The MagicBookMoving Seamlessly between Reality and Virtuality
IEEE Computer Graphics and Applications
Conceptualising tangibles to support learning
Proceedings of the 2003 conference on Interaction design and children
Comparison of think-aloud and constructive interaction in usability testing with children
Proceedings of the 2005 conference on Interaction design and children
Using paper to support collaboration in educational activities
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Of pages and paddles: Children's expectations and mistaken interactions with physical-digital tools
Interacting with Computers
Augmented-reality scratch: a children's authoring environment for augmented-reality experiences
Proceedings of the 8th International Conference on Interaction Design and Children
The design of a mixed-reality book: Is it still a real book?
ISMAR '08 Proceedings of the 7th IEEE/ACM International Symposium on Mixed and Augmented Reality
Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners
IVIC '09 Proceedings of the 1st International Visual Informatics Conference on Visual Informatics: Bridging Research and Practice
Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom
Proceedings of the 12th Annual Conference of the New Zealand Chapter of the ACM Special Interest Group on Computer-Human Interaction
Augmented reality remedial worksheet for negative numbers: subtraction operation
IVIC'11 Proceedings of the Second international conference on Visual informatics: sustaining research and innovations - Volume Part II
Supporting augmented reality based children's play with pro-cam robot: three user perspectives
Proceedings of the 12th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry
Hi-index | 0.00 |
We have observed children reading an augmented book aimed at early literacy education. We explored how children aged six to seven experience and interact with these novel instructional media. We here focus on issues arising from the tangibility of interface elements, the integration of physical and digital elements, on-screen and paper elements, and of text and interactive sequences.