EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children Abstract   Games are powerful generators of positive emotions in children and are intrinsically satisfying. In this context, our work evaluates the use of mobile augmented reality without markers as the technology to implement a multiplayer game scenario that can be used to improve socialization, communication skills and emotional intelligence in primary school children. The present study addresses the usability of two gameplay styles and their impact on usersu0027 communication and motivation: competitive vs collaborative play. The game integrates Mobile Augmented Reality (MAR) technology without markers to create a geolocation scenario with unlimited physical space. The results indicate that both game modes are intrinsically satisfactory for children triggering positive emotions such as enthusiasm, enjoyment and curiosity that improve the participantsxe2x80x99 mood and help increase the degree of involvement. Moreover, we observed that the collaborative game version has a greater impact on emotional affection, social interaction and interest. In addition, we observed in our study that the quality of the communication in the collaborative mode is good in terms of several factors such as sustaining mutual understanding, dialogue management, information pooling, reaching consensus, time management and reciprocal interaction. Finally, several design implications and suggestions related to game time management, scaffolding, mixed competitivecollaborative modes, dynamic 3D content and active learning, among others, are discussed. The present evaluation contributes to the identification of the most relevant aspects to be considered in the future design of MARbased gamification strategies in education.

Collaborative Approaches to ProblemSolving on Lines and Angles Using Augmented Reality The concepts of 2D geometry are often taught in classrooms without the analysis of the learnersu0027 understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the studentsu0027 approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At xcexb10.05 (t2.21, p0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M4.07) as compared to the dyads (65.23; M3.94).