From HIT Lab NZ
This research is part of the MagicBook project and examines the use of the augmented reality technology for education.
In a study we observed pairs and individual children reading an augmented book aimed at early literacy education. The books pages were augmented using virtual 3D characters, animations, interactive tasks, and sound. We explored how children aged six to seven experience and interact with this novel instructional medium. We focused 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.
In collaboration with the BBC (who created the storybooks) we study children reading and interacting with the AR books outside of classrooms. The AR books were realized using technology based on the ARToolkit/MagicBook. We are using standard computer equipment with a webcam mounted on top of a computer screen. Hence the books can be used in most modern classrooms or homes without requiring expensive additional hardware.
- We found that after being scaffolded through the first two interactive sequences most children were able to interact with the books without much prompting. Thus we would expect them to be able to read another augmented book without assistance.
- Interactive sequences early in the story should engage readers and have them explore interaction with the (tangible) user interfaces.
- We found strong evidence that the children expected the 3D visualizations to have physical world and 3D-behavior. They attempted interactions that the system was unable to recognize or react to (e. g. they tried to crack eggs by banging the paddles together).
- Having the camera positioned above the screen essentially provides a mirror view image. This created cognitive difficulties (spatial confusion) for some of the children in moving their characters (via the paddles) forwards and backwards.
- With an AR-book it is important how the interactive sequences contribute to the story. We found that sequences that did not advance the plot were not satisfying for our young readers and sometimes left them confused if there was no clear signal provided on whether the sequence had been completed.
- Individuals seemed to have more difficulties with determining how to achieve things and the navigation flow. Collaborative interaction might help children to cope with such problems and increase chances of alternative behaviours.
- Pairs seemed to be more playful and showed less strategic behaviour but also seemed to have more problems especially with spatial confusion (resulting from the mirror view on the screen)
In future studies we will investigate further the benefit of using AR supported instructional media in educational settings. We are planning to compare the use of interactive AR books to the use of other media (e.g. an interactive Flash-version, regular books).
Publications
- [2007-Edutainment-ObservationalStudyofChildrenAR.pdf An observational study of children interacting with an augmented story book.]
- Dünser, A., Hornecker, E., [[{{{researcher7}}}]], [[{{{researcher8}}}]]
- In proceedings of The 2nd International Conference of E-Learning and Games (Edutainment 2007), Springer, July 11-13, CUHK, Hong Kong
- [2007-LNI-SupportingEarlyLiteracyAugmentedBooks.pdf Supporting Early Literacy with Augmented Books – Experiences with an Exploratory Study]
- Hornecker, E., Dünser, A., [[{{{researcher7}}}]], [[{{{researcher8}}}]]
- Proceedings of the German Society of Informatics annual conference GI-Jahrestagung 2007. GI-Edition - Lecture Notes in Informatics (LNI), Bonner Köllen Verlag (2007).
- [2007-LNI-SupportingEarlyLiteracyAugmentedBooks.pdf Supporting Early Literacy with Augmented Books – Experiences with an Exploratory Study]
- Hornecker, E., Dünser, A., [[{{{researcher7}}}]], [[{{{researcher8}}}]]
- Proceedings of the German Society of Informatics annual conference GI-Jahrestagung 2007. GI-Edition - Lecture Notes in Informatics (LNI), Bonner Köllen Verlag (2007).
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