Current knowledge delivery methods in education should move away from memory based learning to more motivated and creative education. This paper will emphasize on the advantages tangible interaction can bring to education. Augmented Chemistry provides an efficient way for designing and interacting with the molecules to understand the spatial relations between molecules. For Students it is very informative to see actual molecules representation 3D environment, inspect molecules from multiple viewpoints and control the interaction of molecules.We present in this paper an Augmented Reality system for teaching spatial relationships and chemical-reaction problem-solving skills to school-level students based on the VSEPR theory. Our system is based on inexpensive webcams and open-source software. We hope this willgenerate more ideas for educators and researcher to explore Augmented Reality technology in the field of interactive education.

Computer mediated-communication tools (CMC) support loved ones in maintaining connections with one another over distance, yet it can be difficult to do activities together. We studied the use of telepresence robots for supporting distance-separated loved ones in engaging in the joint activity of shopping over distance. One partner shopped in person while the other used either a telepresence robot or a tablet from a remote location. Compared to the tablet group, we found that when partners communicated through a telepresence robot, the remote partner's personality and presence were expressed through the movements and physicality of the medium. However, the use of the telepresence robot introduced tension between partners regarding responsibility, dependency, and contribution to the act of shopping. These results demonstrate the benefits of a mobile embodiment for remote partners, as well as the need for greater physical capabilities to support both physical connection and remote contribution to leisure activities.

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Telepresence attendance at academic conferences is now a reality and allows people who cannot attend in person with the opportunity to still be “present.” This is valuable for people who face accessibility challenges, cost or travel restrictions, or limited time for travel. We have deployed and studied the use of telepresence robots at three ACM conferences, Ubicomp/ISWC 2014, CSCW 2016, and CHI 2016, ranging from remote users having dedicated telepresence robots to users sharing telepresence robots both synchronously and asynchronously. In this article, we report on the telepresence offerings along with the user behaviors, experiences, and the social norms found for remote conference attendance. Our results across the studies focus around three main themes: shared vs. dedicated robot usage, identity presentation and the value and challenges associated with it; and local in-person support through proxies and instant messaging backchannels. These themes point to three different areas of design exploration for telepresence robots, pointing out the limitations of existing design solutions with respect to each theme, areas for future telepresence design work, and the value in considering varied telepresence robot solutions, including both dedicated and shared telepresence robots.

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