Press,swipe and read: Do interactive features facilitate engagement and learning with e-Books?

Young children are introduced to mobile technology at an early age, with many using touchscreens daily. One appeal of touchscreen technology is that it seems to be intuitive for very young children. As a result, many children's e-books are designed for tablets rather than for e-readers or computers. E-books often contain hotspots—interactive areas children can press to receive immediate auditory or visual feedback. This study assessed whether children's (N = 76, aged 3–5 years) interactions with hotspots increased their engagement with reading when using an e-book independently and how such interactions were related to their learning from the story. Our results suggested that interacting with hotspots enhanced children's emotional engagement and sustained visual attention but not verbal engagement. Interacting with hotspots also benefited children's recall of story elements relevant to the hotspot but not their overall comprehension of the story. These findings inform the design and use of touchscreen media in early childhood.     

Children's engagement during digital game-based learning of reading: The effects of time,rewards, and challenge

This study investigated the effects of two game features (the level of challenge and the reward system) on first and second graders' engagement during digital game-based learning of reading. We were particularly interested in determining how well these features managed to maintain children's engagement over the 8-week training period. The children (N = 138) used GraphoGame, a web-based game training letter–sound connections, at home under the supervision of parents. Data regarding the children's gaming and engagement were stored on the GraphoGame online server. A 2 × 2 factorial design was used to investigate the effects of the level of challenge (high challenge vs. high success) and the presence of the reward system (present vs. absent). Children's engagement was measured by session frequency and duration and through an in-game self-report survey that was presented at the end of the each session. According to the results, the children enjoyed GraphoGame but used it less frequently than expected. The reward system seemed to encourage the children to play longer sessions at the beginning of the training period, but this effect vanished after a few sessions. The level of challenge had no significant effect on children's engagement. The results suggest a need to investigate further the effectiveness of various game features in maintaining learner's engagement until the goals set for learning are achieved.     

How do young children engage with mobile apps? Cognitive,psychomotor, and affective perspective

This paper reports on situations in which children engage with mobile apps to better understand how they learn through such interaction. The following two research questions were postulated to address the research purpose: i) What are the conditions that engage children with mobile apps? ii) How does learning take place during children's engagement with mobile apps? The study was carried out using a qualitative approach by observing young children's interactions when using mobile apps. A total of 18 pre-schoolers aged 4–6 years participated in the study. The observation sessions were video-recorded to unobtrusively observe the participants' interactions with 20 selected mobile apps. The data were analysed using a thematic approach to examining children's emergent behaviours when engaging with mobile apps to identify, generate code, and produce themes. The findings demonstrated three prominent conditions of children's learning engagement: collective sensory skill, emotional expression, and verbal expression. It is evident from the study that learning in this environment takes place through cognitive, psychomotor-based, and affective means. This study provides significant insight on how young children engage with mobile apps to articulate their design implications as well as general guidelines for selecting quality mobile apps to encourage engagement in home, classroom, and library use.     

Towards children's creative museum engagement and collaborative sense-making

Abstract

In this article, we elucidate a socio-culturally framed approach to supporting children's creative museum engagement. Specifically, we focus on social activities and socio-cultural resources that can act as boundary-permeating objects in mediating children's creative engagement and collaborative sense-making regarding cultural content within, across and beyond the spatio-material context of the museum. We contend that designing and organising children's creative engagement and collaborative sense-making in ways that cultivate boundary-crossing broadens opportunities for engagement and leverages children's creative potential and expansive learning. We build our argument by starting with a theoretical introduction to the design principles that constitute the Kids, Museums, and Technology Programme. We will illuminate the design principles of the programme with empirical examples and consider how the design principles and their situated construction can help us re-imagine museum exhibitions as hybrid, boundary-permeating spaces that afford novel transformative interactions, as well as new roles and identities for both children and museums.     

Augmented reality technologies,systems and applications

This paper surveys the current state-of-the-art of technology, systems and applications in Augmented Reality. It describes work performed by many different research groups, the purpose behind each new Augmented Reality system, and the difficulties and problems encountered when building some Augmented Reality applications. It surveys mobile augmented reality systems challenges and requirements for successful mobile systems. This paper summarizes the current applications of Augmented Reality and speculates on future applications and where current research will lead Augmented Reality’s development. Challenges augmented reality is facing in each of these applications to go from the laboratories to the industry, as well as the future challenges we can forecast are also discussed in this paper. Section 1 gives an introduction to what Augmented Reality is and the motivations for developing this technology. Section 2 discusses Augmented Reality Technologies with computer vision methods, AR devices, interfaces and systems, and visualization tools. The mobile and wireless systems for Augmented Reality are discussed in Section 3. Four classes of current applications that have been explored are described in Section 4. These applications were chosen as they are the most famous type of applications encountered when researching AR apps. The future of augmented reality and the challenges they will be facing are discussed in Section 5.     

An empirical evaluation of two natural hand interaction systems in augmented reality

Human-computer interaction based on hand gesture tracking is not uncommon in Augmented Reality. In fact, the most recent optical Augmented Reality devices include this type of natural interaction. However, due to hardware and system limitations, these devices, more often than not, settle for semi-natural interaction techniques, which may not always be appropriate for some of the tasks needed in Augmented Reality applications. For this reason, we compare two different optical Augmented Reality setups equipped with hand tracking. The first one is based on a Microsoft HoloLens (released in 2016) and the other one is based on a Magic Leap One (released more than two years later). Both devices offer similar solutions for the visualization and registration problems but differ in the hand tracking approach, since the former uses a metaphoric hand-gesture tracking and the latter relies on an isomorphic approach. We raise seven research questions regarding these two setups, which we answer after performing two task-based experiments using virtual elements, of different sizes, that are moved using natural hand interaction. The questions deal with the accuracy and performance achieved with these setups and also with user preference, recommendation and perceived usefulness. For this purpose, we collect both subjective and objective data about the completion of these tasks. Our initial hypothesis was that there would be differences, in favor of the isomorphic and newer setup, in the use of hand interaction. However, the results surprisingly show that there are very small objective differences between these setups, and the isomorphic approach is not significantly better in terms of accuracy and mistakes, although it allows a faster completion of one of the tasks. In addition, no remarkable statistically significant differences can be found between the two setups in the subjective datasets gathered through a specific questionnaire. We also analyze the opinions of the participants in terms of usefulness, preference and recommendation. The results show that, although the Magic Leap-based system gets more support, the differences are not statistically significant.

     

An Augmented Reality-Assisted Therapeutic Healthcare Exercise System Based on Bare-Hand Interaction

Augmented Reality (AR)-assisted exercises for the enhancement of finger functions have been developed for many years and have proven to be effective. Most applications tracked the motion of upper-extremity using handheld trackers, which are not convenient to put on and take off. Bare-hand tracking algorithms have been utilized to address this limitation; however, only few AR-assisted healthcare approaches have been designed to train upper-extremity skills using bare-hand tracking, and even fewer approaches detect the Range of Motion (ROM) of fingers with low-cost devices. This paper presents a low-cost and multi-modal residential-based AR-assisted therapeutic healthcare exercise system. A computer vision-based bare-hand interaction method is proposed in this system. This method is designed to estimate finger bending degrees through their projection lengths. With an accurate feature detection strategy, this method is able to detect the full ROM using two web cameras. This system also incorporates a vibration wrist band to stimulate the users with tactile feedback, and an assessment module to evaluate user performance.     

Young children's transfer of learning from a touchscreen device

Because young children are devoting increasing time to playing on handheld touchscreen devices, understanding children's ability to learn from this activity is important. Through two experiments we examined the ability of 4- to 6-year-old children to learn how to solve a problem (Tower of Hanoi) on a touchscreen device and subsequently apply this learning in their interactions with physical objects. The results were that participants demonstrated significant improvement at solving the task irrespective of the modality (touchscreen vs. physical version) with which they practiced. Moreover, children's learning on the touchscreen smoothly transferred to a subsequent attempt on the physical version. We conclude that, at least with respect to certain activities, children are quite capable of transferring learning from touchscreen devices. This result highlights the limitations of generalizing across screen-based activities (e.g., “screen time”) in discussing the effects of media on young children's development.     

An examination of children's learning progression shifts while using touch screen virtual manipulative mathematics apps

The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children's learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns in the children's interactions that were related to the shifts in their learning progression levels. These results suggest that an open-ended number of tasks with a variety of representations and tasks at varying levels of difficulty led to children refining their understanding and shaping their concept image of mathematical ideas resulting in incremental shifts in learning. The results of this study have important implications about how mathematical tasks in touch-screen apps may prompt children's incremental learning progression shifts to occur, and thereby promote opportunities for learning. We propose that design features in mathematics apps can be created to support and encourage these learning shifts.     

Deploying learning designs across physical and web spaces: Making pervasive learning affordable for teachers

Pervasive computing devices and communication infrastructures enable learning situations that occur in both the physical and the virtual world. However, deploying these pervasive situations is still a challenge for teachers. This paper presents GLUEPS-AR, a system for deploying learning designs across physical and web spaces, using mainstream Virtual Learning Environments, Web 2.0 artifacts and Augmented Reality applications. GLUEPS-AR has been evaluated through a mixed methods study on the deployment of three authentic pervasive learning situations. Results highlight that GLUEPS-AR supports teachers in deploying their pedagogical ideas on pervasive learning environments, overcoming the main limitations of existing approaches.     

Teaching Turkish-Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?

Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot-assisted L2 vocabulary training facilitates children's learning. Participants were Turkish-Dutch kindergartners (n = 67) who were taught six Dutch (L2) words for which they knew the L1 (Turkish), but not the L2 Dutch form. Half of these words were taught by a Turkish-Dutch bilingual robot, alongside their Turkish translations; the other half by a monolingual Dutch robot. Children also completed Dutch and Turkish receptive vocabulary tests. Results of generalized linear regression models indicated better performance in the Dutch-only condition than in the Turkish-Dutch condition. Children with well-developed Turkish and Dutch vocabulary knowledge outperformed children with less well-developed vocabulary knowledge. The majority of children preferred working with the bilingual robot, but children's preference did not affect word learning. Thus, contrary to our prediction, we found no evidence for a facilitating effect of providing L1 translations through a robot on bilingual children's L2 word learning.     

‘How did it know we weren't talking?’: An investigation into the impact of self‐assessments and feedback in a group activity

Abstract The paper describes a model designed to support the development of children's group skills by explicitly scaffolding reflection on collaboration and providing feedback using the children's self‐assessment of these skills. The model incorporates existing training schemes, including procedural prompting, assigning roles, modelling exchanges, and giving feedback. This paper then reports a study that compared 9 and 10‐year‐old children who used a computer‐based implementation of this model (n=26) with children who did not use the system (n=25). The study found: a trend for improved recall of material studied, that the children believed the computer assessment of group skills used was correct, and finally, the time spent reflecting on their group behaviour increased when the children thought they were being observed by the system. The implications of these findings are discussed.     

In-Situ interactive image-based model building for Augmented Reality from a handheld device

Three-dimensional models of objects and their creation process are central for a variety of applications in Augmented Reality. In this article, we present a system that is designed for in-situ modeling using interactive techniques for two generic versions of handheld devices equipped with cameras. The system allows online building of 3D wireframe models through a combination of user interaction and automated methods. In particular, we concentrate in rigorous evaluation of the two devices and interaction methods in the context of 3D feature selection. We present the key components of our system, discuss our findings and results and identify design recommendations.     

Are you talking to me? An Audio Augmented Reality conversational guide for cultural heritage

Augmented Reality (AR) technologies are increasingly utilized as a means of stimulating immersive experiences to cultural site visitors, mainly through visual superimposition of interactive digital elements onto the physical world. Recent research has investigated the use of Audio AR (AAR) in heritage sites, wherein visitors listen to spatially registered sound which could be attributed to ‘talking’ physical artefacts. A parallel trend in the audience engagement programs of cultural institutions involves the employment of AI chatbots which are engaged in dialogues with followers or visitors to provide meaningful responses to a number of user questions. Herein, we present Exhibot, an intelligent audio guide system aiming at enhancing the user experience of cultural site visitors. Exhibot involves the combination of AAR and chatbot technologies to enable natural visitor-exhibit interaction, while also leveraging IoT devices to contextualize the delivered information. The key contribution of the proposed system lies in the interplay of AAR, chatbot and IoT technologies to create immersive learning experiences in the context of an integrated cultural guide system. Exhibot has undergone field trials to validate its usability and utility in realistic operational conditions. As a case study, we have chosen the statue of a prominent politician situated at a central square in Heraklion, Greece. The evaluation results indicated a very positive attitude of users, which is attributed both to the sense of immersion evoked by the AAR-powered storytelling and the natural human-like conversation enabled by the chatbot.     

基于增强现实的学科三维情景教学应用研究与实践

增强现实技术融入大学教学，可以打造出一个虚实融合的新型智慧学习空间。本研究分析了增强现实技术在智 慧课堂中三维情景教学中的优势，结合具体教学内容，以设计增强现实在教学中的应用为载体，通过应用性的探索促进大学智 慧课堂的教学效果，推动大学教学的蓬勃发展和不断更新。     

Comparative performance evaluation of CAR systems based on mobile phones and feature tracking

Collaborative Augmented Reality (CAR) systems based on mobile phones have experienced a huge expansion last years, since the hardware features of most mobile phones provide excellent multimedia services and wireless network capabilities. In previous works, we improved the performance of large-scale CAR systems based on mobile phones that use fiducial marker tracking. However, CAR systems based on natural feature tracking have just emerged, changing the way in which Augmented Reality applications work. In this paper, we propose the performance evaluation of CAR systems based on feature tracking when using mobile phones, and their comparison with CAR systems based on fiducial marker tracking. The evaluation of the whole CAR system includes the rendering of the virtual environment with Unity3D. The purpose is to provide the reader with a reference about the performance that can be achieved with each kind of CAR system. The evaluation results of client devices show that they work faster with natural feature (commonly denoted as markerless) tracking than with fiducial marker tracking, regardless of the phone model and the operating system considered. The evaluation results of the whole CAR system show that natural feature tracking provides similar performance than fiducial marker tracking when the system reaches saturation. However, the use of natural feature tracking allows better performance for low workloads or when the system approaches saturation, since, it provides similar response times at the cost of increasing the percentage of CPU utilization in the server, instead of dropping messages. These results validate natural feature tracking as the best option for CAR systems based on mobile phones.     

A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word-knowledge post-test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word-knowledge post-test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot-assisted education. Also, future research could explore adaptations to individual children's expectations in child-robot interactions.     

Supporting children's online identity in international communities

Increasingly, adults and children socialise and communicate online. Children's safe and secure online communication with people from all over the world can increase their understanding of other cultures, which is an important goal in today's multicultural world. Our research studied such interactions between children from three countries, Hungary, Mexico, and the USA. The goals of our research were to study how children represent their identity online and what the implications are for the design of children's online communities. We used qualitative methods to derive a deep understanding of children's behaviours and motivations. Our results show that children exposed their true and complete identities online. They focused on sharing and learning about personal, ethnic, and gender identities via online media and largely ignored cultural identity. They learned about children from other countries and developed positive attitudes towards them. Based on our results we describe design guidelines for children's online identity tools.     

Wireless sensors application in smart English classroom design based on artificial intelligent system

In the traditional intelligent English classroom teaching, the efficiency of students' learning is often affected by many external environments, such as the influence of learning environment, the influence of students' own condition, and the influence of teachers' teaching mode. In view of these problems, we propose a wireless sensor network technology intelligent teacher management system, which can reduce the influence of the above factors on students' learning efficiency and improve students' learning efficiency. Make students more focused on learning. The system can monitor the state of students through wireless sensors. When the students are in bad condition, the system can adopt certain measures to enhance the enthusiasm of students. At the same time, the state of students and the state of the classroom will be recorded in the internal background system, the system managers can timely monitor the state of students and teachers, and give some guidance and feedback to students and teachers. This learning system is based on machine-free learning and sensor development. It can adjust the classroom environment to suitable conditions and make students more motivated to learn. Teachers can also have a more stable play, will not cause waste of classroom time and attention loss and other phenomena. When students feel tired or sleepy in class, the management system can also actively remind students. Observing the students' state at all times in the traditional classroom will lead to the teacher's distraction, but the teacher has to observe the students' state while lecturing. This may affect teachers and affect their teaching level, and the use of this automated classroom detection technology can solve such problems. Machine learning is to improve the calculation method through various experiences, which is also a problem in the field of artificial intelligence.