Using Augmented Reality and Tangible User Interfaces in a primary school learning situation

Abstract

The use of ICT in the Norwegian education system is encouraged, and is believed to have positive effects on the pupils learning outcome. However the use is often limited to writing and reading, and the potential of ICT systems in education is not taken advantage. This thesis looks at implementing an alternative interaction paradigm to the widely used mouse and keyboard approach. Augmented reality is used for providing a tangible user interface for the pupils. The justification for the positive aspects of introducing this tangible approach is grounded in developmental and educational theory, as well as previous work using tangible user interfaces and augmented reality in an educational context. Collaborative aspects, and how AR can encourage it, has been one of the main focuses throughout the thesis. Contact was made with a primary school, more specific a 6th grade class. An AR application was developed, based on theoretical background. An early test using a simple AR application was conducted, however the further developed and more advanced application was not user tested due development taking more time than estimated. Based on reviewed related work and the results from the initial user test, there are indications that AR can offer positive aspects in an educational context.