Augmented Reality Go: Extending Traditional Game Play with Interactive Self-Learning Support
Takahiro Iwata, Tetsuo Yamabe, Tatsuo Nakajima · 2011
The augmented reality (AR)-based learning support has several advantages over virtual reality or PC applications. AR enables to maintain the physical interaction that an activity originally offers, thus the skills and knowledge acquired in an augmented learning process can be intuitively applied to practice use. Whereas lots of AR-based self-learning support systems have been developed in previous studies, it has not been sufficiently evaluated how it influences a learner's mindset and the efficiency of training. In this paper, we investigate the user experience brought by AR technologies in a self-learning process. We chose the game of Go as a study program, and developed the Augmented Reality Go (ARGo) system to compare the AR and conventional PC-based learning assistance. We found that the physical interaction with the original game apparatus enhanced the subjects' intrinsic motivation towards self-learning. Moreover, the original look-and-feel induced deeper concentration and higher elaboration on problem solving. Design issues are also discussed to generalize the concept of AR self-learning support towards broader application domains.