Currently an increasing number of head mounted displays (HMD) for virtual and augmented reality (VR/AR) are equipped with integrated eye trackers. Use cases of these integrated eye trackers include rendering optimization and gaze-based user interaction. In addition, visual attention in VR and AR is interesting for applied research based on eye tracking in cognitive or educational sciences for example. While some research toolkits for VR already exist, only a few target AR scenarios. In this work, we present an open-source eye tracking toolkit for reliable gaze data acquisition in AR based on Unity 3D and the Microsoft HoloLens 2, as well as an R package for seamless data analysis. Furthermore, we evaluate the spatial accuracy and precision of the integrated eye tracker for fixation targets with different distances and angles to the user ($n=21$). On average, we found that gaze estimates are reported with an angular accuracy of $0.83$ degrees and a precision of $0.27$ degrees while the user is resting, which is on par with state-of-the-art mobile eye trackers.

Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms.

Image captioning is a challenging multimodal task. Significant improvements could be obtained by deep learning. Yet, captions generated by humans are still considered better, which makes it an interesting application for interactive machine learning and explainable artificial intelligence methods. In this work, we aim at improving the performance and explainability of the state-of-the-art method Show, Attend and Tell by augmenting their attention mechanism using additional bottom-up features. We compute visual attention on the joint embedding space formed by the union of high-level features and the low-level features obtained from the object specific salient regions of the input image. We embed the content of bounding boxes from a pre-trained Mask R-CNN model. This delivers state-of-the-art performance, while it provides explanatory features. Further, we discuss how interactive model improvement can be realized through re-ranking caption candidates using beam search decoders and explanatory features. We show that interactive re-ranking of beam search candidates has the potential to outperform the state-of-the-art in image captioning.