Inter-marker interactions in marker based Augmented Reality mobile applications are limited to movement and placement. In this paper we explore multiple inter-marker interactions in the tangible AR space along with their use cases. We developed prototypes that demonstrate primarily five inter-marker interactions; namely, proximity of two or more markers, placement of makers over each other, flipping of markers, marker as a toggle and marker as a controller. These interactions are designed such that they would correlate with multiple contexts of application. To demonstrate their usage we have chosen lattice structures in Chemistry as the context. Using our prototypes and the insights from initial evaluations, we discuss the benefits and drawbacks of such interaction methods. We further outline the opportunities of using these interactions and extending these concepts in several other contexts.

Augmented Reality Learning Experiences (ARLEs) for classrooms provide student-centered learning. In recent years, there has been an increase in HCI research on various handheld AR learning applications and the authoring tools to design them. However, there is a lack of studies exploring the design decisions required to create ARLEs, specific to the classroom context. To analyze the same, we conducted a design workshop with 32 participants forming 8 groups to investigate approaches for designing classroom-based ARLEs. Each group consisted of an AR developer, an interaction designer, an education researcher, and a middle-grade Math teacher. The groups designed ARLEs based on a given Mathematics topic for a classroom scenario. Though the groups used varied approaches for generating design prototypes, we observed similarities between their techniques. We report the key design approaches and decisions that were adopted by these groups. The findings are articulated through the lenses of content, context and design. Based on the analysis, we discuss the design approaches relevant for the novice designers while conceptualizing the design of a handheld ARLE for classrooms.

The possible interactions with Mobile Augmented Reality applications today are largely limited to on-screen gestures and spatial movement. There is an opportunity to design new interaction methods that address common issues and go beyond the screen. Through this project, we explore the idea of using a second phone as a controller for mobile AR experiences. We develop prototypes that demonstrate the use of a second phone controller for tasks such as pointing, selecting, and drawing in 3D space. We use these prototypes and insights from initial remote evaluations to discuss the benefits and drawbacks of such an interaction method. We conclude by outlining opportunities for future research on Dual Phone AR for multiple usage configurations, and in collaborative settings.

Open-ended problem solving involves multiple approaches in solving a problem. This can help students to think divergently to relate and apply their classroom learnings in real-life examples. At the same time, through active collaboration, students get to exchange and enhance their knowledge, thus increasing productivity beyond that of an individual. The aim of our study was to develop a collaborative open-ended learning environment using Augmented Reality Interaction Mediums (AIMs) as scaffolds. We conducted a study in a classroom with 12 student s of 7th grade who collaboratively used different AIMs to solve certain open-ended problems based on their Mathematics syllabus. We observed their interactions and performance with AIMs as compared to the cont rolled treatment for each task. Further, we evaluated the creativity through divergent thinking scores using the parameters of fluency, flexibility and originality, where the experimental groups using different AIMs had better creativity score (M=86.3) as compare d to the control group (M=79). Thus, a collaborative open-ended approach using AIMs as scaffold can be explored further in improving creative problem solving.

Virtual Reality experiences today are majorly based on horizontal locomotion. In these experiences, movement in the virtual space is accomplished using teleportation, gaze input or tracking in physical space which is limited to a certain extent. Our work focuses on intuitive interactions for vertical locomotion involving both hands and feet. Such an instance of vertical locomotion is - ladder climbing. In this paper, we present an interaction technique for climbing a ladder in Virtual Reality (VR). This technique is derived from the natural motions of the limbs while climbing a ladder in reality, adhering to safe climbing practices. The developed interaction can be used in training experiences as well as gaming experiences. Preliminary evaluation of our interaction technique showed positive results across dimensions like - learnability, natural mapping, and intuitiveness.

Cinematic Virtual Reality’s (CVR) inherent feature of allowing the user to choose their Point of View (POV) within a 360° space brings forth new challenges to storytelling. The approaches used in traditional films do not translate directly to this medium, as it is uncertain if the user would follow all the Points of Interest (POIs) consistently. Our framework, Cinévoqué, aims to address this issue by using the real-time data generated during a VR film to passively alter the narrative and parts of the experience to suit the user’s viewing behavior. In this poster, we discuss the technical approaches used to implement this framework and create responsive live-action CVR.