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dc.contributor.authorO’Shea, P
dc.contributor.authorCampbell, C
dc.contributor.editorInformation Resources Management Association (USA)
dc.date.accessioned2019-06-08T01:31:40Z
dc.date.available2019-06-08T01:31:40Z
dc.date.issued2018
dc.identifier.isbn9781522551980
dc.identifier.doi10.4018/978-1-5225-5198-0.ch007
dc.identifier.urihttp://hdl.handle.net/10072/384807
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.publisherIGI Global
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleGamification in Education: Breakthroughs in Research and Practice
dc.relation.ispartofchapter7
dc.relation.ispartofpagefrom127
dc.relation.ispartofpageto140
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.titleThe theory and process involved with educational augmented reality game design
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorCampbell, Chris


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