Augmenting play and learning in the primary classroom

Boden, Marie, Dekker, Andrew, Viller, Stephen and Matthews, Ben (2013). Augmenting play and learning in the primary classroom. In: Proceedings of IDC 2013: The 12th International Conference on Interaction Design and Children. IDC 2013, New York, NY, United States, (228-236). 24-27 June 2013. doi:10.1145/2485760.2485767

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Author Boden, Marie
Dekker, Andrew
Viller, Stephen
Matthews, Ben
Title of paper Augmenting play and learning in the primary classroom
Conference name IDC 2013
Conference location New York, NY, United States
Conference dates 24-27 June 2013
Proceedings title Proceedings of IDC 2013: The 12th International Conference on Interaction Design and Children
Series ACM International Conference Proceeding Series
Place of Publication Danvers, MA, United States
Publisher ACM Press
Publication Year 2013
Sub-type Fully published paper
DOI 10.1145/2485760.2485767
ISBN 9781450319188
Start page 228
End page 236
Total pages 9
Collection year 2014
Language eng
Abstract/Summary In this article we present the design and study of Save the wild, a system designed to support augmented play and learning for children. Save the wild is an augmented reality (AR) based system with which children can interact by creating origami paper characters printed with fiducial markers that can be recognised via the webcam attached to the computer. The system aims to give students a level of awareness around problems with sustainability. As children make visible their origami creations to the camera, the system displays animated virtual characters that are attached to simple storylines that relate to sustainability and environmental consciousness. We studied how Save the wild was used and interacted with by students in two environments: at a public exhibition and within a classroom. We found that the technologies that were used (fiducial markers) can be used to create environments that support multiple modes of interaction and different forms of engagement with educational content. The technology allows designers of these systems to augment physical play and activity without requiring new technologies to be introduced, rather using technologies already found within the classroom. We find that by using AR, it is possible to enhance play-based learning without it becoming focused on the technology – rather it augments and guides the learners’ own narrative. We conclude with a discussion on how AR/marker technology can enable technology to create a more exciting interactive and social experience for young students while they are learning.
Keyword Interaction design
Education
Fiducial markers
Augmented reality
Physical computing
Play
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Fri, 26 Jul 2013, 14:29:30 EST by Ben Matthews on behalf of School of Information Technol and Elec Engineering