Presentation 1: Different Types of Interaction with Augmented Reality Learning Material (Full Paper #52)
Authors: Jule Marleen Krüger and Daniel Bodemer
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In this paper, a study with the focus on interactivity in augmented reality (AR) applications concerning the influence of different forms of interaction with AR learning material is presented. While research on multimedia learning often distinguishes between mental and physical interaction with learning material, other research fields state that physical interaction is necessary to interact mentally. To look at how this distinction may play a role in AR-based learning material, an experimental study with a 2x2 design manipulating mental and physical interaction was conducted, including learning material on the topic of power plants. The data (N = 128) were collected and analyzed, showing that, although not expected, learning was better in groups in which either more physical or more mental interaction was applied, but not in groups in which both were high. The results are discussed under the potential idea of cognitive overload.
Presentation 2: Mixed or Virtual: Does Device Type Matter in Human-ECA Interactions (Short Paper #70)
Authors: Pejman Sajjadi, Mahda Bagher, Jan Oliver Wallgrün, Philipp Cimiano, Stefan Kopp and Alexander Klippel
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In this paper, we take a first step in exploring the effect of xR device on the experiences of users in the context of human-agent interaction. We report on the design and heuristic evaluation of an embodied conversational agent integrated into either a Virtual or Mixed Reality environment. Our results indicate that Virtual Reality may elicit a better experience from users, while Mixed Reality may evoke a better sense of social presence due to natural user embodiment and spatial references to physical objects in the real environment.
Presentation 3: Acceptance and user experience of an Augmented Reality system for the simulation of sensory overload in children with autism (Full Paper #55)
Authors: Tassos Mikropoulos, Michael Delimitros, Pavlos Gaintatzis, Georgia Iatraki, Aikaterini Stergiouli, Angeliki Tsiara and Katerina Kalyvioti
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Sensory-perceptual deficits are a common characteristic in Autism Spectrum Disorder (ASD). Studies in children with ASD describe an array of inappropriate behaviors regarding sensory simulation. Special educators and therapists often witness these abnormal and disruptive behaviors during daily activities. The aim of this study was to use an Augmented Reality (AR) system for the simulation of the sensory overload that children with ASD experience. A total of seventy (N=70) special educators and therapists of children with ASD used a head-mounted AR device (Magic Leap OneTM) and experienced conditions of visual and auditory overload. The participants’ acceptance and experience of the AR device was measured with the use of three online questionnaires (Temple Presence Inventory, TPI; Simulator Sickness Questionnaire, SSQ; Technology Acceptance Model, TAM). An open-ended question was also administered about participants’ overall AR experience. Regarding participants’ experience, the results from the TPI (Cronbach's Alpha = .84) suggested that the AR system offered a convincing blended environment and the low scores in SSQ indicated that the use of the AR system was comfortable. The results from the TAM showed in their majority high internal consistency (> .70) and high mean scores which indicated that the participants accepted the AR system. In the open-ended question, participants reported overall positive impressions from their experience with the AR system. The study’s findings suggested that the AR device enabled participants to experience the sensory overload that children with ASD report in a convincing, comfortable and user-friendly manner. Future research is needed to incorporate richer and more interactive AR simulations for authentic real-life experiences.
