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Fig. 4. Players work together in completing tasks Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning...

Figure 4 Players work together in completing tasks Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning...

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Fig. 1. Kit Pengembara Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning. ..
Fig. 1. Kit Pengembara Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning. ..
Table 1. Description of the activity at each checkpoint
Table 1. Description of the activity at each checkpoint
Next, the Figure 2 below illustrates the flow of game using Kit Pengembara.
Next, the Figure 2 below illustrates the flow of game using Kit Pengembara.
Fig. 3. The game controller reads the passage after the player achieves the goal The first feature of game-based learning is Goals. The main goal in this game 1: iat students have to find a way out of the Zoo because they got lost in the Crocodile ark. To achieve that goal, students need to complete the tasks in the checkpoint seven amely answering quiz questions related to the topics of Wind Direction and Bearing \ngels asked in each checkpoint correctly to enable them to get instructions to exi 1e Zoo. Once the player achieves the goal of successfully exiting the Zoo, the gam« ontroller reads a passage stating, ‘Congratulations, you have successfully exited the 00... The mission is over’ as shown in Figure 3.
Fig. 3. The game controller reads the passage after the player achieves the goal The first feature of game-based learning is Goals. The main goal in this game 1: iat students have to find a way out of the Zoo because they got lost in the Crocodile ark. To achieve that goal, students need to complete the tasks in the checkpoint seven amely answering quiz questions related to the topics of Wind Direction and Bearing \ngels asked in each checkpoint correctly to enable them to get instructions to exi 1e Zoo. Once the player achieves the goal of successfully exiting the Zoo, the gam« ontroller reads a passage stating, ‘Congratulations, you have successfully exited the 00... The mission is over’ as shown in Figure 3.
Fig. 5. Players are having a discussion in the group Besides that, players can also discuss the questions received at each checkpoint with the group members to get the correct answer. Figure 5 shows the players are having a discussion to get the correct answer for the question received.
Fig. 5. Players are having a discussion in the group Besides that, players can also discuss the questions received at each checkpoint with the group members to get the correct answer. Figure 5 shows the players are having a discussion to get the correct answer for the question received.
Fig. 6. Players are using the UniteAR app to scan on a target image Players are also asked to use the UniteAR app to scan target pictures provided by the game controller at Checkpoints 3, 5, 6 and 7 to obtain information based on the videos or diagrams related to the topic to help them answer questions correctly at the checkpoints. Figure 6 shows a player using the UniteAR app to scan on a target image.
Fig. 6. Players are using the UniteAR app to scan on a target image Players are also asked to use the UniteAR app to scan target pictures provided by the game controller at Checkpoints 3, 5, 6 and 7 to obtain information based on the videos or diagrams related to the topic to help them answer questions correctly at the checkpoints. Figure 6 shows a player using the UniteAR app to scan on a target image.
Fig. 7. The game controller gives a hint to the player Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning...
Fig. 7. The game controller gives a hint to the player Paper—Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning...
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