Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development, implementation and evaluation approach. The participants were 42 undergraduates studying English as a foreign language (EFL) in South Korea. The AR group played a location-based AR mobile game in English while moving around the university campus and collaborating with team members, whereas the print-game group played the same game color-printed onto paper in teams in the classroom. After the activities, both groups completed case reports, Likert-scale surveys, and adjective checklists, and participated in interviews. The results indicated that both groups demonstrated comparable levels of behavioral, cognitive, and emotional engagement as well as positive attitudes in learning EFL, without significant group differences. The adjective checklist also indicated that the AR- and print-games provided students with a similar quality of experience. The qualitative data suggested that, if the EFL instruction is performed in accordance with game-based learning and problem-based learning principles, students may sustain high levels of engagement and positive attitudes, regardless of the medium (AR technology versus print). However, the only significant group difference was found in the perceived usefulness for learning EFL, which favored the print-mode game. While AR technologies provided authentic and immersive learning environments, EFL students perceived print reading as more useful for learning English than digital reading. This study makes a case for the development and application of narrative-driven, location-based AR games in foreign language education.

这项研究以基于游戏的学习和基于问题的学习为基础，比较了增强现实（AR）手机游戏和印刷游戏对学生参与度和对外语学习态度的影响。为此，基于分析，设计，开发，实施和评估方法，开发了一种叙事驱动的基于位置的AR手机游戏。参与者是在韩国学习英语作为外语（EFL）的42名本科生。AR小组在大学校园内移动并与团队成员合作时，会用英语玩基于位置的AR手机游戏，而印刷游戏小组则在教室中的团队中玩彩色打印在纸上的相同游戏。活动结束后，两个小组都完成了病例报告，李克特量表调查和形容词清单，并参加了采访。结果表明，两组在学习EFL方面表现出可比的行为，认知和情感参与水平以及积极态度，两组之间无显着差异。形容词清单还表明，AR游戏和印刷游戏为学生提供了类似的体验质量。定性数据表明，如果按照基于游戏的学习和基于问题的学习原则进行EFL教学，则学生可以保持高水平的参与度和积极态度，而不论采用哪种媒介（AR技术与印刷品）。但是，唯一显着的群体差异是在学习EFL的感知有用性方面发现的，这有利于打印模式游戏。虽然增强现实技术提供了真实的，身临其境的学习环境，EFL学生认为印刷阅读比英语阅读对学习英语更有用。这项研究为叙事驱动的基于位置的AR游戏在外语教育中的开发和应用提供了案例。