Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and interest in the activity and the activity is enriched as it promotes problem solving, exploration, and socialization behavior.

Augmented Reality Game-Based Learning (ARGBL) is becoming increasingly relevant in Technology-Enhanced Learning. Games with AR characteristics, or even AR applications structured with rules and game elements, are proving to be effective and successful learning experiences. There is a need to include teachers in the design process. In this paper, two case studies are shown in order to validate a methodological approach for the co-design of ARGBL, in which 6 teachers participated. This is a co-design method that proposes a thorough, iterative process guided by design principles and mediated by dialogue among the stakeholders. Here, the process of co-design with teachers is analyzed and assessed using mixed-methods observations on the use of the produced ARGBL games with students on naturalistic environments. The validation process links the usefulness of the ensuing products with the use of the method and shows the benefits of using co-design methods to create ARGBL experiences.

Augmented Reality (AR) and Digital Game Based Learning (DGBL) are two tendencies being applied broadly in education around the globe. However, the implications on a simultaneous application of them to inclusive learning have yet to be observed. We designed an inclusive AR-enriched videogame for Logical Math Skills Learning. We tested the game with a set of 20 students with diverse learning needs. Our experiment showed that the performance on the game is similar for kids with different needs. The results and feedback from teaching staff suggest that AR and DGBL allow the integration of children with special needs into the learning process.

Recent studies argue that Augmented Reality Game-Based Learning (ARGBL) benefit learning and teaching processes. However, creating and leveraging ARGBL experiences is not easy for teachers, since they lack the expertise and time to design and construct them. Using Co Design strategies that combine the expertise of different actors in the creation can solve this. In this paper, we introduce Co-CreARGBL method as a strategy for co designing ARGBL learning experiences involving teachers and designers as well. The method proposes a set of stages, activities and considerations. We also describe an ongoing field experience held with teachers implementing the proposed method with promising results.

Implications on a simultaneous application of Augmented Reality (AR) and Digital Game Based Learning (DGBL) to inclusive learning have yet to be observed. We designed an AR enriched videogame for Logical Math Skills Learning. Then we tested the game with a set of 20 students with diverse learning needs. Our experiment showed that the performance on the game is similar for kids with different needs. The results and feedback from teaching staff suggest that AR and DGBL allow the integration of children with special needs in the learning process.

Background: Gender-based violence (GBV) is a public health problem worldwide. Nonetheless, in rural areas and low-income countries, the problem may be more difficult to eradicate because there are stereotypes that reinforce negative attitudes toward women, which increase the severity of the problem. Goal: This article presents the development of “Tsiunas,” a videogame designed to increase GBV awareness. By implementing game situations that represent attitudes and beliefs that justify unequal and violent relationships between men and women, this videogame attempts to transform attitudes and thoughts entrenched in a patriarchal society model. Results: Tsiunas was evaluated in two phases to: (1) validate the usability and stability of the game and (2) validate the potential change in students' perception regarding GBV situations and recognition of co-responsible masculinities. Both evaluations were carried out through surveys. The results showed that students had a high level of acceptance and appropriation of the content and message of the videogame. Conclusions: The findings allowed to conclude that the game situations presented in Tsiunas influenced changes of opinion in men and women regarding entrenched beliefs about patriarchal patterns, tolerance levels of violence against women, and attitudes toward violence against women. Likewise, the videogame supported the recognition of co-responsible masculinities.