Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers

By Kurt Squire, Mingfong Jan. 2007

528 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/f95df31a024ab22a0abbf88a37b45f26b23641d7

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In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Game-Based Learning in Science Education: A Review of Relevant Research (2013, methodology): “The approach of design-based research was also mentioned by Lim et al. (2006) and Squire and Jan (2007), even though they did not report the improvement process and results of the games or research designs in their studies.”
Advantages and challenges associated with augmented reality for education : A systematic review of the literature (2017, methodology): “Without a well-designed interface and guidance for the students, AR technology can be too complicated for them to use (Squire & Jan 2007).”
Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, unknown): “2016; Squire and Jan 2007).”
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research (2012, methodology): “Among the selected articles, there were only three studies examining the learner characteristics when students were involved in AR-related science learning (O’Shea et al. 2011; Squire and Jan 2007; Squire and Klopfer 2007).”
Why so serious? On the relation of serious games and learning (2010, background): “The growing research and work on pervasive gaming (Benford et al. 2006), augmented reality gaming (Squire and Jan 2007) and location-based gaming (Broll and Benford 2005) which has a great potential for ‘serious’ applications is excluded (Jenkins et al. 2009; Squire and Jenkins 2003).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “Without a good interface design and the provision of extensive guidance, AR technology can be overly complex for students (Squire & Jan, 2007).”
Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment (2016, background): “(3) Providing learners with presence, immediacy and immersion (Squire & Jan 2007).”
Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks (2015, background): “The conjunction of the real and virtual worlds can be implemented either by visual displays that users wear as they move through the world, or by handheld devices (Personal Digital Assistants, cellular phones) (Klopfer & Squire, 2008; Squire & Jan, 2007).”
Augmented Reality Teaching and Learning (2014, background): “While the potential benefits of using role differentiation within AR experiences are clearly stated across the literature, several studies also emphasized the importance of explicitly designing and scaffolding this behavior within the experience (Perry et al., 2008; Squire & Jan, 2007).”
Current status, opportunities and challenges of augmented reality in education (2013, unknown): “For example, several mobile-AR games such as Environmental Detectives (Klopfer, 2008; Squire & Klopfer, 2007) and Mad City Mystery (Squire & Jan, 2007) were developed to support learning outside of classrooms.”
Augmented reality in Education — Cases, places, and potentials (2013, background): “Squire & Jan (2007) use all of these capabilities in their murder mystery game that requires students to deduce how a person died by gather evidence and interview virtual Non Player Characters.”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, background): “In the first of the two JSET issues on the special theme of games and immersive participatory simulations, Squire and Jan (2007) describe AR as:”
Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, background): “In addition, storyline, incentives, or other game design elements can engage students to sustain their critical thinking and meaningful scientific argumentation over time (Bonney & Sternberg, 2011; Squire & Jan, 2007).”