Pok 'emon Go has received unprecedented media coverage for a location-based game that uses augmented reality techniques. The game has been commonly associated with greater access to public spaces, increasing the number of people out on the streets, and generally improving health, social, and security indices. However, the true impact of Pok 'emon Go on people's mobility patterns in a city is still largely unknown. In this paper we perform a natural experiment using data from mobile networks to evaluate the effect of Pok 'emon Go on the pulse of a big city: Santiago of Chile. We found a significant effect of Pok 'emon Go on the floating population of Santiago: up to 13.8 more people being outside at certain times, even if they do not seem to go out of their usual way. These effects at specific times were found by performing several regressions using count models over snapshots of the cell phone network. The effect is significant after controlling for land use, daily patterns, and points of interest in the city. Particularly, we found that, in business days, there is more people on the street at commuting times, meaning that people did not change their daily routines but slightly adapted them to play the game. Conversely, on Saturday and Sunday night, people indeed went out to play to places nearby their homes. Even if the statistical effects of the game do not reflect the massive reach portrayed by the media, it still allowed the streets to become a new place for people to spend time in. This is important, because results like these are expected to inform long-term infrastructure investments by city officials, jointly with public policies aimed at, for example, stimulating pedestrian traffic or suggesting alternative routes. Our work supports the notion that location-based games like Pok 'emon Go have benefits for the life in the city.
Augmented Reality and Location-based Games The effects of augmented reality games and applications within the city have been anticipated for more than one decade @cite_41 @cite_49 . However, the limits in mainstream hardware have impeded their general implementation adoption at different times. Most studies about the impact of those games have been small-scale only @cite_24 . Even though smartphone technology has allowed location-based augmented reality games to become more commonplace in the last few years, until the launch of Pokémon Go, they still lacked the cultural impact needed to have a considerable effect on the city. As Frank Lantz is quoted in @cite_16 , in relation to the game PacManhattan: @cite_32 . Since as we discussed above, Pokémon is one of the most successful media franchises in the world @cite_1 , it enables the unique opportunity to study both, the impact of a location-based augmented reality game; and the effect of an intervention at the city scale when it comes to population mobility.
@cite_41 @cite_1 @cite_32 @cite_24 @cite_49 @cite_16
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While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to think like scientists. Location-based augmented reality games offer an opportunity to create a post-progressive pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science. We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly argumentation), how game structures affect students thinking, the impact of role playing on learning, and the role of the physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments. This article gives an introduction and overview of the field of pervasive gaming, an emerging genre in which traditional, real-world games are augmented with computing functionality, or, depending on the perspective, purely virtual computer entertainment is brought back to the real world.The field of pervasive games is diverse in the approaches and technologies used to create new and exciting gaming experiences that profit by the blend of real and virtual game elements. We explicitly look at the pervasive gaming sub-genres of smart toys, affective games, tabletop games, location-aware games, and augmented reality games, and discuss them in terms of their benefits and critical issues, as well as the relevant technology base. The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning ou The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes a framework for approaching handheld applications we call augmented reality educational gaming. We then describe our development process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread across five case studies with classrooms, and provide a design narrative explaining this development process and articulate an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions and implications are discussed. Historically, the play of digital games in public was restricted to certain locations such as arcades and cybercafes. The proliferation of personal, mobile, and digitally networked devices, however, has contributed to the ubiquity of digital games in contemporary culture, making them available for play anywhere, any time. This paper uses two examples to examine this recent shift to consider how play and digital games can contribute to revitalising the urban experience. The first examines the experience of playing digital games in urban cybercafes; and the second discusses the recent popular locationbased gaming app for the iPhone, Shadow Cities . By contrasting the types of play that unfold in the situated but highly contingent environments of the cybercafe and the hybrid space Shadow Cities massively multiplayer world, this paper argues that the historical role of play as the foundation for a vibrant and progressive city life is increasingly at stake in the shift towards pervasive, softwaremediated gaming applications. Scholars are increasingly citing electronic web references which are not preserved in libraries or full text archives. WebCite is a new standard for citing web references. To webcite a document involves archiving the cited Web page through www.webcitation.org and citing the WebCite permalink instead of (or in addition to) the unstable live Web page. This journal has amended its instructions for authors accordingly, asking authors to archive cited Web pages before submitting a manuscript. Almost 200 other journals are already using the system. 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