MixedRealitySeriousGamesandGamificationforsmarteducationPaulZikas,VasileiosBachlitzanakis,MargaritaPapaefthymiou,SteveKateros,StylianosGeorgiou,NikosLydatakis,GeorgePapagiannakisFoundationforResearchandTechnologyHellas&UniversityofCrete,Heraklion,Greecezikas@csd.uoc.grcsd3058@csd.uoc.grmpapae02@ics.forth.grkateros@csd.uoc.grGeorgiou@csd.uoc.grlydatakis@csd.uoc.grpapagian@ics.forth.grAbstract: The appeal of Mixed Reality (MR) digital games arouses interest among researchers and educationspecialistswho since their recentproliferation, theyhavebeen trying to introduce theirmotivatingpotential inlearningcontexts.Ourmain researchquestion in thiswork focusesonwhetherMRdigital gamescan, vianovelPresence (feeling of ‘being and doing there’ in a virtual or augmented world) andMR gamification (dynamics,mechanics,components)supportandfosterfuturelearningandteaching,toaddressawidevarietyandvariationofeducationalcontexts.Toaccomplishtheabove,aconsistentcomputationalframeworkthatsupportsnewtypesofMixed-RealitySeriousGamesandGamification (MRSGs) isestablished in thiswork that featuresMRgesture-basedandgame-basedlearning.

The introduced term Mixed Reality Serious Games (MRSGs), refers to digital mini game-shells that allow thelearners and teachers to sense the feeling of ‘Presence’ experienced under a novel MR educational learningframework,inbothVirtualReality(VR)aswellasAugmentedReality(AR)formalandinformallearning.Theformer(VR)allowsfortheuniquefeelingof‘beingthere’and‘doingthere’inthevirtualworld,thatwillbetransformingtheoverallgame-basedlearningexperience,vialatestinnovationsaswellasrecentprogressinlow-costh/wHeadMounted Displays (HMDs). The latter (AR) blends real and virtual elements so that the 3D virtual element isregisteredaccurately intherealworldand interactedfreelybythe learnerviavariousmobiledisplays, includingsmart glasses, natural, gesture-based interaction (mobile RGB and RGB-D), MR virtual characters and gamifiedlearningprocesses.

Game-basedlearningalsoinvolvestheincorporationofgamesintolessons.Theprincipalaimofapplyinggamesineducationistoincreasestudents’engagementandmotivation.InourcasestudiesweprovidetwominiMRSGsinVRandARthataccompanytheprimaryschoolhistoryclassandparticulartheperiodoftheMinoanCivilization,asmanifestedbythearchaeologicalsiteofAncientKnossosinHeraklion,Greece.

TheARMRSGimplementsadesktop-basedholographicapplicationusingtheMeta-ARglasses.ThisMRSGconsistof threemini game shells in which the student has to complete various learning tasks by using gesture-basedinteraction. These tasks consist of puzzle-based and constructional games tasks. The VR MRSG implements asimilarapproachofaVirtualtourinKnossoswithqueststhatstudentneedtoaccomplishtocollectrewards.Thestudenthastofullyexplorethepalace,interactwithspecialcharactersandcompletetheirquests.

TheseMRSGs are a first attempt to formally study latest h/w and s/w advances inMixed Reality technologies,appliedingesture-basedandgame-basedlearninginbothformalandinformaleducationalcontexts.Moreoverwecompared the gamification elements for each enabling technology and define the gamification dynamics,mechanicsandcomponentsthatneedtobeutilizedineachMRenvironment.

Keywords:MixedReality,SeriousGames,Gamification,Game-basedLearning,Virtual–AugmentedRealityGames,gesture-basedlearning,game-basedlearning

1. IntroductionWhenvisitinganarcheologicalsite,especiallywhenitisnotwellpreserved,thereisalotofinformationthatitishard to assimilate. Facts about the daily habits of the residents, how the buildings looked when they werepopulated and even details considering missing artifacts need a visual representation to improve the visitors’perception.Reflectingon this need for visualization,we introduced thenovel conceptofMRSGs (MixedRealitySerious Games and Gamification) to primary school students to enhance their enthusiasm and interest for thehistorylessontakingasacasestudythearcheologicalsiteofKnossosandtheMinoancivilization.MixedReality(MR)isafieldofgreatinterestspeakingofeducationalgames.TheusercanenjoyinteractiveVirtualenvironments,andamusementriseswhentheexperienceofaudiovisualsimulationisstrong.Ononehand,GoogleCardboard is considered one of themost efficient appliances formobile VR experiences. The combination of ahandyportabledeviceandGoogleCardboardcanofferaninexpensive,userfriendlyVRinteractions.Ineducation,the used apparatus has to be as simple as possible, because the main center of attention needs to be theapplicationitself.Sinceourtargetgroupisprimaryschoolstudents,alowcostVRexperienceseemstobeanidealtool for the lessons of history and Greece’s Mythology. On the other hand, recent Augmented Reality (AR)advances,suchasthosesupportedbygesturebasedinteraction(Billinghurst,2015a,2015b)createanovelgamingplatform ideal fordesktop-basedholographicapplications.WearingtheMeta-ARglasses (orothersimilarRGB-Dsee-throughglassessuchasMicrosoftHoloLens)cangenerateauniqueARgamingexperience.Suchaholographicheadsetwithgesturerecognitionisstudiedforthefirsttimeinthiswork(tothebestofourknowledge)asameansto promote enhanced interaction with the augmented content causing a more integrated experience. ThistechnologyhasthepotentialtoattracttheinterestofstudentsandeducatethemthroughnovelARgaming.Thus our main novelty is the creation of two MRSGs with similar educational content for both VR and ARtechnologiesinordertocomparetheirspecificallyadaptedgamificationelements,thelearningexperienceandthegameplay in general. The gaming elements and gamificationprinciplesneed tobe as close as possible for bothapplicationtohaveaccurateresults.BothgamesweredevelopedusingUnity3D.Thefirstgamewascreatedforthe Google Cardboard VR HMD presenting a Virtual tour in Knossos. The second one refers to the samearcheological site but iswas developedusing theMeta-AR glasses. By comparing our gesture-based and game-basedlearningapproachesintwodifferentplatformsandrealitieswecanextractthegamificationelementsthatneedtobemodifiedorremainintactthroughthesenovelMRSGs.

2. PreviousWorkBased on a previous version of a VR tour in Knossos (Kateros et al, 2015), we enhanced the user’s presence(Papaefthymiouetal,2015)byaddingmoreinteractionfeaturesandavoidingusingquestion-basedtasks.Thiswillincreasethestudents’motivation,promptingthemtoexploreagreaterareaofthearcheologicalsite.Themodelof Knossos we used it’s a realistic representation of the palace as it stands today. To create a better userexperience (UX)we need to present a 3Dmodel of the digitized archeological site as realistic and accurate aspossible(Foni,Papagiannakis,andMagnenat-Thalmann,2010).Aseriousgameforculturalheritage(Andersonetal, 2009) is a successful implementation to enhance the interest of primary school students. Implementing thisideainmobileVR(Psotka,2013)canofferamoreeffectiveleaningenvironment.Anotherapproach(Deterdingetal, 2011) defines the gamification elements and what differentiates serious games from gamified applications.Theseelements(dynamics,mechanicsandcomponents)needtohaveaclearstateinordertopromotelearning.Another study (Freina and Canessa, 2015), analyses the importance of immersive Virtual environments andcompares them with VR desktop based applications. Finally, Sanchez and Pierroux (2015) have developed agamifiedexperienceforanationalhistorymuseum,showingthebasiclearningprinciples.Accordingtosomestudies(Papagiannakis,Singh,andMagnenat-Thalmann,2008),AugmentedRealityenablesanideal visualization of cultural heritage providing certain key edutainment aspects. Additionally, AR features acompletelydifferentaugmentedenvironmentwhichcanbeusedtogamifynewlearningconcepts(Vacchettietal2004)inamoreproductiveandenjoyableway.However,theinteractionbetweenuserandthedeviceneedstobe

asnaturalaspossibletoavoidawkwardsituationsinpublicplaces(Carmignianietal,2011).Consideringthis,theMeta-ARglassesintroducearobustgesturerecognitionsystemthatprovidessmoothandefficientinteractionwiththe augmented elements. Moreover, Papaefthymiou et al (2015) proposed a pipeline for robust authoring ofaugmentedcharacterscapableofperforminggestures,objectmanipulation,locomotionandlipsyncing,conceptswithgreatimportanceforrealisticcharactersthattheirprincipleswereemployedinthiswork.

3. VRMRSGgameplaydescriptionThisMRSGis focusedonpromotingthemobileVirtualRealityfeelingaswellaseffortlesseducationoftheuser.Cardboard,iscurrentlylackingtheabilityofactiveinteraction,andtheonlyavailableinputmethodisthetrigger.Howeverwecanoverpassthislimitationbyusinganotherinputdevicesuchasagamepadoranothersmartphone(Papaefthymiouetal,2015b).Theoffered trigger, isused toenableordisableaccordinglyauto-movement. It isimportant to note that the characters use SALSA asset for lip-synching and eyemovement for amore naturalconversation(Yungetal,2011).TheMRSGtakesplaceinthepalaceofKnossosasitstandstoday,andthemainstoryingeneralusesacombinationof real and mythical sceneries. In the opening picture we find ourselves in the archaeological site of AncientKnossosandhave the capability to freely lookaround theenvironment.Whilehaving the first contactwith theVirtualRealityexperience,anarcheologistgreetsyouandasksyoutofindfivelostartifacts.Wehaveimplementeda simple interactive conversation mechanism, in which the player can communicate with other characters bychoosingoneoutoftwopossibleresponses.Itisalsoworthnoting,thatMRSGprohibitstheusageofa2D-GUIasitcan’tbeimplementedinaVRapplication,sotheGUIsaredisplayedinathreedimensionalmanner.Thevirtualsiteis a replicate of the original palace, so the exploration of the scenery can be correlatedwith actually being inKnossos.Whilestrollingaroundtheruins,youcomeacrossothercharacterswhohaveastorytotell,andatasktoappoint. Thementioned story is an introduction to the corresponding task, and sets themoodof theplayer towhatwillfollow.Inaddition,informationthroughconversationandinteractionisgiventotheplayer,andthemostcuriousstudentscouldachieveamoredetailedmaterialonthesubjectbychoosingtheanalogousresponse.TheseMRSGsarebasedonstoriesfromtheGreekMythologythattookplacearoundtheMinoancivilization.ThefeelingofpresencethatVirtualRealityoffers,entails toagamedesignfocusedtomaketheplayerexperienceapersonal view of themyth. By recreating themythological stories, we try to intrigue the student intowillinglydiscoveringthecultureofAncientGreece.Ineachsimulation,theplayerretrievesalostartifactaftercompletingit.Themythsthatthemini-gamesarebasedonare:theLabyrinthofKnossos,IcarusandDaedalus,MountIda,andTheseus.

Figure1:(Upleft)Interactionwithcharacters.(Upright)FindthepiecesofTheseus’whitesail.(Downleft)FlyingtothesunlikeIcarus.(Downright)Thenorthentranceofthepalace.

More specifically, for the myth of the Labyrinth we implemented a game where the player is trapped in theLabyrinthofKingMinosand tries toescape. Inorder todo that, the string leftbyAriadnehas tobe foundandwhen you acquire the ball of string a trail that leads to the exit appears. A dark labyrinth seems an idealenvironmentforaVRgameduetotheimmersion.RegardingthemythofIcarusandDaedalus,thespotlightofthestoryiswhenIcaruswrongfullyusedthewingscreatedbyhisfatherDaedalusandflewtooclosetothesun.Thestudent can experience a thrilling flight simulationwith the goal of the game to pass through all twenty ringslocatedacrossthemap.TheintentionoftheentireVRgamecanbeperceivedcharacteristicallythroughthismini-game, because knowledge is acquired through personal experience, while playing as one of the heroes of themyth. Subsequently, in anothermini-game, the player can climbMount Ida to reach the cavewhere Zeuswasborn. Tomake the experiencemore challenging, you have to avoid random rocks, stones and bushes and thecollision with one of these will slow you down. Knowledge is attained about, the notable to many, Zeus andinformationthatfewknowaboutthekingofthegodsofMountOlympus.Finally,thelastrecreatedstoryisbasedonamythwithamodification.ThestudentgetstheroleofasoldierfromtheshipofTheseus,andisaskedtofindinsideatavernfivetornpiecesofwhitesailotherwiseTheseus’fatherwilljumptotheseafromsorrow.Topreventthis,thestudentneedstohelphimconstructawhitesailtoreturnhome.Theimpressionofhelpingothers,andcontributingtoyourowneducationonthemythologicalcontentandstoryisthegoalofthisMRSG.Additionally,beyondthemythswewantedtosecurethat theplayer trulyexplores thepalaceofKnossossoweformed the last task to provoke the students’ interest for the site. Therefore, the final request comes from asecuritypersonnelthatpolitelyasksyoutotakethreepicturesofthemostfamoussites inthepalace.Onceyoureturnwith the pictures, you receive the fifth and final artifact. To complete the experience and finish the VRgame,youneedtoreturnthefiveartifactstotheArchaeologistwhoiswaitingforyouatthebeginning.TheaboveMRSGs,aswellastheinteractionwiththecharacters,wouldn’tbesoeffectivelyimplementedwithouttheuseofVirtualReality.ThereasonisthatthefascinationofthestudentwiththefeaturesofMRSG,couldachieveawell-respectedlearningoutcomethroughamusement.

4. ARMRSGgameplaydescriptionwithMeta-ARglassesFor theARversionof thegameweusedMeta-ARglasses to implementaholographicapplicationable tobeingmanaged with gestures. Augmented reality glasses bring the AR content directly to user’s view by usingstereoscopiccameras,providingabetterexperiencethanconventionalARapplicationsformobiledevices.Meta-AR glasses except for the projection of digital content they have a build-in DepthSense camera which offersgesturerecognition.Withthisfeature,userhastheabilitytocontrolandmanipulatethehologramsheseeswithhand gestures. This ability is better described as the IronMan phenomenon (Pedersen et al, 2012). The basicgesturesprovidedaregrabbing,pinching,grabbingwithbothhands,gazing,pointingandtouching.Thesegesturesconstitute a basic interaction library suitable to manipulate the digital environment. Each gesture has its ownparameters that can be adjusted to match the application’s requirements such as personalize the grabbingmechanism,changethewaypinchingworksoradjustthegrabbingdistance.We used gestures in many different ways, from basic picking and moving digital objects to interaction andcommunicationfeatures.Tobeginwiththegrabbinggesture,MetaSDKaddsvisual indicationstodeterminethepositionofthepalmbyusingtwocircles,oneforthehandpositionandtheotheronetodetectifthefingersareformingafist.Grabbing isusefultomoveobjectsand it is firmlyused inthisapplicationas it isanativegesturethatuserwill perform to interactwithphysicalobjects.Grabbingwithbothhandshas similar featureswith thesinglehandgrabbingbutisusedtorotateanobject.Finally,thetouchinggesturewasusedtoselectspecificpartsofanobjectthathaveaparticularroleforthegame’sflow.Asmentionedbefore,acircleisrenderedtotheuser’sfingertiptomakepickingeasier.Exceptfromgestures,wealsousedmarkerstocontrolbuildingmodelsthatarebettermanipulatedwith this feature.Marker based tracking has the advantage ofmore accurate control overgesturebasedasthemodelisplacedontopofamarkerandbothhandsareusedtomanipulatethedigitalobject.

AsthegamestartsthereisabriefexplanationofthearcheologicalsiteofKnossosbythenarrator,consideringitisnotverywidelyknown.ThisisdonenotjustbyasimplerecountingofthefactsbutthenarratorasksthestudentstofindthespecificlocationofGreeceandthentheislandofCretewhereKnossosbuilt.WeusedthismethodtostartthestorytellingofKnossoswithamoreinteractiveapproachandalsotointroducethebasicgesturesstudentsareabletoperformwithMeta-ARglasses.After thisshort introductionthere is thepresentationof theKnossospalaceascurrentlystands.Atthispointit’sthefirsttimeweintroducethemarkerbasedtrackingasstudentscanrotate,zoomandperformvarioustransformationstotheKnossosmodel.

Figure2:(Left)Bullleapingpuzzle,grabbingtileswithbothhands.(Middle)PutthecolumnsofNorthEntrancebackinplace.(Right)Constructingcolordyestorestorethepainting.Themain part of the narration consist of threeMRSGs that tests student’smemory, constructing and learningabilities.Thefirstisapuzzleofthebullleapingwallpainting.Beforeputtinguser’sabilitiestothetest,theoriginalpainting isshown,followedbyanexplanationonthematerialityofbullrituals inMinoancivilization.To interactwiththetiles,thegrabbinggestureisusedasitisthemostsuitableforthissituation.Ontheleftthereisacanvaswith other wall paintings and statuettes foundwith the bull leaping theme that user can navigate through bypressingthebuttonsprovided.Asweareusingholographicheadsetabletoprojectobjectsanywhereuserpointshishead,wewantedtoextendthefocusfromthemainsceneandencouragestudentstoexplorethesurroundingphysical environment in order to findmore augmented elements. The secondMRSG is dedicated to theNorthentranceof thepalace.At thebeginningwehaveapresentationof theNorthentrancewith theuseofmarkerbasedtracking.Afterthat,studentsneedtoreconstructtheNorthentranceasthecolumnsthatadornthefrontside have fallen. The columns have different heights because the building is not well preserved causing eachcolumntohaveonlyonecorrectposition.Tocompletethepuzzlestudentsneedtograbthecolumnsandplacethemintherightorder.ThethirdandfinalquestpresentsthePrincewiththelilies,afrescofromKnossos.ThegoalofthischallengeistomakecolordyesfromnaturalsourcesastheMinoansusedtodoandrestorethepainting.Alltheingredientsneededareprovidedontothestudent’sdesk.Thenarratorgivesinstructionsforthepreparationofeachcolorandthestudenthastoselecttherightingredients,puttheminthemixingbowlandthentakethedyeandpaint the fresco.Aftermanufacturingeachcolor,userhas tograb thedyeandpaint the fresco todisplayacoloredpartofthepainting.ThisisanidealtaskforMeta-ARglassesasitrepresentsamanualworkthatshouldbedoneusinghands.Whenthepaintingisfullyrestored,thenarratorwalksinthescenetocongratulatetheuserandmakethefarewellspeech.

5. ResultsandComparisonofVR-ARgesture-basedandgame-basedlearninginourMRSGmethodologyAlthoughwearereferringintwodifferentMRenablingtechnologies,bothVRandARMRSGshavesomecommongamification principles, concerning the learning elements. There are three main categories of gamificationelements(YDP,2015)eachgamemustfeatureinordertoaccomplishthelearninggoalsanddescribedinthefigurebelow:1)Dynamics,thehighestlevelelements,theyincludeconceptsasthenotionandthegeneralexperienceofthegame(e.g.plot).Theyconstitutethenarrativestyle,theplotandthegoalsofthegamethatshouldbeclarified2)Mechanicsthatdefinethesetofrulesandtheelementsthatdrivetheuserstocontinueexploringthegamee.g.rules. These consist of tasks and quest provided by gamified characters and various challenges or in-gameactivities.3)Componentswhichisthelessabstractcategoryofelementsreferringtospecifictoolssuchaspoints,awardsandvirtualgoodsthatenrichthegamingexperience.Tryingtoapplythesamelearningprinciples intwo

differenttechnologiescanbeahardtask.BothARandVRplatformshavetheirownwayofcreatingthelearningexperiencethusweneedtoconsiderwhichparticularfeatureseachplatformperformsbest.

Figure3:Thepyramidofgamificationelements(YDP,2015).5.1Immersive(VR)vsdesktop(AR)gesture&game-basedlearningVirtual Reality is mainly used to create immersive environments in order to have a more realistic gamingexperience.ThefeelingofpresenceinaVRgamecanenrichthelearningelementsasuserwillperformtasksinadigitalenvironmentverysimilartotherealworld.Bycreatingthisexperience,thelearningabilityofagamehaveagreatereffectonuserasthegameplaystimulatesthebraintheexactwayitisdoneinreallifeconditions.ThisisthereasonwhyprofessionalsimulationsuseVRtechnologytoreproducecertainsituationsinwhichtraineesneedto respond in a specificway. On the other hand, in a holographic application the feeling of presence is not asobvious.Forthis,weneedtoconcentrateinotheraspectsofAugmentedtechnologytoproduceabetterlearningexperience.Whenwe start developing both applications, we faced amajor dilemma on how to represent the same gamecontentinbothtechnologies.InVRwehaveacompletelydigitalimmersiveenvironmentbutontheoppositewehavetolimitthedigitalcontenttofitintherealworld.Asitseems,theAugmentedversionofthegamewillbethebasemodelfortheDynamicsoflearningelementsasitislessformativethanafullyVirtualworld.Consideringthis,theAR gamewasdeveloped as desktop-based,meaning all the gameelementswere scaleddown to fit onto adesk.BydoingthiswehadsomeseriousrestrictionsabouttheARgameplayandmorespecificallyabouttheplotandthenarrativestyleofthegame.InVRgamesuserisfreetoexplorethevirtualwordandfindkeyitemsortakespecificquestsfromothercharacterswhichcanbeusedtocontinuetheplotandachievethelearningpurposes.However in a desktop-basedholographic applicationdue to the lack of user’smovementwehave tomake thegamelooklikeapresentation.This isthereasonweintroducedanarratortomediatebetweentheuserandthegame’splot.Despitethelackofalife-sizednarrator(Zikasetal,2016)causedbythelimitedfieldofview,Meta-ARglasses suffers, we managed to create an interactive character able to navigate the user through the game’squests.Ontheotherhand,inaVirtualenvironment,anarratorisnotamandatoryelementoftheplotastheusercannavigatethroughthemapandproceedtothedesirablequestonhisown.Forthisreasonwereplacedtheleadnarratorwithdifferentcharacterswaitingtheuseratthesiteofeachquesttogivethenecessaryinstructions.

Figure4:GameplaycomparisonbetweenMeta-ARglasses(left)andVRGoogleCardboard(right).5.2InteractionwithvirtualMRSGelementsAsmentionedbefore,weusedMeta-ARglassesfortheAugmentedversionofthegame.Thisholographicheadsetsupportsgesturerecognitionwhich isundoubtedlythecoreof theapplication’sMechanics.The interactionwithdigitalobjectswasthekeyelementinwhichtheapplicationwasbased.Usingthismethod,wedevelopedquestsandminigamesaccordingtogesturebasedinteraction.Asaresult,thequestsneededtobemanualtasksforuserto complete them with his hands and create a realistic simulation of real object manipulation. A successfulexampleofthis ideaisthelastquestofthegame,comprisingtheconstructionofnaturalcolordyestorestoreadamagedpainting.Thisisaprocessthatisnaturallydonewithhandssoitmatchedperfectlywithourneeds.Thefeedbackgainedfromthisquestexceptfromthemanufactureofcolorpaintwithplantsandnaturalsourceswasthefactthatthiswasahardandtimeconsumingmethodwhichisamplifiedbyreenactingthisprocedure.

Figure5:GesturebasedinteractionwithMeta-ARglasses.Inthisfigureweperformarotationoftheglobebyusingbothhands.Greencirclesindicatethepositionofpalms.In order to have similar game content for both technologieswe decided tomake a pickingmechanism for thecardboard game tomaintain the sameprinciples for both games. This picking feature is activatedwhenuser isapproaching and gazing at a gameobject for two seconds. Being able to interact with objects in a virtualenvironmentprovidesavarietyoftasksausercanhandle,increasingthegame’slearningabilities.ThismethodisusedasasubstituteforgesturebasedpickingprovidedbyMeta-ARglassesbutitisafunctionalabilitywhichdoesnotneedanykeypressing.AtthispointweachievedtocreateaMRSGintwocompletelydifferentplatformsbutstillmaintainabasicgameplaycorebasedonpickingdigitalobjects.

5.3BasicgamificationMRSGComponentsTherearegamingelements thathave to remain thesame inboth technologies.Considering theComponentsofthe gamification elements there is notmuchdifferentiationbetween theVR andAR versionof the game. Bothgames have the same components as these values are not affected by the technology shift. Elements such asawards, unlocking quests and collectibles are basic Components both games implement. In the VR game aftercompleting a quest, a special award is given to increase themotivation for further exploration. TheAR versiondoesnothaveavisiblecollectabletotakebutthenarratorcongratulatestheuser forcompletingthetask.Bothversionshaveanawardmechanismimplementedindifferentwaysaccordingtotheplatform’scapabilities.

Figure6:Architecturaldiagramofbothapplications.Thegamificationelementsaselaboratedtofitbothtechnologies.

6. ConclusionsandFutureWorkInthisworkwepresentedacomparisonoftwoMRSGsbetweentwodifferenttechnologies.ThemainconceptwastocompareaVirtualandanAugmentedRealitygamified tour in thearcheological siteofKnossos.Weusedthesamegameprinciplesforbothgamesinordertohavesimilargamecontentandaccurateresults.Weconcludedthat as you procced towards the base of the gamification elements’ pyramid the gaming values remain intactthroughthetechnologyalternation.TheDynamicsofagameareencapsulatedintheusedtechnologyanditisnotfeasibletochangethemwithoutdistortingthecontent.However,MechanicsandComponentsaremorelikelytoabsorbminimal changes andnot affect the game’s core. In order to design a game in different technologies, adeveloperhasto identifywhicharethegamificationelementsthatarecrucialfortheapplicationandwilldefinethe gameplay’s core. This is amajordecision tobemadeas theseelementswill eventually form the gameanddesignate its content. In the future we aim to use the open source OpenGL Geometric Application (glGA)framework(Papagiannakisetal,2014)forimplementingbothversionsofthegame.ConsideringtheARMRSGweplantoaddlifesizedfeaturestooverpassthedesktop-basedlimitationsthisversionhas.AvideoofoursystemandMRSGsiscurrentlyavailableat:https://dl.dropboxusercontent.com/u/43768664/ECGBL2016.mp4

7. AcknowledgementsThe research leading to these results has received funding from the European Union People Programme (FP7-PEOPLE-2013-ITN)undergrantagreementN.608013.SpecialthanksalsotoARdictive(www.ardictive.com)anditsCEO&founderNilsHuebnerforthemetaARglasses.

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