Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.

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This paper proposes a recommendation method considering users' time series contexts which are situations that have occurred / will occur in the past/future. There are some recommendation methods that provide information suitable for users' action patterns as the recommendation methods considering them. These methods provide information referring to the other users that have a similar action pattern to that of an active user. However, since a user's action pattern changes depending on the user's contexts, the methods need to refer to the other users' action patterns related to the current user's contexts. In this paper, we propose a recommendation method considering the user's time series contexts considering that the user's action pattern changes depending on the user's contexts.

This study aims to investigate the effectiveness of Augmented Reality (AR) on user's memory skills when it is used as an information display method. By definition, AR is a technology which displays virtual images on the real world. These computer generated images naturally contain location information on the real world. It is also known that humans can easily memorize and remember information if this information is retained along with some locations on the real world. Thus, we hypothesize that displaying annotations by using AR may have better effects on the user's memory skill, if they are associated with the location of the target object on the real world rather than when connected with an unrelated location. A user study was conducted with 30 participants in order to verify our hypothesis. As a result, a significant difference was found between the situation when information was associated with the location of the target object on the real world and when it was connected with an unrelated location. In this paper, we present the test results and explain the verification based on the results.