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Communication

Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

1
Department of Physics, Campus C6.3, Saarland University, 66123 Saarbrücken, Germany
2
Department of Education, Campus A4.2, Saarland University, 66123 Saarbrücken, Germany
3
German Research Center for Artificial Intelligence (DFKI), Interactive Machine Learning Department, Stuhlsatzenhausweg 3, Saarland Informatics Campus D3_2, 66123 Saarbrücken, Germany
4
Applied Artificial Intelligence, Oldenburg University, Marie-Curie-Str. 1, 26129 Oldenburg, Germany
*
Author to whom correspondence should be addressed.
Academic Editors: Vittorio M. N. Passaro and Christoph M. Friedrich
Sensors 2021, 21(19), 6623; https://doi.org/10.3390/s21196623
Received: 31 August 2021 / Revised: 23 September 2021 / Accepted: 30 September 2021 / Published: 5 October 2021
Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms. View Full-Text
Keywords: head-mounted displays; augmented reality; human activity recognition; usability; elementary education head-mounted displays; augmented reality; human activity recognition; usability; elementary education
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MDPI and ACS Style

Lauer, L.; Altmeyer, K.; Malone, S.; Barz, M.; Brünken, R.; Sonntag, D.; Peschel, M. Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children. Sensors 2021, 21, 6623. https://doi.org/10.3390/s21196623

AMA Style

Lauer L, Altmeyer K, Malone S, Barz M, Brünken R, Sonntag D, Peschel M. Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children. Sensors. 2021; 21(19):6623. https://doi.org/10.3390/s21196623

Chicago/Turabian Style

Lauer, Luisa, Kristin Altmeyer, Sarah Malone, Michael Barz, Roland Brünken, Daniel Sonntag, and Markus Peschel. 2021. "Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children" Sensors 21, no. 19: 6623. https://doi.org/10.3390/s21196623

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