A new storytelling genre: combining handicraft elements and storytelling via mixed reality technology
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ORIGINAL ARTICLE
A new storytelling genre: combining handicraft elements and storytelling via mixed reality technology Yingjie Song1,2 · Chenglei Yang1,2
· Wei Gai1,2 · Yulong Bian2,3 · Juan Liu1,3
© Springer-Verlag GmbH Germany, part of Springer Nature 2020
Abstract Handicraft is a traditional cultural form which can improve children’s hands-on ability and spatial imagination ability. In addition, storytelling is another beneficial activity that can improve children’s language skill and creative power in their growing process. By combining handicraft elements and storytelling via mixed reality technology, this paper presents a new storytelling genre, which supports children and parents learning how to make handicraft and then use them as tangible interaction tools to design, create, tell and share stories, together with gesture interaction. Taking origami as an example, we design and implement a system and conduct a user study. Findings illustrate that our system has good usability and can motivate users’ interest in handicraft and storytelling and even promote parent–child interaction effectively. Keywords Handicraft · Storytelling · Tangible user interface · Mixed reality · Parent–child interaction
1 Introduction Handicraft (such as origami) is a manual activity and an important traditional cultural form. Studies have shown that handicraft can improve dexterity of hands [2], exercise children’s comprehensive coordination ability of hands, eyes and brain and cultivate the ability to solve problems [31]. During the process of doing handicrafts, people can get opportunities to communicate with others, learn different cultures and create works that can be shared with others. In this paper, we chose origami, which is made of paper, an everyday object, as an example of handicraft. In addition to the properties of low cost and easiness to use, paper also has high plasticity, making it excellent material for art creation. It is also widely used in many studies, for example, in studies using origamis classes to train spatial thinking and imagination of students
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Chenglei Yang [email protected] Yulong Bian [email protected]
1
School of Software, Shandong University, Jinan, China
2
Engineering Research Center of Digital Media Technology, MOE, Shandong University, Jinan, China
3
School of Mechanical, Electrical and Information Engineering, Shandong University, Weihai, China
in mathematic [4,5]. Based on the above advantages, we take origami as an example to teach handicrafts. The application of digital technology to embody the handicraft process provides an intuitive, complete and interactive representation. For example, AMICA VR [9] used virtual reality to embody the printmaking process. Misaki Iyobe et al. [13] proposed a mobile virtual traditional crafting presentation system which used augmented reality technology to provide a high level of immersion. In the case of origami, Watanabe Toshio et al. [32] presented an interactive system that used a fixed camera as a novel instructional tool, with the
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