Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Designing Sociable Robots
Interactive Theatre Experience in Embodied + Wearable Mixed Reality Space
ISMAR '02 Proceedings of the 1st International Symposium on Mixed and Augmented Reality
Design guidelines for improved human-robot interaction
CHI '04 Extended Abstracts on Human Factors in Computing Systems
AR Karaoke: Acting in Your Favorite Scenes
ISMAR '05 Proceedings of the 4th IEEE/ACM International Symposium on Mixed and Augmented Reality
Proceedings of the 1st international conference on Tangible and embedded interaction
GENTORO: a system for supporting children's storytelling using handheld projectors and a robot
Proceedings of the 8th International Conference on Interaction Design and Children
‘Give me a hug’: the effects of touch and autonomy on people's responses to embodied social agents
Computer Animation and Virtual Worlds - CASA' 2009 Special Issue
Humanoid robot vs. projector robot: exploring an indirect approach to human robot interaction
Proceedings of the 5th ACM/IEEE international conference on Human-robot interaction
Exploring camera viewpoint control models for a multi-tasking setting in teleoperation
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Human Performance Issues and User Interface Design for Teleoperated Robots
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
Interface design for minimizing loss of context in in-situ remote robot control
HCI'13 Proceedings of the 15th international conference on Human-Computer Interaction: users and contexts of use - Volume Part III
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This paper shares the experiences from the application of AR using the pro-cam robot assistant to managing children's play from three user perspectives, namely, the operator (teacher), the actors (children), and the audience (mainly children). First a preliminary expert survey was conducted to assess the expected benefits and any particular provisions needed both educationally and technically. Based on the expert survey, the original implementation was slightly modified, particularly for the robot control interface design for the teachers (e.g. to support easier multi-tasking). Finally, a formative evaluation and analysis was conducted to assess the educational effects to the children (both actors and audiences) and their attitudes when a pro-cam robot was used to run an AR based play, as compared to when a conventional approach was used. The study has found that robot-assisted AR based play showed improved learning effects, compared to the conventional play, in language and creativity and this is attributed to the operational flexibility, novelty, robotic mediation and capturing the attention of the children. The result was also made possible in part by designing an effective interface for the teachers to control the robots and manage the simultaneously occurring tasks.