# Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model
###### Abstract  
In mobile augmented reality (MAR) games, learning by doing is important to supplement the theoretical knowledge with practical exercise in order to maximize the learning outcome. However, in many fields, the users are not able to apply their knowledge in practical ways, despite having achieved a good understanding of the theoretical fundamentals and this is even more important to adult learners. The aim of this research is to examine young, middle-aged and elderly adults' opinions about the location-based MAR game Ingress, by applying [PERSON]'s \"ARCS learning motivation model\" (Attention, Relevance, Confidence and Satisfaction). The users' responses to closed questions related to Ingress were collected from 45 adult players aged 20-60 from Greece and were subsequently analyzed by means of pre- and post-quantitative measures of the four ARCS factors. The results show that: (a) game training improves all the factors of ARCS, primarily attention and satisfaction; (b) the responses of young people ( 20-35) agree more with those of elderly adults (>52) than with those of the intermediate age group of 36-51. Our findings, therefore, highlight the potential and the applicability of the ARCS model in MAR games. mobile augmented reality (MAR); augmented reality; adult education; MAR games; ARCS model; augmented reality in education +
Footnote †: journal: Applied  
16 June 2021  
Accepted: 9 July 2021  
Submitted: 13 July 2021  
urban and virtual spaces into so-called \"hybrid realities\" [12; 13]. These games incorporate player position (which is transmitted via GPS signals) into the gameplay, as well as the user's speed, heading, and orientation [14]. The geographical location of a player's avatar in the map-based virtual world corresponds to a precise physical location, allowing for unique interaction possibilities by using the player's mobile phone. Game environments have high potential for facilitating immersive learning. The act, method, or experience of acquiring information or ability to play the game is referred to as \"learning\". Learners need encouragement to participate in the act of learning information or abilities [15] and adult learners probably more so. According to [PERSON] and [PERSON] [16], when people are fundamentally inspired to learn, they not only learn more, but they also have a more positive experience. To inspire a potential user of one of such AR games means to \"offer an opportunity\" and the tutor must give them a reason to participate in the process of learning [15]. Motivation is often considered a preliminary phase in the instructional process in conventional instructional design practice [16]. Although such a practice usually focuses on a less integrated approach, the aim of education has always been to cultivate life-long learners who are intrinsically motivated, exhibit intellectual curiosity, enjoy learning, and continue pursuing information after their formal instruction has ended [17]. The sum of effort spent during the learning process can be used to determine whether or not the students were motivated. However, in order for 'effort' to take place, two conditions must be met [15]: the task must be valuable to the individual and the person must believe they can complete the task successfully. In any given instructional scenario, the learning assignment must be delivered in a way that is both stimulating and meaningful to the student, as well as one that fosters constructive expectations for meeting learning objectives [17]. The ARCS Model of Motivational Design, created by [PERSON] of Florida State University, with hundreds of research studies and applications, can help us understand motivation in teaching [18]. For motivating guidance, the ARCS Model recognizes four basic strategy factors: <<_Attention>>_ strategies for arousing and sustaining curiosity and interest, curiosity and interest-arousing-and-maintaining attention tactics. As the instructional design stimulates curiosity and interest in the content or learning background, learners are more inspired.