Fancy Fruits - An Augmented Reality Application for Special Needs Education

Steinhaeusser, Sophia C.; Riedmann, Anna; Haller, Max; Oberdörfer, Sebastian; Bucher, Kristina; Latoschik, Marc Erich

doi:10.1109/vs-games.2019.8864547

Cited by 11 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some relevant findings regarding design concepts for learning environments can be found in [ 48 ], as the study results showed that the gamified elements implemented in the application highly increased the motivation of learners with special needs. Additionally, the graphical UI was perceived as child-friendly and aesthetically pleasing.…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

Žilak

Car

Čuljak

2022

Sensors

View full text Add to dashboard Cite

Mobile applications on smartphones and tablets have become part of our everyday lives. The number of augmented reality (AR) technology applications is also increasing. Augmented reality has proven to be effective in various areas of human life, from education, marketing, and training to navigation. All people have the right to access information and use available technologies, but not everyone has the same opportunities. To contribute to the digital inclusion of people who are often disadvantaged in this regard, we should think about the accessibility of digital technologies, including mobile augmented reality (MAR). The specificity of MAR is a new way of human–computer interaction compared to traditional mobile solutions. The objective of this review paper is to analyze the handheld AR solutions developed for people with different disabilities to identify accessibility challenges related to interaction when performing different tasks in AR. It also explores and presents accessibility features and other accessibility best practices, as well as potential future research directions related to the personalization and customization of such solutions for individuals. The results of this literature review can contribute to the creation of accessibility guidelines in the field of handheld AR and encourage the development of accessible AR solutions that can benefit not only people with disabilities but also people without disabilities.

show abstract

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

Žilak

Car

Čuljak

2022

Sensors

View full text Add to dashboard Cite

show abstract

“…Users can thus gradually unlock new levels and experience a sense of progress within the application. In the learning context, dividing the learning content into small units and grouping-related content can be beneficial Steinhaeusser et al 2019). New content can reward and motivate learners to continue to interact with the learning environment (Iosup and Epema 2014).…”

Section: Reward Concept and The Identification Of Relevant Forms Of R...mentioning

confidence: 99%

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

2022

Self Cite

View full text Add to dashboard Cite

Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.

show abstract

“…For instance, Mathland demonstrates the mathematics behind the Newtonian physics and allows users to modify the physical laws (Khan et al, 2018). Also, AR learning environments can be designed to especially suit the requirements of special needs education (Steinhaeusser et al, 2019).…”

Section: Educational Benefits Of Virtual and Augmented Realitymentioning

confidence: 99%

Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design

et al. 2021

Self Cite

View full text Add to dashboard Cite

The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.

show abstract

Fancy Fruits - An Augmented Reality Application for Special Needs Education

Cited by 11 publications

References 6 publications

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design

Contact Info

Product

Resources

About