You are here:

Exploring the use of a Location-Based iPad Augmented Reality Game for Elementary History Education

, , Lehigh University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This study explores the design and use of an augmented reality, location-based, iPad game, created with the ARIS platform, to enhance the learning experience of young elementary history students. Specifically, this study will look to measure students’ flow rates, learning outcomes, and attitudes along with teacher opinions. Data sources will include observation, teacher and student interviews, class debrief sessions, teacher-created assessment tools, and surveys.


Oltman, J. & Hammond, T.C. (2015). Exploring the use of a Location-Based iPad Augmented Reality Game for Elementary History Education. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 818-821). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

View References & Citations Map


  1. Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.
  2. Bressler, D.M. (2014). Is it all in the game? Flow experience and scientific practices during an inplace mobile game (Unpublished doctoral dissertation). Lehigh University, Bethlehem, PA.
  3. Bressler, D.M., & Bodzin, A.M. (2013). A mixed methods assessment of students' flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517.
  4. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper& Row.
  5. Custodero, L.A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185-209.
  6. Ellis, A. (2007). Teaching& Learning elementary social studies. Boston, MA: Pearson Education, Inc.
  7. Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers& Education, 68(0), 505-521. Doi:, & Heafner, T.L. (2010). A national perspective on the effects of high-stakes testing and standardization on elementary social studies marginalization. Theory& Research in Social Education, 38(1), 114130.
  8. Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research& Development, 58(3), 245-270. Doi:10.1007/s11423-009-9134-9
  9. Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
  10. Johnson, L., Adams Becker, S., Estrada, V., & Martín, S. (2013). Technology outlook for STEM+ education 20132018: An NMC horizon project sector analysis. Austin, TX: The New Media Consortium.
  11. Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-emperor case. The Internet and Higher Education, 8(3), 183-198. Doi:10.1016/J.iheduc.2005.06.001
  12. Kisiel, J. (2003). Teachers, museums and worksheets: A closer look at a learning experience. Journal of Science Teacher Education, 14(1), 3-21.
  13. Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
  14. Lee, J. (2008). Visualizing elementary social studies methods. Hoboken, NJ: John Wiley& Sons, Inc.
  15. Maxwell, J.A. (2010). Qualitative research design: An integrative approach (3rd.ed.). Thousand Oaks, CA: Sage. National Council for the Social Studies (NCSS). (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Retrieved, 2014, from NPD Group. (2011). The videogame industry is adding 2-17 year-old gamers at a rate higher than that age group’s population growth. Retrieved 4/25, 2014, from
  16. Prensky, M. (2006). "Don't bother me mom, I'm learning!": How computer and videogames are preparing your kids for twenty-first century success and how you can help!. St. Paul, MN: Paragon House.
  17. Ransom, M., & Manning, M. (2013). Worksheets, worksheets, worksheets. Childhood Education, 89(3), 188-190.
  18. Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: Creating afterschool contexts to support boys' game-based literacy skills. On the Horizon, 17(1), 47-59.
  19. Sweetser, P., & Wyeth, P. (2005). GameFlow: A model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3-3.
  20. VanFossen, P.J. (2005). “Reading and math take so much of the time…”: An overview of social studies instruction in elementary classrooms in Indiana. Theory& Research in Social Education, 33(3), 376-403.
  21. Zhao, Y., & Hoge, J.D. (2005). What elementary students and teachers say about social studies. The Social Studies, 96(5), 216-221. Doi:

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact