"Gamification as a potent tool for blended learning using augmented reality techniques to bring about sustainable societal shifts" (Preprint)

Abstract

Abstract Gamification has been used for many years to motivate, interact, and user engagement communication with learners and consumers, whereas augmented reality technology has demonstrated its ability to improve learning outcomes and engage consumers with an immersive experience. The purpose of this paper is to elaborate on the potency of gamification when combined with AR technology to demonstrate its impact on learners, consumers, and individuals in terms of social change behavior for adapting to a new lifestyle. The primary research question of this paper is to examine and scrutinize the community's use of Gamified AR applications, collecting sample data for the outcome to establish theoretical basis results. The secondary research question is to undergo a statistical analysis of systematic review literature for traditional gamified applications and their impact on various community learners to describe the correlation between the community using Augmented reality Gamified applications and traditionally gamified applications. Conducted 2 survey studies on two different communities’ learners and showcased the outcome results. In study1 we organized online classes for 1 month on traditionally gamified applications for Undergraduate learners followed by 100 students, providing Gaming elements into the subjective topics of Poornima University, Jaipur. In study 2 we conducted 1 day workshop at Amity University Kolkata on Google Meet with AR Unite Application followed by 100 students from academic backgrounds. The observation highlighted the variances between the two user communities and their ability to adapt to sustainable societal changes. The objective of the effort is to make society more aware of the benefits of using gamification tools with augmented reality to create a better future.

1. Evaluate the Impact of Gamified AR Applications on Learning Outcomes 2. Analyze the Correlation Between Augmented Reality Gamified Applications and Traditional Gamified Applications 3. Compare the Adaptability of Different User Learners to Sustainable Learning Societal Changes 4. Raise Awareness of the Benefits of Gamification with Augmented Reality for Societal Improvement

The researcher has gathered both primary and secondary data to meet the study's goals. For primary data, researchers performed experiments to better understand how augmented reality functions when it is combined with gamification for students. In investigation 1, a group of students employed the straightforward traditional gamification learning technique (controlled group). In investigation 2, (Experimental Group) researcher used a workshop to demonstrate and contrast the value of learning technology in a fresh approach by fusing augmented reality with gamification, followed by a survey carried out under the supervision of external bodies. Secondary data has been gathered from a variety of sources, including studies, books, periodicals, journals, the internet, newspapers, etc. The goal of the investigation was to look at how gamification has affected learning outcomes and student engagement in the classroom. In this study, we divided the learners into two groups. [1] Experimental Group [2]Controlled Group The study involved 200 elementary university students (100 in the experimental group and 100 in the control group) from two different classrooms

Result Group 1 (Controlled Group): Calculated chi-square (χ²1) ≈ 15.62 Critical chi-square value at α = 0.05 with 9 degrees of freedom ≈ 16.92 Since χ²1 (15.62) is less than the critical chi-square value (16.92), we fail to reject the null hypothesis. This suggests that there is no significant difference between the observed and expected frequencies for the controlled group. Compared to the predicted frequency, the employment of standard gamification tactics doesn't seem to significantly affect how students react to these survey questions. Group 2 (Experimental Group): Calculated chi-square (χ²2) ≈ 4.106 Critical chi-square value at α = 0.05 with 9 degrees of freedom ≈ 16.92 Since χ²2 (4.106) is less than the critical chi-square value (16.92), we also fail to reject the null hypothesis for the experimental group. This suggests that there is no significant difference between the observed and expected frequencies for the experimental group. There isn't enough solid information to imply that a student's answers to the survey questions about gamification are significantly related to whether or not they are in the experimental group. This means that, in comparison to the predicted frequency, the introduction of augmented reality gamified applications likewise doesn't seem to have a substantial influence on how students reply to these survey questions. In brief, the responses to the survey questions appeared to be identical for both groups of students, regardless of whether they were exposed to standard gamification or augmented reality gamification programs. The findings do not offer sufficient statistical support to draw the inference that the kind of instruction—traditional gamification or augmented reality—significantly affects the respondents' answers to these particular survey questions. In both scenarios, it is impossible to rule out the null hypothesis that there is no correlation between group membership and survey replies.

It has been noticed that learners utilizing gamified augmented reality applications tend to have greater intellect and motivated teamwork strategies, resulting in a significant influence on the learning process of learners in various styles of learning. The efficacy of traditional gamification and augmented reality gamification in improving learning outcomes and student engagement was investigated in this research study. Two groups were used in the study: one was exposed to standard gamification while the other was exposed to augmented reality gamified applications. According to the research findings, there was no statistically significant difference in how the two groups responded to the gamification-related survey questions. Indicating that the type of instruction, whether traditional gamification or augmented reality gamification, did not significantly affect how students perceived the efficacy and motivation associated with gamified learning, both groups displayed similar patterns of agreement and disagreement. The findings imply that while gamification and augmented reality are both exciting educational tools, there may not be a major difference between them in terms of how students engage with and perceive learning. It is essential to remember that these conclusions may not be universally applicable to all educational contexts and are particular to the survey questions and research context. In general, this study advances knowledge about the possibilities of gaming and augmented reality in teaching. To identify specific situations and places where these technologies can have a more noticeable influence on learning outcomes and student engagement, additional investigation and study may be required. The study also emphasises how crucial it is to think about how gamified educational tools are designed and implemented in order to guarantee their success in reaching targeted learning results.