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An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value

Straight, Ryan M.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458

Abstract Details

2015, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
The purpose of this dissertation is to explore the nexus of video games, mobile devices, and augmented reality in an educational light. This is accomplished in part by studying the self-reported demographics, attitudes, habits, and motivations of players of Google’s commercial augmented reality mobile game Ingress. An application of a review of the literature informs how games like Ingress can be leveraged for educational means. Presented is a review of relevant literature, including the historical development of the nature of play and learning, the history and educational usage of massively multiplayer online games and simulations, the use of mobile devices in games and learning, how augmented reality is developing and being used in educational and noneducational settings, and what effects playing video games may have on the player, including problematic gameplay and addiction, gendered concerns, aggressive thoughts and actions, and physical changes identified in gamers or promoted using games. Also included is an examination of a theoretical framework of discovery learning that ties instructional design, learning, and games to Ingress. Data is gathered with an online survey of Ingress players worldwide. A total of 2,276 cases from 59 countries were analyzed. The instrument used has been modified from an original aimed at other massively multiplayer online role-playing games (MMORPGs). The results presented here showed significant demographic and motivational differences between players and between games. Principle component and multiple regression analyses revealed a number of components that describe the motivations of players and related predictors. By comparing these components to scores on an addiction scale, self-reports on interpersonal skills and learning items, valid and reliable predictors emerged. The components identified differ from those found when surveying players of other massively multiplayer online games. Reliable scales for components, an addiction measure, an interpersonal skill measure, and a learning measure were identified. Implications for future studies and research in the field are provided, as well as suggestions for the use of Ingress and other commercial ARGs within the realm of education.
Teresa Franklin, PhD (Advisor)
Seann Dikkers, PhD (Committee Member)
Greg Kessler, PhD (Committee Member)
David Moore, PhD (Committee Member)
303 p.
Demographics; Education; Educational Software; Educational Technology; Instructional Design
augmented reality; mobile games; educational technology; instructional technology; ingress; mmorpg; args; gps; virtual reality; gaming addiction; problematic gameplay; positive gameplay; commercial video games; video games;

Recommended Citations

Citations

  • Straight, R. M. (2015). An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458

    APA Style (7th edition)

  • Straight, Ryan. An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value. 2015. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458.

    MLA Style (8th edition)

  • Straight, Ryan. "An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value." Doctoral dissertation, Ohio University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458

    Chicago Manual of Style (17th edition)

ohiou1426691458
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© 2015, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.