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Researchers in HCI have designed and developed Augmented Reality for over two decades. Recently, there has been increased interest in exploring an embodied perspective on interaction, where the focus is on the fundamental role played by the physical body in how we experience. This paper presents an overview of embodied cognition as it relates to augmented reality, along with specific interaction mechanics...
This paper documents seven key areas for consideration when designing and conducting research using immersive virtual, augmented and mixed reality technologies in school settings. We provide seven observations drawn from the literature, theory and research experience to offer initial methodological, ethical and practical advice on such research. These observations are designed to prompt a broader...
The increasing availability of intensely immersive virtual, augmented and mixed reality experiences using head-mounted displays (HMD) has prompted deliberations about the ethical implications of using such technology to resolve technical issues and explore the complex cognitive, behavioral and social dynamics of human ‘virtuality’. However, little is known about the impact such immersive experiences...
TeachAR is an Augmented Reality (AR) tool for teaching English colors, shapes, and spatial relationships to young children aged 4 to 6 years old who are non-native speakers of English. TeachAR utilizes the ARToolkit plugin for the Unity game engine for square marker tracking and game development. The Microsoft Kinect's microphone and speech API is used for isolated word speech recognition, a webcam...
Teaching English to children who do not come from an English speaking background is an interesting challenge for educators. In this paper, we present an Augmented reality (AR) tool, TeachAR, for teaching basic English words (colors, shapes, and prepositions) to children for whom English is not a native language. In a pilot study we compare our AR system to a traditional non-AR system. The results...
This paper presents the findings of a low-fidelity participatory design activity for the design of wearable Augmented Reality (AR) experiences for children at play. The aims of the research were to gain insights into the different types of augmentations children find engaging and useful in different play contexts. The papers contribution is both the method used, and the insights gained from the design...
Lack of spontaneous pretend play is an early diagnostic indicator of autism spectrum conditions (ASC) along with impaired communication and social interaction. In a previous ISMAR poster [2] we proposed an Augmented Reality (AR) system to encourage pretend play, based on an analogy between imaginative interpretation of physical objects (pretense) and the superimposition of virtual content on the physical...
Augmented reality is increasingly reaching young users such as elementary-school and high-school children, as their parents and teachers become aware of the technology and its potential for education. Although research has shown that AR systems have the potential to improve student learning, the educator community does not clearly understand the educational impact of AR, nor the factors which impact...
Augmented reality (AR) designers have great potential to enrich children's lives through AR experiences in education and entertainment. A significant difficulty in designing for children is that tremendous physical and cognitive development occurs across the first 10 years of life, and the changes in children's capabilities and limitations impact how these users respond to AR designs. Currently, little...
The paper critically evaluates central aspects of an iPad AR application developed for a museum context. The application is designed for children aged 8 to 12 and mixes AR and mini-game elements to convey dramatized historical events. The game has been deployed for roughly 3 months and the findings in the paper are supported by extensive in-application activity logging. Actual usage of the application...
The Augmented Knight's Castle (AKC) comprises traditional play figures and scenery embedded with radio frequency identification (RFID) technology to enhance user experience by triggering various forms of audio output. In this paper we present the results of a user study with over 100 children to evaluate the AKC in terms of playful learning, compared with an identical, non-augmented version. Findings...
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