The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation¶
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Evidence · 1 study · designr?·q2
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q2 i? In three cross-case studies (roughly 28 students total), the Mad City Mystery augmented reality curriculum was used to support learning in environmental science, and the authors argue that such games "hold potential for engaging students in meaningful scientific argumentation"; the abstract reports no measured outcome. → Squire 2007
Evidence¶
Squire 2007¶
Squire, K.D., Jan, M. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers. J Sci Educ Technol 16, 5–29. https://doi.org/10.1007/s10956-006-9037-z
q2 · i? · design · r?
Design-based research cross-case comparison of three cases using the Mad City Mystery AR curriculum for environmental science; the article states the study "investigates three cases (roughly 28 students total)". The available text (the abstract) states the authors' argument that such games "hold potential for engaging students in meaningful scientific argumentation" and reports no measured outcome or effect size.
"This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science."
Discussion¶
Related Claims¶
- Specific game features scaffold scientific thinking in ways the authors claim are non-existent in most inquiry-based learning environments — related
- Game structures, role playing, and the physical environment are identified as factors shaping students' thinking in AR game play — related
- Student argument quality in the game showed limits: one group discarded a hypothesis despite evidence still partially supporting it — related
- Argumentation Improves Reasoning — a broader claim this one bears on
- Personalized ChatGPT-supported feedback in an augmented-reality quantum physics laboratory improved learning outcomes and directed visual attention — related
- Role-based information asymmetry with infrared beaming encourages cross-team information exchange and collaborative discussion — related
- Time dependence, cascading events, and distinct player roles added to a redesigned AR engine fostered collaboration between teams in subsequent game iterations — related
- Augmented reality and QR-code mobile systems enable context-aware language learning in designated physical zones — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mad-city-mystery-ar-argumentation-cases |
title |
The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation |
description |
The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — squire-2007 |
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