A rapid prototyping software infrastructure for user interfaces in ubiquitous augmented reality
Personal and Ubiquitous Computing
SSIML/AR: A Visual Language for the Abstract Specification of Augmented Reality User Interfaces
3DUI '06 Proceedings of the 3D User Interfaces
Development of an automatic pool trainer
Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology
Tangible user interface for chemistry education: comparative evaluation and re-design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Using a mobile phone for 6 DOF mesh editing
Proceedings of the 8th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: design centered HCI
An Augmented Reality System for Learning the Interior of the Human Body
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR
ISMAR '08 Proceedings of the 7th IEEE/ACM International Symposium on Mixed and Augmented Reality
VMR '09 Proceedings of the 3rd International Conference on Virtual and Mixed Reality: Held as Part of HCI International 2009
Tangible Cubes Used as the User Interface in an Augmented Reality Game for Edutainment
ICALT '10 Proceedings of the 2010 10th IEEE International Conference on Advanced Learning Technologies
| Hi-index | 0.00 |
In this paper, we present an augmented reality (AR) iPhone game for learning multiculturalism and solidarity. The subject was chosen based on a study in which participated 150 professionals. The game was designed following different design principles. The game includes several interaction forms (physical manipulation, touch-screen and accelerometer interaction). Eighty-four children from 8 to 10 years old participated in a study for checking different aspects of the game. In this paper, four of these aspects are presented: the easiness of use, the preferred interaction method, the predisposition of using AR at school for learning, and the preference about the game. From the results, 49% of participants considered that the AR device was extremely easy to play with. For interaction, the children preferred the use of the accelerometer (39%), followed by the use of AR (27%) and the tactile screen (27%). The majority of participants (91%) appreciated the possibility of incorporating AR in their learning activities at school, and 81% of the participants preferred the experience offered by the AR game over the traditional game. Finally, based on this experience, we refine several design principles for mobile AR learning games for children.