A Design Space of Educational Authoring Tools for Augmented Reality

被引:2
作者
Ez-zaouia, Mohamed [1 ]
Marfisi-Schottman, Iza [1 ]
Oueslati, Maysa [1 ]
Mercier, Cendrine [2 ]
Karoui, Aous [3 ]
George, Sebastien [1 ]
机构
[1] Le Mans Univ, LIUM, Le Mans, France
[2] Nantes Univ, CREN UR 2661, Nantes, France
[3] Univ Teacher Educ, CH-1700 Fribourg, Switzerland
来源
GAMES AND LEARNING ALLIANCE, GALA 2022 | 2022年 / 13647卷
关键词
Design space; Augmented reality; Education; Design process;
D O I
10.1007/978-3-031-22124-8_25
中图分类号
TP31 [计算机软件];
学科分类号
081202 ; 0835 ;
摘要
Recently, numerous authoring tools for Augmented Reality (AR) have been proposed, in both industry and academia, with the aim to enable non-expert users, without programming skills, to scaffold educational AR activities. This is a promising authoring approach that can democratize AR for learning. However, there is no systematic analysis of these emerging tools regarding what AR features and modalities they offer (RQ1). Furthermore, little is known as to how these emerging tools support teachers' needs (RQ2). Following a two-fold approach, we first analyzed a corpus of 21 authoring tools from industry and academia and formulated a comprehensive design space with four dimensions: (1) authoring workflow, (2) AR modality, (3) AR use, and (4) content and user management. We then analyzed two workshops with 19 teachers to understand their needs for AR activities and how existing tools support them. Ultimately, we discuss how our work can support researchers and designers of educational AR authoring tools.
引用
收藏
页码:258 / 268
页数:11
相关论文
共 18 条
[1]   Advantages and challenges associated with augmented reality crossMark for education: A systematic review of the literature [J].
Akcayir, Murat ;
Akcayir, Gokce .
EDUCATIONAL RESEARCH REVIEW, 2017, 20 :1-11
[2]   Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis [J].
Arici, Faruk ;
Yildirim, Pelin ;
Caliklar, Seyma ;
Yilmaz, Rabia M. .
COMPUTERS & EDUCATION, 2019, 142
[3]   Augmented Reality in the Classroom [J].
Billinghurst, Mark ;
Duenser, Andreas .
COMPUTER, 2012, 45 (07) :56-63
[4]  
Braun V., 2006, Qualitative research in psychology, V3, P77, DOI [10.1191/1478088706qp063oa, doi:10.1191/1478088706qp063oa, DOI 10.1191/1478088706QP063OA]
[5]  
Dengel A., 2022, FRONT VIRTUAL REALIT, V3
[6]  
Ez-Zaouia M., 2020, 2 INT WORKSHOP EXPLA
[7]   EMODASH: A dashboard supporting retrospective awareness of emotions in online learning [J].
Ez-zaouia, Mohamed ;
Tabard, Aurelien ;
Lavoue, Elise .
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES, 2020, 139 (139)
[8]   How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis [J].
Garzon, Juan ;
Kinshuk ;
Baldiris, Silvia ;
Gutierrez, Jaime ;
Pavon, Juan .
EDUCATIONAL RESEARCH REVIEW, 2020, 31
[9]   Filtering and Informing the Design Space: Towards Design-Space Thinking [J].
Halskov, Kim ;
Lundqvist, Caroline .
ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION, 2021, 28 (01)
[10]   Educational applications of augmented reality: A bibliometric study [J].
Hincapie, Mauricio ;
Diaz, Christian ;
Valencia, Alejandro ;
Contero, Manuel ;
Guemes-Castorena, David .
COMPUTERS & ELECTRICAL ENGINEERING, 2021, 93