Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.

Current status, opportunities and challenges of augmented reality in education

We present steps toward a conceptual framework for tangible user interfaces. We introduce the MCRpd interaction model for tangible interfaces, which relates the role of physical and digital representations, physical control, and underlying digital models. This model serves as a foundation for identifying and discussing several key characteristics of tangible user interfaces. We identify a number of systems exhibiting these characteristics, and situate these within 12 application domains. Finally, we discuss tangible interfaces in the context of related research themes, both within and outside of the human-computer interaction domain.

/pdf/emerging-frameworks-for-tangible-user-interfaces-254dznxose.pdf

Emerging frameworks for tangible user interfaces

Mathematica--A System for Doing Mathematics by Computer.

We are living in a world which faces a rapidly increasing amount of data to be dealt with on a daily basis. In the last decade, the steady improvement of data storage devices and means to create and collect data along the way influenced our way of dealing with information: Most of the time, data is stored without filtering and refinement for later use. Virtually every branch of industry or business, and any political or personal activity nowadays generate vast amounts of data. Making matters worse, the possibilities to collect and store data increase at a faster rate than our ability to use it for making decisions. However, in most applications, raw data has no value in itself; instead we want to extract the information contained in it.

/pdf/visual-analytics-definition-process-and-challenges-3mll5saq86.pdf

Visual Analytics: Definition, Process, and Challenges

Even though interaction is an important part of information visualization (Infovis), it has garnered a relatively low level of attention from the Infovis community. A few frameworks and taxonomies of Infovis interaction techniques exist, but they typically focus on low-level operations and do not address the variety of benefits interaction provides. After conducting an extensive review of Infovis systems and their interactive capabilities, we propose seven general categories of interaction techniques widely used in Infovis: 1) Select, 2) Explore, 3) Reconfigure, 4) Encode, 5) Abstract/Elaborate, 6) Filter, and 7) Connect. These categories are organized around a user's intent while interacting with a system rather than the low-level interaction techniques provided by a system. The categories can act as a framework to help discuss and evaluate interaction techniques and hopefully lay an initial foundation toward a deeper understanding and a science of interaction.

https://www.cc.gatech.edu/~john.stasko/papers/infovis07-interaction.pdf

Toward a Deeper Understanding of the Role of Interaction in Information Visualization

This system paper reports on some of the advantages tangible interaction can bring to chemistry education. The paper describes how we realized a Tangible User Interface (TUI) called Augmented Chemistry (AC), gives details on basic and specialized interactive tools working in this system, and outlines the educational context. Using the basic tools, elements can be chosen from a booklet menu and composed into three- dimensional (3D) molecular models. The system with its tools shows a way to design for seamless integration of the physical and digital realms. Multiple tools can be used concurrently, thereby calling for users' two-handed skills. To teach an aspect of molecular chemistry − the octet rule − we extended the system into an educational workbench drawing on haptic and aural augmentation. The system design required contributions from optics, mathematics, molecular chemistry, software engineering, and 3D programming. Future challenges of this project lie in further system development and educational usability.

/pdf/chemistry-education-a-tangible-interaction-approach-4tcfhzwy96.pdf

Chemistry Education: A Tangible Interaction Approach

The design space of social drones, where autonomous flyers operate in close proximity to human users or bystanders, is distinct from use cases involving a remote human operator and/or an uninhabited environment; and warrants foregrounding human-centered design concerns. Recently, research on social drones has followed a trend of rapid growth. This paper consolidates the current state of the art in human-centered design knowledge about social drones through a review of relevant studies, scaffolded by a descriptive framework of design knowledge creation. Our analysis identified three high-level themes that sketch out knowledge clusters in the literature, and twelve design concerns which unpack how various dimensions of drone aesthetics and behavior relate to pertinent human responses. These results have the potential to inform and expedite future research and practice, by supporting readers in defining and situating their future contributions. The materials and results of our analysis are also published in an open online repository that intends to serve as a living hub for a community of researchers and designers working with social drones.

The Design of Social Drones: A Review of Studies on Autonomous Flyers in Inhabited Environments

Natural interaction, in the context of this paper, means human action in a world of tangible objects and live subjects. We introduce the concept of action regulation and relate it to observable human behaviour. A tool bringing together motor and cognitive action is a promising way to assure complete task regulation. Aiming for such tools, we propose a set of guidelines for the next generation of user interfaces, the Natural User Interface (NUI). We present a NUI instantiation called BUILD-IT, featuring video-mediated interaction in a task specific context. This multi-brick interaction tool renders virtual objects tangible and allows multiple user simultaneous interaction in one common space. A few user experiences are briefly described.

BUILD-IT: An Intuitive Design Tool Based on Direct Object Manipulation

Most existing colorblind aids help their users to distinguish and recognize colors but not compare them. We present HaptiColor, an assistive wristband that encodes discrete color information into spatiotemporal vibrations to support colorblind users to recognize and compare colors. We ran three experiments: the first found the optimal number and placement of motors around the wrist-worn prototype, and the second tested the optimal way to represent discrete points between the vibration motors. Results suggested that using three vibration motors and pulses of varying duration to encode proximity information in spatiotemporal patterns is the optimal solution. Finally, we evaluated the HaptiColor prototype and encodings with six colorblind participants. Our results show that the participants were able to easily understand the encodings and perform color comparison tasks accurately (94.4% to 100%).

HaptiColor: Interpolating Color Information as Haptic Feedback to Assist the Colorblind

Recent research has focused on how to facilitate interaction between humans and robots, giving rise to the field of human robot interaction. A related research area is human-drone interaction (HDI), investigating how interaction between humans and drones can be expanded in novel and meaningful ways. In this work, we explore the use of drones as companions in a home environment. We present three consecutive studies addressing user requirements and design space of companion drones. Following a user-centered approach, the three stages include online questionnaire, design workshops, and simulated virtual reality (VR) home environment. Our results show that participants preferred the idea of a drone companion at home, particularly for tasks such as fetching items and cleaning. The participants were also positive towards a drone companion that featured anthropomorphic features.

Morten Fjeld

Papers

Chemistry Education: A Tangible Interaction Approach

The Design of Social Drones: A Review of Studies on Autonomous Flyers in Inhabited Environments

BUILD-IT: An Intuitive Design Tool Based on Direct Object Manipulation

HaptiColor: Interpolating Color Information as Haptic Feedback to Assist the Colorblind

Social Drone Companion for the Home Environment: a User-Centric Exploration