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Journal Issue
Volume 17 Issue 2 / Jun 2019  pp66‑172

Editor: Antonios Andreatos, Cleo Sgouropoulou, Klimis Ntalianis

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The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education  pp66‑78

Stylianos Mystakidis, Eleni Berki, Juri Valtanen

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Critical Components of Formative Assessment in Process‑Oriented Guided Inquiry Learning for Online Labs  pp79‑92

Saptarshi Purkayastha, Asha K. Surapaneni, Pallavi Maity, Anushri S. Rajapuri, Judy W. Gichoya

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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices  pp93‑106

Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

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Exploring the Potential of the Learning Designer as a Teacher Support Tool  pp107‑117

Eleni Zalavra, Kyparisia Papanikolaou

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Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners  pp118‑130

Lee Yen Chaw, Chun Meng Tang

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3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online  pp131‑143

Paula Charbonneau-Gowdy, Jessica Chavez

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Bridging Audio and Augmented Reality towards a new Generation of Serious Audio‑only Games  pp144‑156

Emmanouel Rovithis, Andreas Floros, Nikos Moustakas, Konstantinos Vogklis, Lily Kotsira

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Abstract

Abstract: Educational practices are constantly adjusting to technological advances, in order to improve their effectiveness in delivering knowledge and preparing students for the challenges of modern digital society. Electronic games and augmented reality environments are two such media that can shape powerful modes of interactive and immersive experiences. Audio games in particular, i.e. electronic games that utilise data sonification and audio interaction techniques to express all narrative and gameplay content, have been proven to enhance players’ skills, such as concentration, memory, fantasy, emotional response, perception, data management and cooperation. However, despite the promising research findings reported in literature, there has been no systematic approach in integrating systems based on audio interaction into formal education. This article suggests that audio games can be designed and implemented for the delivery of targeted curricula through an engaging learning experience, whereas fusing audio game mechanics into new interactive technologies, such as augmented reality environments, will further enhance the students’ immersiveness in the learning process. Towards establishing the theoretical framework for the design of educational audio games, as well as educational augmented reality audio games, the authors review existing approaches and argue that the inherent features of both audio interaction and augmented reality systems agree with the official educational goals formulated by the Greek Ministry of Education and the International Baccalaureate Institution. Then, they discuss four original projects in terms of sound and mechanics design to demonstrate that audio games can address a wide range of subjects, adopt cross‑curricular strategies, facilitate complex modes of interaction, and realise creative, collaborative and inclusive learning activities. 

 

Keywords: audio games, serious games, augmented reality, augmented reality audio, audio interaction, music education

 

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A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists  pp157‑170

Dimitra Pappa, Homer Papadopoulos

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Editorial for EJEL Volume 17 Issue 2 2019  pp171‑172

Antonios Andreatos

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