StoryMakAR: Bringing Stories to Life With An Augmented Reality &amp; Physical Prototyping Toolkit for Youth

Glenn, Terrell; Ipsita, Ananya; Carithers, Caleb; Peppler, Kylie; Ramani, Karthik

doi:10.1145/3313831.3376790

Cited by 35 publications

(16 citation statements)

References 51 publications

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“…When makerspaces are used to support of education, learning by doing has the potential to foster the creative process [22,23]. Constructionists believe that knowledge is constructed, and that learning occurs in the process of creating artifacts, especially when these artifacts and the environments in which they are created are relevant and meaningful to the creator [61].…”

Section: Creative Processmentioning

confidence: 99%

“…Built environments used for designing are essential for supporting creative activities [19]. Most of the studies conducted on makerspaces and FabLabs considered them to be creative, built environments that help students, engineers, designers, architects, and healthcare workers come up with innovative solutions to real-life problems [3,[20][21][22][23]. In this regard, creative ideas and solutions are fostered by the stimulating atmosphere and environment [24].…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

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Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments.

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Section: Creative Processmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

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“…TAPASPlay 4 [154] TAPAS Support EUD via collaborative game-based learning. StoryMakAR [54] BlocklyDuino Support storytelling with augmented reality and IoT. Aesop [130] -Create digital storytelling experiences.…”

Section: Name Metatool Topicmentioning

confidence: 99%

DRAFT-What you always wanted to know but could not find about block-based environments

Merino,

Vinju,

Brand

2021

Preprint

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Block-based environments are visual programming environments, which are becoming more and more popular because of their ease of use. The ease of use comes thanks to their intuitive graphical representation and structural metaphors (jigsaw-like puzzles) to display valid combinations of language constructs to the users. Part of the current popularity of block-based environments is thanks to Scratch.As a result they are often associated with tools for children or young learners. However, it is unclear how these types of programming environments are developed and used in general. So we conducted a systematic literature review on block-based environments by studying 152 papers published between 2014 and 2020, and a non-systematic tool review of 32 block-based environments. In particular, we provide a helpful inventory of block-based editors for end-users on different topics and domains. Likewise, we focused on identifying the main components of block-based environments, how they are engineered, and how they are used. This survey should be equally helpful for language engineering researchers and language engineers alike. CCS Concepts: • General and reference → Surveys and overviews; • Software and its engineering → Graphical user interface languages; Visual languages; Integrated and visual development environments.

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“…Wonderscope [50] introduced an interactive storybook app for kids with integrated voice recognition to encourage reading. StoryMakAR [18] is a recently introduced system that merges electro-mechanical devices and virtual characters that allow users to create stories with a browser-based block programming interface. MARAT [41] is an mobile authoring application that works with a back end tool that museums can use to design virtual exhibits.…”

Section: Ar Storytellingmentioning

confidence: 99%

“…MARAT [41] is an mobile authoring application that works with a back end tool that museums can use to design virtual exhibits. Of these prior works, both StoryMakAR [18] and MARAT [41] allow users to author AR content, though only the former allows the creation of a story using one of four virtual characters available in the app and custom hardware. Almost all other projects provide AR content already created by experts for consumption by non-experts.…”

Section: Ar Storytellingmentioning

confidence: 99%

SceneAR: Scene-based Micro Narratives for Sharing and Remixing in Augmented Reality

Chen¹,

Monroy-Hernández²,

Sra³

2021

Preprint

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Short-form digital storytelling has become a popular medium for millions of people to express themselves. Traditionally, this medium uses primarily 2D media such as text (e.g., memes), images (e.g., Instagram), GIFs (e.g., Giphy), and videos (e.g., TikTok, Snapchat). To expand the modalities from 2D to 3D media, we present SceneAR, a smartphone application for creating sequential scene-based micro narratives in augmented reality (AR). What sets SceneAR apart from prior work is its ability to share the scene-based stories as AR content. No longer limited to sharing images or videos, users can now experience narratives in their own physical environments. Additionally, SceneAR affords users the ability to remix AR content, empowering them to collectively build on others' creations. We asked 18 people to use SceneAR in a three-day study, and based on user interviews, analyses of screen recordings, and the stories they created, we extracted three themes. From these themes and the study overall, we derived six strategies for designers interested in supporting short-form AR narratives.

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StoryMakAR: Bringing Stories to Life With An Augmented Reality & Physical Prototyping Toolkit for Youth

Cited by 35 publications

References 51 publications

A Systematic Review on FabLab Environments and Creativity: Implications for Design

A Systematic Review on FabLab Environments and Creativity: Implications for Design

DRAFT-What you always wanted to know but could not find about block-based environments

SceneAR: Scene-based Micro Narratives for Sharing and Remixing in Augmented Reality

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