## 2 Related Work
\begin{table}
\begin{tabular}{l l l l l l l l l} \hline
**Study** & **Name** & **Type of Game** & **Theme** & **Participants** & **Methodology** & **Conclusions** \\ \hline Ventoulis and & & - & AR game & & & - & Pre and post-game & - & Among the 31 participants, & there was a performance \\ Ventoulis and & AR The Cods of & - & Narration & 31 students from 3 rd & - & Pre and post-game & - & The students (94\%) evaluated & - \\ Xingoslass, & Olympus & - & Memory game & - & Memory game & - & 4 th grade of & - \\ (2022) [17] & & - & Trivia game & & elementary school & - & Game evaluation & - \\  & & - & - & Trivia game & & & & \\  & & - & - & - & - & Game evaluation & - \\  & - & - & - & Trivia game & & & & \\  & - & - & Location-based & & & & - & The most positive results were recorded in the categories \\  & - & - & Trivia game (Once & & & Likert scale game evaluation & \"challenge\" and \"attention to \"use\",\" while everyone was \") & - \\ [PERSON] et al. & - & - & - & Urban name & & Cultural heritage of the & 71 college students & Challenge: External activity; & - \\ (2023) [18] & - & Crime in the & - & - & Optimistic settlement in the Lake & - & - & 58 middle and & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\ [PERSON] et al. & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\ \hline [PERSON] et al. & - & - & Location-based & History and cultural & & & & - \\  & - & - & Narration & heritage of the & 79 students aged & Questionnaire on usability, & & Out of the 79 participants, more \\  & (2024) [19] & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - & - \\  & - & - & - & - & - & - \\ \hline \end{tabular}
\end{table} 
Table 1: Conf. According to the research, it was found that the majority of serious games using AR technology for learning history mainly focus on cultural heritage and the history of a specific place of historical interest, with the aim of enhancing the visitor experience. In several cases, the applications analyzed simply use gamification elements and are not actually serious games. Furthermore, when a game is designed and developed to be used only in a specific location and cannot be detached from it, it becomes unusable for a large portion of students who do not have the opportunity to visit that particular site. In the research by [PERSON] and [PERSON] [12], the serious game \"Oracle of Delphi app\" was developed and evaluated, aiming to transform the visit to the archaeological site of Delphi into an entertaining experience. It is a treasure hunt within a scenario where students are divided into teams and attempt to solve various puzzles. The research involved 13 elementary school students, who were asked to evaluate their experience at the end of the game. The results of the research showed that all of the students were positive about using AR games for educational purposes, 85% of the students found the game easy to use, and 92% believed it contributed to gaining knowledge. However, it is noteworthy that 77% of the students focused more on winning the game rather than gaining knowledge from it, which raises a discussion point regarding the design of serious games. Based on the examination of the above studies, conclusions were drawn regarding the category/type of games, the field of research, the participants, the methodology, and their results.