in an improvement in exposure and foot traffic - which are key benefits to attracting younger consumers to bricks and mortar shopping centres. Currently, traditional bricks and mortar shopping centres might not be positively perceived by millennials since there are a plethora of other retail platforms. However, with innovative promotional methods using AR, they could be coaxed into traditional shopping mediums. From an academic perspective, the negative impact of flow is underexplored in AR and the ethnographic research methodology involving observations for data collection was key in illustrating this under researched topic. [ABSTRACT FROM AUTHOR]

This paper reports on third-semester engineering students' development of virtual reality (VR) mini-games, targeted at adolescents, for training in alcohol-resistance skills. Denmark has one of the highest rates of substance abuse in Europe. The mini-games were developed in the game programming environment Unity - and mostly tested in Google cardboard. The mini-games visualized in VR how drinking affected orientation, vision, motor skills, social skills, decisionmaking and memory. Examples of mini-games were: simulations of house-party situations; balancing and navigating while walking home after a party; driving while drinking; or waking up the morning after a total blackout with strange objects around the bed. The students were experienced programmers but VR was new to them. They spent a lot of time discussing how to prevent cybersickness. Most of the simulations successfully explored decision-making while drinking, but a few of them became games promoting the fun of drinking and making questionable decisions. The gameplay in these mini-games linked drinking to winning the game, which is undesirable. Most of the mini-games showed a potential for developing innovative and creative VR tools for alcohol-resistance skills training. [ABSTRACT FROM AUTHOR]

The process of vocabulary learning is a very complex one. Teachers have made tremendous efforts to tackle the difficulty of learning, retaining and using new vocabulary. The endless possibilities of game-based learning have a lot to offer in English Language Teaching (ELT). Furthermore, AR has emerged as an interesting tool in educational research. Combined with educational games, AR is a powerful tool. Lately, except from the cognitive aspects in EFL learning the emotional factors have come under research. This study attempts to investigate the effects that a board game for learning vocabulary has on learners. In the context of the research, an innovative board game was designed, in a conventional and an AR enhanced version, for vocabulary development. Two groups of students took part in this research. One group played the conventional version of the game while the other the version enhanced with AR. Pre-tests and Post-tests were taken and two questionnaires were used as well. The first one, is a user experience questionnaire created by Huang (2018) and the second is a combination of the PLEXQ questionnaire (Boberg 2015) and the researchers own questions. The results are interesting not only as cognition and emotion are concerned but also in terms of gender. [ABSTRACT FROM AUTHOR]

Educators are urged to think outside the culture of standardized education to better prepare students for the world, starting at the ground level. At the same time, millennial learners are principally enthusiastic about learning, but not necessarily affectionate towards schools. The purpose of this study is to explore how schools can offer a more dynamic experience with hands-on learning and collaboration through the use of augmented reality. This study was motivated by the views that augmented reality could provide students with more interactive experiences. It can enhance the understanding of content through a livelier and more engaging experience and acknowledges the reality of the millennial learner by bridging the gap between their virtual and physical worlds. This study adopts the Hedonic-Motivation System Adoption Model (HMSAM) via the Agile User Story method. HMSAM emanates from the traditional Technology Acceptance Model with the aim of improving the understanding of Hedonic-Motivation Systems (HMS) adoption. These are systems which are designed to mainly satisfy users' intrinsic motivations. This includes online gaming, virtual worlds, education, gamified systems, etc. The empirical phase of this study involved focused interviews with 11 stakeholders in the education system. They would be exposed to conceptual ideas via a user story as well as prototypes of a particular augmented reality mobile app that could be utilised in education. The main findings are consistent with the existing body of knowledge that suggests that there is educational potential in implementing an augmented reality mobile app, particularly by way of its location-based technology. The stakeholders indicated that learners might show greater eagerness to learn; and there might be improved interaction and collaboration and improved absorption of knowledge. Yet, they revealed a concern that learners would focus on the hype of the technology at the expense of the subject-matter that needs to be covered. Access to mobile phones and the associated data costs are further concerns. The value-add of this study is that stakeholders in education should understand that technology has changed over the last couple of decades. Augmented reality enables educators to offer a more dynamic educational experience with hands-on learning and collaboration in which learners can meaningfully solve real-world problems. [ABSTRACT FROM AUTHOR]

Representations have been widely used in STEM education due to their effectiveness to transform abstract concepts into concrete ideas. However, the use of representations does not necessarily mean that students could fully comprehend the teaching materials given. Furthermore, according to TIMSS 2015, students in this country showed low level of motivation in leaning math. What they have learned in class tends to be not relevant to their daily lives. Some math teachers reported that majority of students are suffered from learning fraction due to a lack of contextual linkages. We proposed a study that assumes the functionality of augmented reality (AR) may better make such links. With the use of AR that augments graphical representations on concepts of fractions into the real objects, the learning effects could be significantly improved. The proposed AR-represented instructions may help students be able to overlay carefully designed representations of abstract concepts onto real-life images. We planned to create an App that allows students to go through a three-step process to experience a mixed-reality environment on learning fractions. In order to verify our assumption, a quasi-experiment will be conducted with 80 3th-grade students. AR-represented instruction will be embedded in experimental group, while the pictorial instruction will be performed in control group. In summary, this AR-represented instruction aims at tackling with the misconceptions that students are often suffered in learning fractions, by displaying augmented virtual overlays on real objects. Both student's representational fluency as well as their conceptual/procedural understanding of learning contents will be examined. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine whether an augmented reality (AR) application can support the engagement, motivation, and quality of symbolic play of children with autism. The symbolic play of autistic children has been characterized as "inadequate" or "impaired" in a number of studies. In this paper, we describe the design and implementation of an AR application using the augmented reality platform Aurasma (now HP Reveal). The interventions took place in a kindergarten class, which also included an inclusion class. The participants of this study were three autistic children, aged 6, from the inclusion class. We used a qualitative research approach. Data were collected via non participatory observation, field notes, and video recordings. The data were analyzed using Kasari et al. (2000, 2006) classification of symbolic play and Ferre Laevers et al. (2005, as cited in Panagopoulou 2015) scale of involvement. Our results indicate that the designed AR applications supported the emergence of symbolic actions of autistic children during play and the engagement of the children. [ABSTRACT FROM AUTHOR]

Color is everywhere in our lives, and its applications are very extensive. However, the innovations of color education are often ignored in this country. In Schools, color fundamentals are almost taught by traditional lectures, which do not provide any field experience that may facilitate students in perceiving the complexity of colors. This study intends to design an AR-based mobile game for learning color fundamentals that assumes could motivate students in gaining understanding on basic color principles in mixed-reality learn environment. An experiment will be done to examine the overall effects of purposed instructional mobile game. Three experimental groups will be formed. Each group will be assigned with one of three learning strategies (discovery, reception and, competition). Differences on learning achievements will be investigated among the three groups. The mobile game is currently under developmental process and the experiment is planned to perform shortly after the game is fully developed and pilot tested. The results of study could expand the use of mobile technologies across more diverse learning strategies, so as to provide an innovative solution for learning basic color principles. [ABSTRACT FROM AUTHOR]

Games used for learning purposes, also called «serious games» have been a focus for research for several years. However, the content is either developed by pedagogues or game designers. This paper is investigating if using a «dewanian» take on the content development can enhance the learning outcome. Assuming, like in a Socratic dialogue, that the answers lie within the learners themselves, there is no reason as to why the content, or to be more precise; the scenarios, could be developed by the learners. Given a game environment, like a city, a port, or other geographical representation, what is happening there can be based on the learners input. In this way it is also possible for faculty staff to keep on track with the students perception of relevance to a present or future worklife. At The Inland University of Applied Sciences, Campus Rena, we have tested out making the students come up with scenarios depicting different crisis scenarios. These scenarios are then given to the game master for the game environment and played. The class that has tested this, were divided in two groups. Most of the students, though not all, have a background within crisis management, and all attend the 6th semester of their BA in Crisis Management study. Both groups handed in a scenario to the game master. The game master developed the scenario in the game environment and then the group that «owned» the scenario was playing out different issues. The other group were the responding units. When both groups' scenarios were played, the groups met for an «after action review». The preliminary results show that this increased the realism in the gaming sessions. The paper will present an in-depth presentation of the course layout, and a complete review of the feedback from the students. The data is mainly qualitative and are based on observations and interviews with the students. Using games this way was indeed a ludic way of learning more about crisis. There were some issues that needed to be addressed, like the communication devices, but the total impression were positive. To be able to contribute with a scenario they had built on their own, they also found to be supportive of their learning process. [ABSTRACT FROM AUTHOR]

The present article argues that the mobile augmented reality game Pokémon GO demonstrates what we have chosen to coin a pervasive learning community. Normally, communities are centred on a specific game, associated real-world events, and online communities, but Pokémon is different since the digital game world runs parallel with game activities in physical reality. This mobile and pervasive structure changes communities from previous binary modes of being either in or out of community to a heterogeneous possibility space of being engaged in all kinds of places all the time while interacting with friends, acquaintances, and strangers thereby reshaping and expanding learning formations of communities. This study is built upon field observations, interviews, and online questionnaires of Pokémon GO players. We wanted to find out who played Pokémon GO, when they played, where they played, and with whom they played, for how long how learning took place, and how the Pokémon Go communities were shaped. In the course of our investigation we found that Pokémon GO makes players physically active while moving around discovering, interacting, and learning new aspects of the game while finding novel places in the cityscape. We found that players engage the game and each other both online (as expected) and in real life in new places at all hours of the day thereby placing players in a new form of gaming scenario and learning environment, which we have chosen to call a pervasive learning community. [ABSTRACT FROM AUTHOR]

Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students' motivation and learning performance by incorporating this instructional model into their teaching. [ABSTRACT FROM AUTHOR]

Maintenance and repair skills can be very complex. Traditional methods of training may not have potential to meet future trends in maintenance and repair. In the light of this, Augmented Reality (AR) is a very promising application of an emerging technology, combining virtual environment with the real world, to support procedural tasks in corporate training. Since AR-based training is directly linked to physical objects/devices of the training context, where some additional information are overlaid onto a real world context, maintenance and repair skills could benefit from the implementation of AR in training programs and users could take advantage by using this new technology while performing job tasks. In this paper, we present an ongoing research, concerning the application of Augmented Reality technology to e-learning system for corporate training purposes. The first step of our research consists of the development of an Augmented Reality Web App for maintenance and repair training purposes, which will be useful to aid the user in the execution of some procedural tasks. In order to achieve our goal, we engaged a worldwide elevators company: Sematic-Wittur, which is volunteer participating to some phased of the research. After the development of the Web App, hands-on and evaluating test sessions will involve a focus group of the company. Moreover, our research will go one step further by analysing the efficacy of AR in corporate training in comparison with the evaluation of other training methods in the same field. Finally, the collected data will be analysed quantitatively and qualitatively. Our ongoing research aims to figure out if corporate training would get a valuable help from the implementation of AR in training programs, seeking to explore the advantages of the use of this new technology in maintenance contexts' needs. In this paper, we begin from a theoretical framework on AR, we describe how we apply AR to training purposes and we explore the potential of AR, looking at the initial results of our ongoing research and at the work that is still to be done. [ABSTRACT FROM AUTHOR]

This paper reports on a project in which communication and digital media students collaborated with visual arts teacher students and their teacher trainer to develop visual digital designs for learning that involved Augmented Reality (AR) technology. The project exemplified a design-based research (DBR) practice for visual learning design that utilised the competencies of diverse stakeholders throughout the design process. The project's pedagogical rationale for integrating digital technologies in the arts was that the visual digital designs should elicit different new art forms drawing on interactivity and social practices rather than replicate former art forms. Thus, the project participants explored the possibilities for developing a visual learning design based on digital communication technology and contemporary visual arts pedagogy. Furthermore, the project provided an exemplifying basis upon which to discuss the potential for reengineering the traditional role of the teacher/learning designer as the only supplier and the students as the receivers of digital learning designs in higher education. The discussion applies the actor-network theory and socio-material perspectives on education in order to enhance the meta-perspective of traditional teacher and student roles. [ABSTRACT FROM AUTHOR]

Maintenance and repair skills can be very complex. Traditional methods of training may not have potential to meet future trends in maintenance and repair. In the light of this, Augmented Reality (AR) is a very promising application of an emerging technology, combining virtual environment with the real world, to support procedural tasks in corporate training. Since AR-based training is directly linked to physical objects/devices of the training context, where some additional information are overlaid onto a real world context, maintenance and repair skills could benefit from the implementation of AR in training programs and users could take advantage by using this new technology while performing job tasks. In this paper, we present an ongoing research, concerning the application of Augmented Reality technology to e-learning system for corporate training purposes. The first step of our research consists of the development of an Augmented Reality Web App for maintenance and repair training purposes, which will be useful to aid the user in the execution of some procedural tasks. In order to achieve our goal, we engaged a worldwide elevators company: Sematic-Wittur, which is volunteer participating to some phased of the research. After the development of the Web App, hands-on and evaluating test sessions will involve a focus group of the company. Moreover, our research will go one step further by analysing the efficacy of AR in corporate training in comparison with the evaluation of other training methods in the same field. Finally, the collected data will be analysed quantitatively and qualitatively. Our ongoing research aims to figure out if corporate training would get a valuable help from the implementation of AR in training programs, seeking to explore the advantages of the use of this new technology in maintenance contexts' needs. In this paper, we begin from a theoretical framework on AR, we describe how we apply AR to training purposes and we explore the potential of AR, looking at the initial results of our ongoing research and at the work that is still to be done. [ABSTRACT FROM AUTHOR]

This paper reports on a project in which communication and digital media students collaborated with visual arts teacher students and their teacher trainer to develop visual digital designs for learning that involved Augmented Reality (AR) technology. The project exemplified a design-based research (DBR) practice for visual learning design that utilised the competencies of diverse stakeholders throughout the design process. The project's pedagogical rationale for integrating digital technologies in the arts was that the visual digital designs should elicit different new art forms drawing on interactivity and social practices rather than replicate former art forms. Thus, the project participants explored the possibilities for developing a visual learning design based on digital communication technology and contemporary visual arts pedagogy. Furthermore, the project provided an exemplifying basis upon which to discuss the potential for reengineering the traditional role of the teacher/learning designer as the only supplier and the students as the receivers of digital learning designs in higher education. The discussion applies the actor-network theory and socio-material perspectives on education in order to enhance the meta-perspective of traditional teacher and student roles. [ABSTRACT FROM AUTHOR]

This study reports on a longitudinal study of how iStaging Corp (iStaging), a successful start-up company in the global augmented reality and virtual reality industry, has evolved a set of entrepreneurial bricolage across a combination of resources and collaborators in a turbulent ecosystem. Our analysis builds on existing approaches to firm-level entrepreneurial bricolage process in two ways. First, by explicitly connecting internal change with external drivers; we identify some of micro-foundations of entrepreneurial bricolage (Baker & Nelson, 2005) and link these with the adaptive demands of the start-up' competitive environment (Nelson & Winter, 1982; Teece, 2007; Zollo and Winter, 2002). Second, we take a longitudinal approach to better-understand the micro-macro connection over time and to analyse the underlining learning mechanisms by which an innovative start-up firm continually upgrades its capabilities and knowledge (and those of its co-specialists). Both elements of this approach enable a more detailed understanding of how a born global firm can deploy its entrepreneurial bricolage evolving its innovation capabilities in turbulent ecosystems [ABSTRACT FROM AUTHOR]

The appeal of Mixed Reality (MR) digital games arouses interest among researchers and education specialists who since their recent proliferation, they have been trying to introduce their motivating potential in learning contexts. Our main research question in this work focuses on whether MR digital games can, via novel Presence (feeling of ‘being and doing there’ in a virtual or augmented world) and MR gamification (dynamics, mechanics, components) support and foster future learning and teaching, to address a wide variety and variation of educational contexts. To accomplish the above, a consistent computational framework that supports new types of Mixed-Reality Serious Games and Gamification (MRSGs) is established in this work that features MR gesture-based and game-based learning. The introduced term Mixed Reality Serious Games (MRSGs), refers to digital mini game-shells that allow the learners and teachers to sense the feeling of ‘Presence’ experienced under a novel MR educational learning framework, in both Virtual Reality (VR) as well as Augmented Reality (AR) formal and informal learning. The former (VR) allows for the unique feeling of ‘being there’ and ‘doing there’ in the virtual world, that will be transforming the overall game-based learning experience, via latest innovations as well as recent progress in low-cost h/w Head Mounted Displays (HMDs). The latter (AR) blends real and virtual elements so that the 3D virtual element is registered accurately in the real world and interacted freely by the learner via various mobile displays, including smart glasses, natural, gesture-based interaction (mobile RGB and RGB-D), MR virtual characters and gamified learning processes. Game-based learning also involves the incorporation of games into lessons. The principal aim of applying games in education is to increase students’ engagement and motivation. In our case studies we provide two mini MRSGs in VR and AR that accompany the primary school history class and particular the period of the Minoan Civilization, as manifested by the archaeological site of Ancient Knossos in Heraklion, Greece. The AR MRSG implements a desktop-based holographic application using the Meta-AR glasses. This MRSG consist of three mini game shells in which the student has to complete various learning tasks by using gesture-based interaction. These tasks consist of puzzle-based and constructional games tasks. The VR MRSG implements a similar approach of a Virtual tour in Knossos with quests that student need to accomplish to collect rewards. The student has to fully explore the palace, interact with special characters and complete their quests.These MRSGs are a first attempt to formally study latest h/w and s/w advances in Mixed Reality technologies, applied in gesture-based and game-based learning in both formal and informal educational contexts. Moreover we compared the gamification elements for each enabling technology and define the gamification dynamics, mechanics and components that need to be utilized in each MR environment. [ABSTRACT FROM AUTHOR]

The aim of the paper is two-fold: first, to perform systematic literature review of Augmented Reality (AR) learning systems/environments and, second, to propose those systems' personalisation framework based on applying learners' profiles/models and intelligent technologies. First of all, systematic literature review on research topic was conducted in Thomson Reuters Web of Science database. The review revealed that strides are being made in education using AR, although much needs to be done. The possibilities of AR application in education seem to be endless and bring many advantages to students of all ages. Few are creating content that may be used for educational purposes, with most advances being made in the entertainment industry, but many understand and realise the future and importance of education applying AR. Many studies argue that new AR-based learning systems are more effective in comparison with traditional ones. Teachers and students like learning content and activities provided by AR technologies. On the other hand, although the concept of AR has already been proposed more than 20 years ago, most applications are still limited to simple visualisation of virtual objects onto spatially limited scenes, and the developed systems did not pass the barrier of demonstration prototypes. Many authors agree that personalisation of AR-based learning platforms should be further analysed. Therefore, original personalisation framework of AR-based learning systems is presented in the paper. According to the framework, personalisation of AR learning systems should be based on applying learners' models and intelligent technologies e.g. expert evaluation, ontologies, recommender systems, software agents etc. This pedagogically sound personalisation framework is aimed to improve learning quality and effectiveness. [ABSTRACT FROM AUTHOR]

Development of electronic technologies shows a general tendency towards miniaturization manifested subsequently in mobility and ability to process larger amounts of information. It is mostly mobile technologies and devices interlinked by internet (internet of things), which contribute to an exponential growth of electronic information and its use. A similar trend is noticeable within in education with growing utilization of electronic forms. In that area we may discern further development of e-learning by means of mobile applications where new opportunities for dynamic presentation of study content and adaptation to the mobility of stakeholders of the educational process keep opening up. Multiple modern technologies and methods improving the flexibility of education have already been employed in e-learning. The use of augmented reality, enabling mobile access to information, belongs among the most advanced technologies in the area of elearning, promising to shape its future. Extensive amount of information about objects surrounding us presents the main benefit of such technology. Information is obtained by means of adequate tools that are, due to mobile devices proliferating among both students and teachers, frequent enough. They include smart phones, tablets etc., possessing a kind of "intellect", i.e. they are capable of processing information and contain mobile internet connection. Communication by means of iBeacon low-energy Bluetooth transmitters distributed at various educational interest points belongs among those interesting technologies which facilitate augmented reality. In our research, we investigated and subsequently tested the possibility of spreading e-learning by its means, and assessed its potential to reach the target audience more effectively within the augmented reality. Our findings show that the character of distributed knowledge differs from the traditional e-learning in dynamic perception of information which is divided into particular interest points, using iBeacon devices. Another advantage is the flexible use of that technology while teaching outside, in a laboratory etc. In the proposed paper we developed, based on the results of our research, a model of an interesting e-learning study method describing the implementation of iBeacon technology. The use of the technology is proposed not only from the perspective of its implementation in suitable study courses but also involving the communication methods between lecturers and students. The proposed model is supported by a description of a student sample group completing an e-learning course on Product and Quality by means of that new technology. [ABSTRACT FROM AUTHOR]

Changes in climate and the growing population have not only led to an increase in the occurrence of disastrous natural events but has also increased the impact of these events on the population. As illustrated by the Red Cross World Disaster Report various groups work together to help people to prepare for, stay safe during and recover after a disaster strikes. Academics, professionals and -not in the last place- communities themselves work to improve the resilience to disasters. Building disaster resilient communities, requires instilling both knowledge and experience within the community. However building this required knowledge and experience is not evident, as access to the needed knowledge is difficult. Besides disseminating the required knowledge to the communities, internalizing, through application of the supplied knowledge, is equally important. The opportunities to apply the knowledge and familiarize oneself with a disaster situation are (fortunately) limited. While options, such as table-top simulations, or field-exercises exist to provide opportunities to build experience they either do not provide an immersive experience or require a significant amount of resources. Serious gaming is an effective tool for giving players a hands-on, immersive experience of a crisis situation, balancing the required realism with an efficient and effective setup and execution. We have developed a game that presents players with a disaster environment in which they have to gather information, make decisions and coordinate search and rescue efforts. The game utilizes augmented reality within a realistic scenario; providing a game environment with a large degree of freedom to make decisions. This game has been played and evaluated during the 'day of (humanitarian) logistics' and showed that it successfully helps citizens familiarize themselves with the uncertainty, chaos and stress faced in a disaster setting. [ABSTRACT FROM AUTHOR]

Recently, Alice Medalia et Al. published a new therapeutic approach to mental impairments problems by using video-games in treatment sessions (Medalia et Al. 2009), the Neuropsychological Educational Approach to Cognitive Remediation (NEAR). According to the World Health Organization one in every four people in the world is affected by mental or neurological disorder some time in their life (WHO 2013), in what appears to be an humanitarian emergency, considering the disproportion between this figure and the actual number of patients under treatment worldwide (WHO 2013). The NEAR method is used worldwide in learning centers where patients can play commercially available games specifically selected according to their mental training needs and assisted by clinicians. The NEAR method is the basis for the research work presented, which is focused on the creation of a novel genre of games, the 'NEAR game', materialized in the form of Albalyna (Torrao 2012), an augmented reality game that serves the purpose of training the patient's mental abilities. Game demands can be calibrated according to the condition or training needs, allowing the clinician to monitor the skill evolution the player makes inside the game. To make this possible, Albalyna is a goal driven game where levels of Attention, Memory, Problem Solving, Abstract Reasoning, Visual-Spatial Analysis and Processing Speed initially defined by or for the player conduct the overall playability. The main contribution of this research is the design of a game that fits the NEAR practice and opens the possibility of distributing professionally assisted therapeutic gameplay to mentally impaired patients that are at home. In this paper the set of technologies used in order to achieve the solution is also described. The game was constructed by means of the creation of a 3D engine displaying a world with polar and Cartesian coordinates where the game creatures can move and act. An Artificial Intelligence engine underlies the game logic, applying a goal driven technique that conducts the gameplay. The Kinect™ depth sensor, RGB camera and microphone array are used so that the game can involve the player, in an augmented reality environment. The player can see herself using a helmet that illuminates the world and the creatures where and with the player can interact by means of gestures and voice commands. The first tests and evaluation results are widely positive, and more tests are needed to determine Albalyna's efficacy. [ABSTRACT FROM AUTHOR]

By superimposing digital learning content on top of the video stream of the mobile device's camera, Augmented Reality (AR) enables learners to interact with real-world context in mobile learning setting. Technically, the AR technology can be considered as consisting of two major aspects: identification of the real-world object and display of computer-generated digital contents related the identified real-world object. In this paper, we will present a location-based object identification algorithm that has been used to identify the location-based learning objects in the 5R adaptive mobile learning system. We will also discuss some issues in using the algorithm. As an example of using this algorithm, an AR mobile application on iPhone will be shown to demonstrate the effectiveness of the location-based object identification algorithm. [ABSTRACT FROM AUTHOR]