Blending reality and virtuality, these interfaces let users see each other, along with virtual objects, allowing communication behaviors much more like face-to-face than like screen-based collaboration.

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.

We address the problems of virtual object interaction and user tracking in a table-top augmented reality (AR) interface. In this setting there is a need for very accurate tracking and registration techniques and an intuitive and useful interface. This is especially true in AR interfaces for supporting face to face collaboration where users need to be able to easily cooperate with each other. We describe an accurate vision-based tracking method for table-top AR environments and tangible user interface (TUI) techniques based on this method that allow users to manipulate virtual objects in a natural and intuitive manner. Our approach is robust, allowing users to cover some of the tracking markers while still returning camera viewpoint information, overcoming one of the limitations of traditional computer vision based systems. After describing this technique we describe its use in prototype AR applications.

Augmented reality (AR) has the potential to create compelling learning experiences. However, there are few research works exploring the design and evaluation of AR for educational settings. In our research, we treat AR as a type of multimedia that is situated in authentic environments and apply multimedia learning theory as a framework for developing our educational applications. We share our experiences in developing a handheld AR system and one specific use case, namely, situated vocabulary learning. Results of our evaluations show that we are able to create AR applications with good system usability. More importantly, our preliminary evaluations show that AR may lead to better retention of words and improve student attention and satisfaction.