Learning behavior in augmented reality–mediated mobile game–based learning

Purpose: This paper aims to investigate whether the effects of children's current learning are related to their learning efficiency and behavior when they are exposed to two different gaming media. Design/methodology/approach: In this paper the authors used a quasi-experimental design to determine whether game-based learning can be improved by using mobile devices equipped with augmented reality (AR). Findings: The control group using the card game was careful to find the correct answer, with the intention of “obtaining the maximum score with the highest rate of correctness,” whereas the experimental group using the AR board game played aggressively by “obtaining the maximum score with the highest number.” Research limitations/implications: Although integrating an AR board game into the curriculum is an effective approach, the need to implement such a game in response to different learning attitudes and behaviors of students should be addressed. Practical implications: Depending on the learning situation, different teaching methods and aids can be used to help students effectively learn. The recommendations based on this experiment can broaden the teaching field and allow for a wider range of experimental studies. Originality/value: Learning behavior was observed, and user attention was interpreted using MindWave Mobile.