Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities

Arvanitis, TN; Petrou, A; Knight, JF; Savas, S; Sotiriou, S; Gargalakos, M; Gialouri, E

dc.contributor.author	Arvanitis, TN	en
dc.contributor.author	Petrou, A	en
dc.contributor.author	Knight, JF	en
dc.contributor.author	Savas, S	en
dc.contributor.author	Sotiriou, S	en
dc.contributor.author	Gargalakos, M	en
dc.contributor.author	Gialouri, E	en
dc.date.accessioned	2014-03-01T01:30:51Z
dc.date.available	2014-03-01T01:30:51Z
dc.date.issued	2009	en
dc.identifier.issn	1617-4909	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/19654
dc.subject	Augmented reality	en
dc.subject	Human factors	en
dc.subject	Science education	en
dc.subject.classification	Computer Science, Information Systems	en
dc.subject.classification	Telecommunications	en
dc.subject.other	E-learning	en
dc.subject.other	Education	en
dc.subject.other	Heterogeneous networks	en
dc.subject.other	Human engineering	en
dc.subject.other	Internet	en
dc.subject.other	Multimedia systems	en
dc.subject.other	Project management	en
dc.subject.other	Quality control	en
dc.subject.other	Technology	en
dc.subject.other	Virtual reality	en
dc.subject.other	Wireless networks	en
dc.subject.other	Computer-mediated learning	en
dc.subject.other	Content representations	en
dc.subject.other	Contextualize	en
dc.subject.other	Evaluation approaches	en
dc.subject.other	Human factors	en
dc.subject.other	Interactive learning environments	en
dc.subject.other	Issues and challenges	en
dc.subject.other	Mobile augmented realities	en
dc.subject.other	Novel informations	en
dc.subject.other	Pedagogical aspects	en
dc.subject.other	Physical disabilities	en
dc.subject.other	Qualitative aspects	en
dc.subject.other	Real environments	en
dc.subject.other	Science education	en
dc.subject.other	Service deliveries	en
dc.subject.other	Streaming technologies	en
dc.subject.other	Support learning	en
dc.subject.other	Technology acceptances	en
dc.subject.other	Technology-enhanced learning	en
dc.subject.other	User groups	en
dc.subject.other	Visual perceptions	en
dc.subject.other	Augmented reality	en
dc.title	Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities	en
heal.type	journalArticle	en
heal.identifier.primary	10.1007/s00779-007-0187-7	en
heal.identifier.secondary	http://dx.doi.org/10.1007/s00779-007-0187-7	en
heal.language	English	en
heal.publicationDate	2009	en
heal.abstract	Technology-enhanced learning, employing novel forms of content representation and education service delivery by enhancing the visual perception of the real environment of the user, is favoured by proponents of educational inclusion for learners with physical disabilities. Such an augmented reality computer-mediated learning system has been developed as part of an EU funded research project, namely the CONNECT project. The CONNECT project brings together schools and science centres, and produces novel information and communication technologies based on augmented reality (AR) and web-based streaming and communication, in order to support learning in a variety of settings. The CONNECT AR interactive learning environment can assist users to better contextualize and reinforce their learning in school and in other settings where people learn (i.e. science centres and home). The CONNECT concept and associated technologies encourage users to visit science centres and perform experiments that are not possible in school. They can also build on these experiences back at school and at home with visual augmentations that they are communicated through web-based streaming technology. This paper particularly focuses on a user-centred evaluation approach of human factors and pedagogical aspects of the CONNECT system, as applied to a special needs user group. The main focus of the paper is on highlighting the human factors issues and challenges, in terms of wearability and technology acceptance, while elaborating on some qualitative aspects of the pedagogical effectiveness of the instructional medium that AR technology offers for this group of learners. © pringer-Verlag London Limited 2007.	en
heal.publisher	SPRINGER LONDON LTD	en
heal.journalName	Personal and Ubiquitous Computing	en
dc.identifier.doi	10.1007/s00779-007-0187-7	en
dc.identifier.isi	ISI:000262989600007	en
dc.identifier.volume	13	en
dc.identifier.issue	3	en
dc.identifier.spage	243	en
dc.identifier.epage	250	en