ABSTRACT
Augmented reality (AR) has the potential to create compelling learning experiences. However, there are few research works exploring the design and evaluation of AR for educational settings. In our research, we treat AR as a type of multimedia that is situated in authentic environments and apply multimedia learning theory as a framework for developing our educational applications. We share our experiences in developing a handheld AR system and one specific use case, namely, situated vocabulary learning. Results of our evaluations show that we are able to create AR applications with good system usability. More importantly, our preliminary evaluations show that AR may lead to better retention of words and improve student attention and satisfaction.
ABSTRACT
Usability evaluations are important to improving handheld augmented reality (HAR) systems. However, no standard questionnaire considers perceptual and ergonomic issues found in HAR. The authors performed a systematic literature review to enumerate these issues. Based on these issues, they created a HAR usability scale that consists of comprehensibility and manipulability scales. These scales measure general system usability, ease of understanding the information presented, and ease of handling the device. The questionnaires' validity and reliability were evaluated in four experiments, and the results show that the questionnaires consistently correlate with other subjective and objective measures of usability. The questionnaires also have good reliability based on the Cronbach's alpha. Researchers and professionals can directly use these questionnaires to evaluate their own HAR applications or modify them with the insights presented in this article.
