## 4 Materials and Methods
### Research Methodology  
This research was based on students completing questionnaires before and after engaging with the game. Each student participated with parental consent, having been informed in advance about all the stages of the process, while they were explicitly informed that they had the option to withdraw at any time without any consequences. Before the formal evaluation session, participants were given a brief tutorial to introduce the basic mechanics and features of the game. However, the participants were not given additional practice sessions to explore and use the application more extensively. Future research could consider incorporating practice sessions to allow participants to become more comfortable and proficient with the game, potentially leading to more detailed feedback. Throughout the research, the researcher supervised and recorded significant events, student reactions, and observations in the form of notes. The process was conducted over two different days, with participants divided into two groups of six and seven students in order to more effectively monitor their interaction with the game and record their reactions, as well as note any difficulties faced during game-playing. The first group consisted of six students from Primary school, including four boys and two girls. The second group consisted of seven students from Junior High School, including five girls and two boys. The criteria for choosing participants were based on their age and educational level to assess the game's effectiveness across different age groups and educational stages. While efforts were made to include both boys and girls in each group, achieving a perfect gender balance was not possible due to the available pool of participants. While most participants engaged in pairs, one student had the opportunity to experience the game individually. Regardless of the pairing, both students in each pair actively participated and engaged with the game. The game design ensures that the educational content and experience remain consistent, whether a participant interacts with the device individually or alongside a partner. This approach ensures that all students benefit equally from the learning experience, irrespective of the mode of play. The game was installed on three Android mobile devices and the students participated simultaneously.  
In the first stage, 10 multiple-choice questions from the game level \"Quiz Game\" were used in printed form and students were asked to individually answer them based on their pre-existing knowledge from school courses. Students were not given any feedback on the correct answers and their performance on the pre-test in order to be able to investigate whether a potential difference in the post-test could be attributed to playing the game. Then, in pairs, the students completed the game level \"Learning through Traveling\", which consists of video narrations and presentations of archaeological sites using AR, lasting about 35 min. Next, they proceeded to the \"Escape Room\" level, where student teams had to collaboratively complete tasks without a time limit. Following this, the \"Quiz Game\" level was revisited, where each student individually answered 10 multiple-choice knowledge questions, with their performance recorded by the observer.  
The final stage of the process involved the anonymous completion of a questionnaire using paper and pencil. The questionnaire aimed at evaluating the students' experience and the usefulness of the game, consisting of two parts. The first part was a SUS (System Usability Scale) [21] questionnaire on a five-point Likert scale, which included 10 questions. The questionnaire was translated into Greek to ensure that the students could easily comprehend the questions. The second part was a questionnaire with eight questions on a five-point Likert scale and one open-ended question, useful for feedback. The questionnaires were placed in an envelope by the participants themselves and the envelope was handed in to the observer.