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A Conceptual Framework to Compare Two Paradigms A conceptual framework to compare two paradigms of Augmented and Mixed Reality experiences Laura Malinverni, Cristina Valero, Marie-Monique Schaper, Narcis Pares Universitat Pompeu Fabra Barcelona, Spain [email protected], [email protected], [email protected], [email protected] ABSTRACT invisible visible and adding new layers of meaning to our Augmented and Mixed Reality mobile technologies are physical world. These features, in the context of Child- becoming an emerging trend in the development of play and Computer Interaction, open the path for emerging learning experiences for children. This tendency requires a possibilities related to creating novel relations of meaning deeper understanding of their specificities to adequately between the digital and the physical, between what can be inform design. To this end, we ran a study with 36 directly seen and what needs to be discovered, between our elementary school children to compare two AR/MR physical surroundings and our imagination. interaction paradigms for mobile technologies: (1) the This potential has attracted both research and industry, which consolidated “Window-on-the-World” (WoW), and (2) the are increasingly designing mobile-based AR/MR emerging “World-as-Support” (WaS). By analyzing technologies to support a wide variety of play and learning children's understanding and use of space while playing an experiences. This emerging trend has shaped AR/MR as one AR/MR mystery game, and analyzing the collaboration that of the leading emerging technologies of 2017 [16], hence emerges among them, we show that the two paradigms requiring practitioners to face novel ways of thinking about scaffold children’s attention differently during the mobile technologies and designing for them. Consequently, experience and elicit different forms of collaboration. We a deeper and fuller understanding of AR/MR specificities is conclude by presenting a conceptual framework to required to design systems capable of taking advantage of its distinguish the strengths, weaknesses, and potential of the affordances and potential. Furthermore, additional two AR/MR paradigms, as well as the comparison between considerations should address how different AR/MR design marker-based and marker-less technical solutions. This study choices can be more suitable to support specific kinds of play aims at helping practitioners in taking design decisions for and learning experiences for children. AR/MR technologies for children. Starting from this perspective, the current research aims at Author Keywords digging deeper into the understanding of AR/MR mobile Mixed Reality; Augmented Reality; embodied interaction; technologies for children to offer guidelines for researchers embodied cognition; meaning making; Window-on-the- and practitioners. Specifically, we will focus on examining World; World-as-Support. and comparing two AR/MR paradigms for mobile technologies: (1) the consolidated “Window-on-the-World” ACM Classification Keywords H.5.1. Information interfaces and presentation (e.g., HCI): (WoW) interaction paradigm which is based on the screen of Multimedia Information Systems a mobile device to merge computer-generated images with the user’s view of the physical surroundings and (2) the 1. INTRODUCTION emerging “World-as-Support” (WaS) interaction paradigm Augmented and Mixed Reality (AR/MR) mobile [10] which proposes the use of projective technologies to technologies offer the evocative potential of making the project computer-generated images directly on the physical Permission to make digital or hard copies of all or part of this work for environment. personal or classroom use is granted without fee provided that copies are To compare these two paradigms, we will first overview not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for AR/MR mobile technologies for children and introduce the components of this work owned by others than ACM must be honored. specificities of the two examined paradigms. Subsequently, Abstracting with credit is permitted. To copy otherwise, or republish, to we will present a study aimed at investigating how the WoW post on servers or to redistribute to lists, requires prior specific permission and WaS paradigms can shape children's understandings, and/or a fee. Request permissions from [email protected]. collaboration and use of space in a task based on playing an IDC '18, June 19–22, 2018, Trondheim, Norway AR/MR mystery game. By contrasting the use of the same © 2018 Association for Computing Machinery. application with two devices (one based on the WaS and one ACM ISBN 978-1-4503-5152-2/18/06$15.00 based on the WoW), we will show how the two paradigms https://doi.org/10.1145/3202185.3202750 had different implications on how children allocated their users and the physical world. For instance, some applications attention during the experience and elicited different forms do not offer, or require a tight coupling with the physical of collaboration. world (e.g. the location of Pokemons in Pokemon Go does not carry any specific meaning beyond its playability). Other To conclude, we build on the results of the study and on need to be used in a specific site to acquire their full meaning previous research in this field to propose an initial conceptual (e.g. Augmented cultural heritage experiences, which are framework aimed at helping practitioners in making design only meaningful at the specific site). decisions (and defining research questions) to support specific kinds of play and learning experiences with AR/MR Besides reflecting the richness of opportunities, the diversity technologies for children. of AR/MR-based experiences asks for a better understanding of how different configurations can support our intended 2. AUGMENTED AND MIXED REALITY FOR CHILDREN Augmented/Mixed Reality (AR/MR) technologies provide play and learning goals. Starting from this perspective, we compelling experiences that allow users to interact with the examine a consolidated and an emerging paradigm in physical world and computer-generated content. The recent AR/MR mobile technologies to better understand how they advances in the technical capabilities of smartphones and can mediate user experience and respond to different tablets have spurred the interest in AR/MR solutions for purposes, goals and specificities. mobile technologies [5]. This is making them easily 2.1 Consolidated and emerging paradigms in AR/MR accessible and very popular both in the research community technologies: The Window-on-the-World and the World- as well as in everyday experience of users. On the one hand, as-Support specific frameworks are being developed to support the From a technological perspective, most AR/MR applications creation of AR/MR applications (e.g. Google ARCore, for children are generally designed according to the Apple ARKit). On the other, both academy and industry are Window-on-the-World (WoW) interaction paradigm. This increasingly exploring the potential of using AR/MR paradigm represents a well-known approach to make the solutions in different fields such as: education [7], creativity digital and the physical worlds come together. It finds its [24], gaming [1], and cultural heritage [15,19]. This roots in early works on AR [12] and, technically, it is based panorama has shaped AR/MR solutions as one of the leading on using the display of a mobile device to merge computer- emerging technologies of 2017 [16], hence requiring a generated images with images captured from the physical specific effort to fully understand its specificities, surroundings by the camera of the mobile device. This effect affordances and potential. allows users to view virtual elements on the physical world and eventually interact with them to enable specific In the context of Child-Computer Interaction, AR/MR functionalities [14]. technologies have been employed to support a wide variety of play and learning experiences. Examples can be found in: The limited hardware requirements of the WoW have augmented reading and coloring books (e.g. [4,25]); AR transformed this solution in the dominant paradigm of videogames (e.g. Pokemon Go); applications that allow AR/MR applications. Nonetheless, as Betsworth et al. [3] augmentation and addition of multimedia contents to and Müller at al. [14] pointed out, this paradigm can present curricular materials (e.g. [26]); systems that use AR to some relevant limitations. First, by requiring users to hold support learning while visiting cultural heritage sites (e.g. their devices in front of the physical world, the system runs [7,19]); and applications that allow children to create their the risk of becoming a “digital divider” [3]. Second, the own AR contents (e.g.[27]). prominence of the digital content may reduce the attention that users pay to the physical environment during the This diverse panorama encompasses a wide variety of experience [3]. technological solutions and a miscellaneous experiential goals. Some relevant distinctions can be drawn in relation to: To respond to these limitations, novel technological (1) the goals pursued by the application; (2) the social solutions are being developed. From the review of the state context for which the AR/MR activity is designed; and (3) of the art in the field of HCI, we identified the rise of a new the relation that the system establishes with the physical AR/MR mobile-based technological configuration. We world.
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