Interactive game design of axles upon augmented reality

Early detection is important in dementia care; however, cognitive impairment is still under-recognised and under-diagnosed. Cognitive screening and training are two important preventative treatments, which can lead to early detection of cognitive decline. In this work, the “Cognitive Augmented Reality Cubes” (CogARC) system is presented, i.e. a serious game for cognitive training and screening, utilising an interaction technique based on Augmented Reality and the manipulation of tangible, physical objects (cubes). The game is a collection of cognitive mini-games of preventative nature and is, primarily, targeting elderly players (≥60 years old). A preliminary testing was conducted focusing on the game experience that CogARC offers (utilising the In-Game Experience Questionnaire), the usability of the system (using the System Usability Scale), and the specific user observations and remarks, as documented by open, semi-structured interviews. Overall, CogARC demonstrated satisfying positive responses, however, the negative reactions indicated that there are specific problems with aspects of the interaction technique and a number of mini-games. The open interview shed more light on the specific issues of each mini-game and further interpretation of user interactions. The current study managed to provide interesting insights into the game design elements, integration of Augmented Reality, tangible interaction of the system, and on how elderly players perceive and use those interaction components.

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Mixed Robotic Interface Г : Searching for a hybrid cyber-physical design/experience interface using virtual/actual robots

SHS Web of Conferences ◽

10.1051/shsconf/20196401008 ◽

2019 ◽

Vol 64 ◽

pp. 01008

Author(s):

Ebrahim Poustinchi

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Game Design ◽

Design Research ◽

Digital Fabrication ◽

Physical Design ◽

Projection Mapping ◽

Creative Space ◽

Gaming Environment ◽

Augmented Reality Game

Mixed Robotic Interface is a project-based design-research investigation, studying new ways of creating hybridized cyber-physical design and experience interfaces, at the intersection of robotics—as its core component, and augmented reality, game design, projection mapping, and digital fabrication. Mixed Robotic Interface Г—as part of Mixed Robotic Interface series of research projects, focuses on using “actual” and “virtual” robot arms as a possible creative medium and extensions of design/gaming environment creating immersive atmospheres for “experiencing” design. This research questions the possibilities of creating an architectural/spatial atmosphere through digitally enhanced experiences. Different from some of the current experiments with augmented reality (AR), virtual reality (VR) and projection-mapping in architecture, Mixed Robotic Interface Г is not looking into “immersive” experience as a way to “blur” the boundaries of digital and physical—similar to virtual reality experience with headsets. Instead, Mixed Robotic Interface Г creates a recognizable gap between real and virtual to open up a creative space for the user/audience to be involved between these two mediums. Mixed Robotic Interface Г uses para-fictional storytelling as a way to engage the audience with the experience and to create continues atmospheric qualities.

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The Theory and Process Involved with Educational Augmented Reality Game Design

Advances in Game-Based Learning - Handbook of Research on Gaming Trends in P-12 Education ◽

10.4018/978-1-4666-9629-7.ch007 ◽

2016 ◽

pp. 151-163

Author(s):

Patrick O'Shea ◽

Chris Campbell

Keyword(s):

Augmented Reality ◽

Game Design ◽

Educational Setting ◽

Training Process ◽

Educational Settings ◽

Instructional Tools ◽

Future Directions ◽

Augmented Reality Game

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.

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