Development and evaluation of an augmented reality serious game to enhance 21st century skills in cultural tourism
Issued Date
2025-12-01
Resource Type
eISSN
20452322
Scopus ID
2-s2.0-105003163898
Journal Title
Scientific Reports
Volume
15
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Scientific Reports Vol.15 No.1 (2025)
Suggested Citation
Liamruk P., Onwong N., Amornrat K., Arayapipatkul A., Sipiyaruk K. Development and evaluation of an augmented reality serious game to enhance 21st century skills in cultural tourism. Scientific Reports Vol.15 No.1 (2025). doi:10.1038/s41598-025-95615-5 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/109861
Title
Development and evaluation of an augmented reality serious game to enhance 21st century skills in cultural tourism
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Cultural tourism plays a significant role in preserving traditions and promoting global awareness. However, engaging younger generations with cultural heritage through traditional tourism methods remains challenging, as traditional tourism methods are often perceived as lacking the interactivity and engagement characteristic of digital experiences. The increasing prevalence of digital entertainment and social media has further shifted preferences toward dynamic, personalized content. Integrating modern technologies, such as augmented reality (AR), into cultural tourism experiences can bridge this gap, providing interactive and immersive learning opportunities. This research aimed to develop and assess the usability and educational impact of KideClass in enhancing 21st century skills while promoting cultural tourism. A descriptive evaluation design was employed, with 20 participants: 10 children (aged 6–12 years) and 10 parents. Participants engaged in six mini-games integrated into the KideClass game, designed to enhance cultural and scientific literacy. Data were collected using perceived evaluations of 21st century skill development and a user satisfaction assessment based on a 5-point Likert scale. The results indicated perceived improvements in 21st century skills, particularly in critical thinking/problem-solving (Children: Mean = 4.57, SD = 0.45; Parents: Mean = 4.30, SD = 0.33) and adaptability (Children: Mean = 4.47, SD = 0.55; Parents: Mean = 4.17, SD = 0.32). Children reported higher ratings in scientific literacy (Mean = 4.47, SD = 0.48) compared to parents (Mean = 3.83, SD = 0.36). User satisfaction was high, with audio esthetics (Mean = 4.90, SD = 0.32), creative freedom (Mean = 4.65, SD = 0.67), and AR features (Mean = 4.65 ± 0.78) receiving top ratings. However, usability (Mean = 4.43, SD = 0.69) and narrative clarity (Mean = 4.30, SD = 0.74) were identified as lower than other aspects. Overall, KideClass demonstrates significant potential in enhancing cultural tourism engagement and developing key 21st century skills among children and parents. The integration of AR and gamified learning provides a dynamic and interactive platform for cultural education. While the game was well perceived in terms of user engagement and satisfaction, further refinement in usability and narrative clarity is recommended. Future iterations of the game could benefit from expanded cultural scenarios and collaborative features to foster deeper learning and engagement.