AR technology has matured to the point where it can be applied to a much
wider range of application domains, and education is an area where this
technology could be especially valuable. The educational experience
offered by Augmented Reality is different for a number of reasons,
including:
· Support of seamless interaction between real and virtual environments
· The use of a tangible interface metaphor for object manipulation
· The ability to transition smoothly between reality and virtuality
Seamless Interaction
In a classroom setting, students work together better if they are focused
on a common workspace. Yet this is difficult to achieve in computer-based
education. Children working on separate computers, even if they are side
by side, do not perform as well as they would if they were huddled around
a single machine [Inkpen 97]. Indeed, researchers have found that when
students are assigned to individual computers, they will spontaneously
cluster around machines in pairs and trios [Watson 91, Strommen 93].
Even when seated in front of the same computer, group communication
patterns are different. When students work at a table, the space between
them is used for sharing communication cues such as gaze, gesture, and
nonverbal behaviors. If the people are talking about objects on the table,
then the task-space is a subset of the communication space. The
collaborators can see each other and the shared communication cues at
the same time as the objects they are discussing. However, when users are
collaborating in front of a desktop screen, they are often sitting side-by-
AR technology has matured to the point where it can be applied to a muchwider range of application domains, and education is an area where thistechnology could be especially valuable. The educational experienceoffered by Augmented Reality is different for a number of reasons,including:· Support of seamless interaction between real and virtual environments· The use of a tangible interface metaphor for object manipulation· The ability to transition smoothly between reality and virtualitySeamless InteractionIn a classroom setting, students work together better if they are focusedon a common workspace. Yet this is difficult to achieve in computer-basededucation. Children working on separate computers, even if they are sideby side, do not perform as well as they would if they were huddled arounda single machine [Inkpen 97]. Indeed, researchers have found that whenstudents are assigned to individual computers, they will spontaneouslycluster around machines in pairs and trios [Watson 91, Strommen 93].Even when seated in front of the same computer, group communicationpatterns are different. When students work at a table, the space betweenthem is used for sharing communication cues such as gaze, gesture, andnonverbal behaviors. If the people are talking about objects on the table,then the task-space is a subset of the communication space. Thecollaborators can see each other and the shared communication cues atthe same time as the objects they are discussing. However, when users arecollaborating in front of a desktop screen, they are often sitting side-by-
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