Using children's developmental psychology to guide augmented-reality design and usability

Radu, Iulian; MacIntyre, Blair

doi:10.1109/ismar.2012.6402561

Cited by 45 publications

(24 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Usability is a challenge in AR systems for children due to their limited cognitive and motor abilities [25]. Nevertheless, we observed that all our participants were able to interact with the FingAR Puppet system in terms of object manipulation, selection and facial expression change.…”

Section: Usabilitymentioning

confidence: 82%

Exploring Expressive Augmented Reality

Bai

Blackwell

Coulouris

2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

We present "FingAR Puppet", an Augmented Reality (AR) system enhancing social pretend play by young children. Unlike goal-oriented AR systems that augment reality with informative instructions, FingAR Puppet helps children associate expressive interpretations with immediate reality. Empirical results show that FingAR Puppet promotes reasoning about emotional states, communication and divergent thinking during social pretend play for children 4-6 years old. We suggest that this study opens an interesting space for future AR systems to support complex cognitive and social development in early childhood. We also identify broader implications from using theories of cognitive development to guide the design of tangible and augmented interactions.

show abstract

Section: Usabilitymentioning

confidence: 82%

Exploring Expressive Augmented Reality

Bai

Blackwell

Coulouris

2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…Other systems have been proposed to teach daily life knowledge [18], [30] or enhance motor and cognitive perception [10], [12]. Radu et al [28] provided a timely review of AR usability issues raised by special developmental capacities of young children. This provides a solid basis for designing AR systems for children.…”

Section: Related Workmentioning

confidence: 99%

Using Augmented Reality to Elicit Pretend Play for Children with Autism

Bai

Blackwell

Coulouris

2015

IEEE Trans. Visual. Comput. Graphics

View full text Add to dashboard Cite

Children with autism spectrum condition (ASC) suffer from deficits or developmental delays in symbolic thinking. In particular, they are often found lacking in pretend play during early childhood. Researchers believe that they encounter difficulty in generating and maintaining mental representation of pretense coupled with the immediate reality. We have developed an interactive system that explores the potential of Augmented Reality (AR) technology to visually conceptualize the representation of pretense within an open-ended play environment. Results from an empirical study involving children with ASC aged 4 to 7 demonstrated a significant improvement of pretend play in terms of frequency, duration and relevance using the AR system in comparison to a non computer-assisted situation. We investigated individual differences, skill transfer, system usability and limitations of the proposed AR system. We discuss design guidelines for future AR systems for children with ASC and other pervasive developmental disorders.

show abstract

“…Bacca (Brill and Park, 2008) added that multimodal AR provides the ability to assist therapy process for people with sensorial and physics injury. Radu and MacIntyre (2012) believed that, psychologically, the changes in children's skills and limitations influence how children respond to AR designs. In their work, they investigated children's abilities in the categories of motor abilities, spatial abilities, memory and logic abilities as they believed that these skills have major influence on children's experience with AR.…”

Section: Student's Backgroundmentioning

confidence: 99%

Factors Influencing the Acceptance of Augmented Reality in Education: A Review of the Literature

Dalim¹,

Kolivand²,

Kadhim³

et al. 2017

Journal of Computer Science

View full text Add to dashboard Cite

This paper presents a review of user expectation towards Augmented Reality (AR) and the acceptance of AR for technologyenhanced teaching and learning. Augmented Reality is a technology that superimposes a computer-generated image over a user's view of the real world, thus providing a composite view. This technology has been used in many fields such as marketing, military, entertainment and many other sectors. Studies have found that AR technology can enhance teaching and learning, however more research still needs to be conducted about the acceptance of AR as a learning tool and what users in education expect from the technology. An understanding of the user expectation is one of the key foundations towards establishing better-designed AR systems and applications that will result in more acceptance of this technology. To help with this, this paper reviews previous research on user expectations of AR in education and its acceptance.

show abstract

Using children's developmental psychology to guide augmented-reality design and usability

Cited by 45 publications

References 26 publications

Exploring Expressive Augmented Reality

Exploring Expressive Augmented Reality

Using Augmented Reality to Elicit Pretend Play for Children with Autism

Factors Influencing the Acceptance of Augmented Reality in Education: A Review of the Literature

Contact Info

Product

Resources

About