Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

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

Tools
- Tools
+ Tools

Arvanitis, Theodoros N., Petrou, Argeroula, Knight, James F., Savas, Stavros, Sotiriou, Sofoklis, Gargalakos, Michael and Gialouri, Elpida (2009) Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and Ubiquitous Computing, Volume 13 (Number 3). pp. 243-250. doi:10.1007/s00779-007-0187-7

Research output not available from this repository, contact author.
Official URL: http://dx.doi.org/10.1007/s00779-007-0187-7

Request Changes to record.

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.

Item Type: Journal Article
Divisions: Faculty of Science > Psychology
Journal or Publication Title: Personal and Ubiquitous Computing
Publisher: Springer
ISSN: 1617-4909
Official Date: March 2009
Dates:
DateEvent
March 2009Published
Volume: Volume 13
Number: Number 3
Page Range: pp. 243-250
DOI: 10.1007/s00779-007-0187-7
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us