Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality.

Augmented Reality (AR) technology allows the inclusion of virtual elements on a vision of actual physical environment for the creation of a mixed reality in real time. This kind of technology can be used in educational settings. However, the current AR authoring tools present several drawbacks, such as, the lack of a mechanism for tracking the students’ activities, the capability of detecting collisions among virtual objects, allowing establish only one-to-one relationships between trackers and virtual objects, etc. In this paper, we present VEDILS, a visual tool based on the MIT App Inventor 2 environment for designing interactive learning scenarios that include Augmented Reality (AR) resources and can be deployed on Android devices. We have extended the App Inventor block language to include AR resources and obtain information about users’ interaction with such resources. Furthermore, a use scenario consisting in the development of an example of learning scenario for Engineering students is included. With this prototype students can visualize 3D models of the mechanical parts with augmented reality in a mobile device, providing a better perception of the model 3D shape and improving the ability of making the 2D orthographic views and perspectives that they study in the first year of mechanical engineer.

[1]  Tsung-Yu Liu,et al.  Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation , 2010, Comput. Educ..

[2]  M. Haller,et al.  AMIRE-ES: Authoring Mixed Reality once, run it anywhere , 2005 .

[3]  Stefaan Ternier,et al.  Dimensions of Mobile Augmented Reality for Learning: A First Inventory , 2011 .

[4]  Yuan Wang,et al.  An Authoring Tool for Mobile Phone AR Environments , 2009 .

[5]  Jorge Bacca,et al.  Augmented Reality Trends in Education: A Systematic Review of Research and Applications , 2014, J. Educ. Technol. Soc..

[6]  Ronald Azuma,et al.  A Survey of Augmented Reality , 1997, Presence: Teleoperators & Virtual Environments.

[7]  P. Milgram,et al.  A Taxonomy of Mixed Reality Visual Displays , 1994 .

[8]  Jay David Bolter,et al.  DART: a toolkit for rapid design exploration of augmented reality experiences , 2005, SIGGRAPH 2005.

[9]  Fernando Torres Medina,et al.  Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory , 2011, Comput. Educ..

[10]  Mark Billinghurst,et al.  ComposAR: An intuitive tool for authoring AR applications , 2008, 2008 7th IEEE/ACM International Symposium on Mixed and Augmented Reality.

[11]  Manuel Castro,et al.  New technology trends in education: Seven years of forecasts and convergence , 2011, Comput. Educ..

[12]  Carlos Delgado Kloos,et al.  Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness , 2014, Comput. Educ..

[13]  Martin Bichler,et al.  Design science in information systems research , 2006, Wirtschaftsinf..

[14]  D. W. F. van Krevelen,et al.  A Survey of Augmented Reality Technologies, Applications and Limitations , 2010, Int. J. Virtual Real..

[15]  Carlos Delgado Kloos,et al.  Impact of an augmented reality system on students' motivation for a visual art course , 2013, Comput. Educ..

[16]  Blair MacIntyre,et al.  A psychological perspective on augmented reality in the mathematics classroom , 2013, Comput. Educ..

[17]  Yao-Ting Sung,et al.  Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum , 2014, Comput. Educ..

[18]  Steven K. Feiner,et al.  Authoring 3D hypermedia for wearable augmented and virtual reality , 2003, Seventh IEEE International Symposium on Wearable Computers, 2003. Proceedings..