An observational study of children interacting with an augmented story book

We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books

Transitioning Between Audience and Performer: Co-Designing Interactive Music Performances with Children

Live interactions have the potential to meaningfully engage audiences during musical performances, and modern technologies promise unique ways to facilitate these interactions. This work presents findings from three co-design sessions with children that investigated how audiences might want to interact with live music performances, including design considerations and opportunities. Findings from these sessions also formed a Spectrum of Audience Interactivity in live musical performances, outlining ways to encourage interactivity in music performances from the child perspective

Using Augmented Reality in early art education: a case study in Hong Kong kindergarten

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed.postprin

Reading discrepency and the promise of computer technology

Computer technology is one of the promising tools for students with reading discrepancy.In the first section this paper discusses previous studies related to computer technology which is used to improve reading. Second section puts forward reviews on research that has been carried out on augmented reality technology and learning. Summarized data from 2001 to 2008 are also highlighted as evidence on how augmented technology improves reading. This paper finally put up the proposed Bahasa Melayu augmented reality books for students with reading disability

SELF-IMAGE MULTIMEDIA TECHNOLOGIES FOR FEEDFORWARD OBSERVATIONAL LEARNING

This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Challenging the Computational Metaphor: Implications for How We Think

This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think

Designing an interactive forest through sensor-based installations

We describe the design approach of an interactive exhibition called "The Interactive Laurissilva". The exhibition is about Madeira Island's endemic forest, and is composed of 15 sensor-based interactive installations. We discuss the interaction styles that were adopted, reflecting upon the ethnographic observation of visitors and we summarize the lessons learned.info:eu-repo/semantics/publishedVersio

Co-design of augmented reality textbook for children’s collaborative learning experience in primary schools

Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children. The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques. Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability. The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4 This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype

ANALISIS KONTEN POTENSI BUKU CERITA BERBASIS AUGMENTED REALITY DALAM PENGENALAN KOSAKATA BAHASA INGGRIS UNTUK ANAK USIA DINI

Gencarnya usaha membentuk generasi yang berkualitas dengan adanya kemampuan penguasaan bahasa asing terutama bahasa Inggris adalah hal yang harus dikenalkan sejak anak usia dini, karena pembentukan pemahaman tentang bahasa pada anak usia dini akan lebih mudah dilakukan pada masa golden agenya. Dewasa ini perkembangan teknologi semakin pesat yang mulai diterapkan dalam proses pembelajaran di bidang pendidikan, pada akhirnya dunia memunculkan hal baru bahwa media Augmented Reality (AR) mampu menjadi media bantu pembelajaran untuk mempermudah proses belajar pada anak usia dini. Penelitian ini bertujuan untuk mengetahui kesesuaian buku cerita berbasis AR sebagai media bantu pembelajaran anak usia dini dalam pengenalan kosakata bahasa Inggris. Metode yang digunakan berupa kualitatif deskriptif dengan analisis konten, penelitian ini menggunakan tiga buah buku cerita AR sebagai objek penelitian. Pengumpulan data dilakukan melalui observasi dan studi dokumentasi. Dengan melakukan pengidentifikasian berbagai aspek kekuatan dan kelemahan buku cerita AR sebagai media bantu pembelajaran dan pengenalan kosakata bahasa Inggris yang ada didalam Buku cerita AR. Hasil penelitian menunjukan adanya kesesuai yang terdapat dalam buku cerita AR sebagai media pembelajaran untuk mengenalkan kosakata bahasa Inggris untuk anak usia dini, serta perlunya penelitian lebih lanjut terkait penggunaan AR dalam buku cerita berbasis AR dalam buku cerita anak yang berbahasa Inggris untuk diimplementasikan kepada anak usia dini di sekolah atau di rumah