Marker Tracking and HMD Calibration for a Video-Based Augmented Reality Conferencing System
IWAR '99 Proceedings of the 2nd IEEE and ACM International Workshop on Augmented Reality
A study of comparing the use of augmented reality and physical models in chemistry education
Proceedings of the 2006 ACM international conference on Virtual reality continuum and its applications
Mathematics and geometry education with collaborative augmented reality
ACM SIGGRAPH 2002 conference abstracts and applications
New technology trends in education: Seven years of forecasts and convergence
Computers & Education
Limitless or pointless? An evaluation of augmented reality technology in the school and home
International Journal of Technology Enhanced Learning
Evaluation of learners' attitude toward learning in ARIES augmented reality environments
Computers & Education
Impact of an augmented reality system on students' motivation for a visual art course
Computers & Education
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This paper describes an ongoing research comparing two 3D astronomical tangible models: an Augmented Reality model versus a physical model. According to IBSE principles, learners should investigate and manipulate in order to become conscious of the origin of astronomical phenomena, construct scientific knowledge and change their misconceptions. In primary French schools, physical models are usually used. However, children do not take advantage of these models and form new synthetic models instead of scientific ones. We aim at providing an adapted pedagogical environment support. An Augmented Reality environment was designed for inquiry-based learning. This tangible AR model shows augmented views of the celestial bodies and supports the pupils' investigations using spatial visual guides and views from a terrestrial observer. The AR model not only exposes the phenomena as in several Virtual Environments, but also allows pupils to virtually move the celestial bodies and test "as for real" their hypotheses. Our results show that the AR environment is particularly suitable for astronomy learning compared to the physical one. Only AR users have developed scientific conceptions of the explored astronomical phenomena and learnings have been significantly improved. Furthermore, we present some arguments in order to support the assumption that the AR model assists the process of scaffolding and motivation dynamic by enhancing task controllability and by promoting collaborative learning.