Various viewing and travel techniques are used in immersive virtual reality to allow users to see different areas or perspectives of 3D environments. Our research evaluates techniques for visually showing transitions between two viewpoints in head-tracked virtual reality. We present four experiments that focus on automated viewpoint changes that are controlled by the system rather than by interactive user control. The experiments evaluate three different transition techniques (teleportation, animated interpolation, and pulsed interpolation), different types of visual adjustments for each technique, and different types of viewpoint changes. We evaluated how differences in transition can influence a viewer's comfort, sickness, and ability to maintain spatial awareness of dynamic objects in a virtual scene. For instant teleportations, the experiments found participants could most easily track scene changes with rotational transitions without translational movements. Among the tested techniques, animated interpolations allowed significantly better spatial awareness of moving objects, but the animated technique was also rated worst in terms of sickness, particularly for rotational viewpoint changes. Across techniques, viewpoint transitions involving both translational and rotational changes together were more difficult to track than either individual type of change.

Relatively little research exists on the use of smartwatches to support learning. This paper presents an approach for commodity smartwatches as a tool for situated reflection in elementary school science. The approach was embodied in a smartwatch app called ScienceStories that allows students to voice record reflections about science concepts anytime, anywhere. We conducted a study with 18 fifth-grade children to investigate first, the effects of ScienceStories on students' science self-efficacy, and second the effects of different motivational structures (gamification, narrative-based, hybrid) designed into the smartwatch app on students' quality and quantity of use. Quantitative results showed ScienceStories increased science self-efficacy especially with a motivational structure. The gamified version had the highest quantity of use, while narrative performance performed worst. Qualitative findings described how students' recordings related to science topics and were contextualized. We discuss how our findings contribute to understanding of how to design smartwatch apps for educational purposes.

This paper extends the concept of digital literacy and applies it to Making. Through case descriptions, we contribute an understanding of how children can become or fail to become individuals literate in Making within a formal learning context. Our analysis draws from video recordings and other data sources of two 4th grade classrooms in which the students, who had already participated in 1.5 years of more structured 'makified activities', engaged in an open-ended, exploration-based, and playful task that was more in line with the spirit of Making. Student teams were classified as 'high in Making literacy' and 'low in Making literacy', revealing how Making literacy was expressed at the level of skills, mental models, and practices in various ways for different students. Our qualitative analysis demonstrates what burgeoning Making literacy may mean in a public elementary school classroom, paving the way for a vision of a time when Making becomes generalized practice.