Son Do-Lenh

Designing augmented reality for the classroom

Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out the complexity of a classroom environment. We developed three AR learning environments that have been used in genuine classroom contexts, some of them being now part of classroom regular practices. These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing. We present here the features that emerged from these co-design cycles and abstract them into design principles.

Task performance vs. learning outcomes: a study of a tangible user interface in the classroom

Tangible User Interfaces (TUIs) offer the potential to facilitate collaborative learning in new ways. This paper presents an empirical study that investigated the effects of a TUI in a classroom setting on task performance and learning outcomes. In the tangible condition, apprentices worked together around an interactive tabletop warehouse simulation using tangible inputs. In the paper condition, they performed the same activity with only paper and pens. Results showed that the tangible condition resulted in better task performance (more alternative solutions explored and better final solution) but did not affect learning outcomes, i.e. understanding of important concepts and applying them to a problem-solving question. We discuss reasons for this in terms of task structure and type, nature of tangible user interfaces and effective interaction requirements.

Interpersonal Computers for Higher Education

An interpersonal computer is a computer on which several persons can interact at the same time, in the same place. Whereas personal computers’ input devices (keyboard and mouse) and displays (individual screen) are adapted to a single user, interpersonal computers enable distributed control by multiple inputs and are equipped with public displays, where the result of a computation can be shared by a group of users. In this chapter, we explore the design and use of interpersonal computers for higher education through the discussion of two specific examples developed in our lab – a table and a lamp. In particular, we discuss how the introduction of these novel pieces of technology coherently complements the use of personal computers in an integrated learning scenario.

Multi-finger interactions with papers on augmented tabletops

Although many augmented tabletop systems have shown the potential and usability of finger-based interactions and paper-based interfaces, they have mainly dealt with each of them separately. In this paper, we introduce a novel method aimed to improve human natural interactions on augmented tabletop systems, which enables multiple users to use both fingertips and physical papers as mediums for interaction. This method uses computer vision techniques to detect multi-fingertips both over and touching the surface in real-time regardless of their orientations. Fingertip and touch positions would then be used in combination with paper tracking to provide a richer set of interaction gestures that the users can perform in collaborative scenarios.

Upper extremity rehabilitation of children with cerebral palsy using accelerometer feedback on a multitouch display

Cerebral palsy is a non-progressive neurological disorder caused by disturbances to the developing brain. Physical and occupational therapy, if started at a young age, can help minimizing complications such as joint contractures, and can improve limb range of motion and coordination. While current forms of therapy for children with cerebral palsy are effective in minimizing symptoms, many children find them boring or repetitive. We have designed a system for use in upper-extremity rehabilitation sessions, making use of a multitouch display. The system allows children to be engaged in interactive gaming scenarios, while intensively performing desired exercises. It supports games which require completion of specific stretching or coordination exercises using one or both hands, as well as games which use physical, or “tangible” input mechanisms. To encourage correct posture during therapeutic exercises, we use a wireless kinematic sensor, worn on the patients trunk, as a feedback channel for the games. The system went through several phases of design, incorporating input from observations of therapy and clinical sessions, as well as feedback from medical professionals. This paper describes the hardware platform, presents the design objectives derived from our iterative design phases and meetings with clinical personnel, discusses our current game designs and identifies areas of future work.