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

Computer-simulated environment for training : challenge of efficacy evaluation

Computer-assisted instruction has been around for decades. There has been much speculation about the benefits of computer-mediated learning. Numerous applications have been developed in different domains incorporated with emerging technologies. In recently years, advanced technologies, such as Augmented Reality (AR) and Virtual Reality (VR), have received much attention in their potential of creating interactive learning experience for the users. However, related literature and empirical studies indicated that learning effects in computer-simulated environments or Virtual Environments (VEs) are not systematically tested. Furthermore, the performance and learning in computer-simulated learning environment need to be evaluated through more rigorous methods. This paper suggests that 1) the efficacy of VEs is subject to a close examination, not only in terms of how VE-based training systems are easy of use, but also in terms of how effective learning is; 2) evaluation of learning in computer simulated learning environments is required to be reconsidered in terms of theoretical basis and evaluation methodologies that are relevant to the measurement of training effectiveness in computer-simulated virtual learning environment. This paper explains on how learning can be assessed in VEs through the lens of training evaluation.<br /

Developing experimental learning in a graphical course using Thurstone's Law of comparative judgment

In this paper, one innovative educational experiment to help student obtain a better way to learn spatial vision in graphical course was carried out. After implementation of the improvements into a graphical engineering course, an evaluation study, through surveys, was conducted to investigate the effectiveness of this visual experiment. This empirical study provided one hundred and sixty four andalusian freshmen three types of visualization (2D static depictions, 3D computer depictions and an augmented reality environment that allows multiple participants to interact with 2D and 3D data) required to improve their skills related to spatial vision. According to results, most students showed positive attitudes toward this practice. In addition, students perceived positive impacts of this effort on their learning experience. The responses to surveys illustrated that students prefer 3D traditional learning, however they think augmented reality learning is no useful for better visual understanding of different objects. [ABSTRACT FROM AUTHOR

Exploring virtual reality to improve engineering students' spatial abilities pilot study

A Virtual Reality pilot study is conducted to improve the spatial ability of engineering students based on solid geometry scenarios. The investigation focused on the Graphic Expression and Computer-Aided Design (GECAD) course, specifically on the study of the spatial abilities developed and the assessment of the academic results in the solid geometry module. A total of 20 participants completed three activities (6 h) in an immersive virtual learning environment (IVLE), using head-mounted display (HMD) glasses. Modeling exercises of three-dimensional geometric shapes are proposed, based on concepts of solid geometry. The scenarios are built step by step and the students can regulate the progress between stages while observing the geometric components at the scale and in the point of view they wish. Beyond academic results, the assessment of student improvement is based on spatial abilities tests: the Differential Aptitude Test: Spatial Relations Subset DAT-SR, Purdue Spatial Visualisation Test: Rotations PSVT:R and Mental Cutting Test MCT. Those tests are applied for evaluating different skills: mental folding, mental rotation and section by a plane. In summary, a methodology is proposed developing activities in an (IVLE) with 3D modelling software applied in solid geometry, in order to promote the development of spatial ability (SA). Spatial abilities are measured before and after the classroom activities and looking for correlations between the spatial perception tests (DAT:SR, PSVT:R and MCT) and academic results in solid geometry. In addition, we also wish to determine the students' opinion with regard to the proposed activities. The results obtained confirm the interest in using IVLE to develop spatial abilities in engineering students. Substantial increases of 10,9% in DAT:SR, 8,8 % in PSVT:R and 9,5% in MCT between pre- and post-tests were found. Moreover, the students' opinion of IVLE/HMD activities is positive. The methodology can be summarized in the following steps: 1. Students take the DAT:SR , PSVT:R and MCT prior to the activities. They also answer the survey on other variables that can affect SA (1 h). 2. The students individually complete the exercises with the 3D modelling software SolidWorks (10 h). 3. The IVLE activities consist of the guided reading by the professor of the completed exercise. The professor addresses the concepts of solid geometry used in each step. The students have a few minutes to view with HMD the animation showing the construction of the geometric shape, and once the representation is finished, they can move freely throughout the scenario, using the keyboard options (6 h). 4. Students solve the (DAT:SR, PSVT:R and MCT after the IVLE activities. At the end, the groups answer the satisfaction survey (1 h). 5. All the students are evaluated on their knowledge of the solid geometry contents by means of a test and 3D modelling exercises similar to those done in class and those described in the IVRL (1h). 6. Finally, the analysis of the spatial abilities test data, the controlled variables survey, satisfaction surveys and the academic results obtained in the solid geometry module enable us to examine the correlations and the strongest determining factors in order to obtain good academic results and propose IVLE activities to improve the levels of spatial ability obtained on the tests. This paper describes the exploratory methodology used and its results.Postprint (published version

Augmented Reality-Applied Informatics Technology to Products Maintenance, Repair and Servicing

Augmented Reality (AR) enhances a user's perception of the real world by enhancing it with specific objects that are over-imposed to the real objects. The virtual objects display information that the user may use. The information conveyed by the virtual objects helps a user perform real-world tasks. An augmented reality application is the assembly, maintenance, and repair of complex machinery or common goods. Instructions might be easier to understand if they were available, not as manuals with text and pictures, but rather as 3-D drawings superimposed upon the actual equipment, showing step-by-step the tasks that need to be done and how to do them. These superimposed 3-D drawings can be animated, making the directions even more explicit. This paper describes a proof-of-concept AR application to be used for office printer service operation

Extension of the information-functional field of modern school books by means of immersive technologies

У тезах охарактеризовано тенденцію розширення інформаційно-функціонального поля сучасних підручників шляхом застосування іммерсивних інформаційних технологій, до яких належить технологія маркерної доповненої або аугментованої реальності. Окреслено можливості та цілі використання розглядуваної технології в сучасних підручниках.The thesis describes the tendency of expanding the informational and functional field of modern textbooks by applying immersive information technologies, which include the technology of marker complemented or augmented reality. The possibilities and purposes of the use of the considered technology in modern textbooks are outlined

Impact of an augmented reality system on students' motivation for a visual art course

In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found. (C) 2012 Published by Elsevier Ltd.This research has been partially supported by the Spanish national projects Learn3 (grant TIN2008-05163/TSI) and EEE (grant TIN2011-28308-C03-01) and the Madrid regional project eMadrid (grant S2009/TIC-1650).Publicad

Erg-O: ergonomic optimization of immersive virtual environments

Interaction in VR involves large body movements, easily inducing fatigue and discomfort. We propose Erg-O, a manipulation technique that leverages visual dominance to maintain the visual location of the elements in VR, while making them accessible from more comfortable locations. Our solution works in an open-ended fashion (no prior knowledge of the object the user wants to touch), can be used with multiple objects, and still allows interaction with any other point within user's reach. We use optimization approaches to compute the best physical location to interact with each visual element, and space partitioning techniques to distort the visual and physical spaces based on those mappings and allow multi-object retargeting. In this paper we describe the Erg-O technique, propose two retargeting strategies and report the results from a user study on 3D selection under different conditions, elaborating on their potential and application to specific usage scenarios