Interaction of children with an augmented reality smartphone app
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ORIGINAL RESEARCH
Interaction of children with an augmented reality smartphone app Savita Yadav1
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Pinaki Chakraborty1
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Gurtej Kochar1 • Deeheem Ansari1
Received: 7 June 2019 / Accepted: 15 April 2020 Bharati Vidyapeeth’s Institute of Computer Applications and Management 2020
Abstract Many children now get access to smartphones by two years of age and gradually learn to operate them. The objective of this study was to determine the age at which children become capable of using smartphone apps with augmented reality. We developed an augmented reality smartphone app in C# and studied the interaction of 60 children aged between two and eight years with it. We conducted a preference test to determine the interest of the children in using the app and a proficiency test to determine the ability of the children to use the app. We observed that 5% children aged two and three years, 25% children aged four to six years, and 55% children aged seven and eight years were interested in playing with the app. The children below the age of seven years were overwhelmed by the interplay of real and virtual objects displayed on the screen, and did not prefer playing with the app. Alternatively, the seven and eight year old children were able to use the app and were enthusiastic about it. However, the seven and eight year old children required 39.78% more time to use the app when compared with a similar app without augmented reality. We concluded that children develop skills necessary to use augmented reality software by the age of seven years. We recommend that augmented reality be used in educational apps for children aged seven years and more to enhance their learning experience. Keywords Human–computer interaction Child Smartphone Augmented reality educational app
& Savita Yadav [email protected] 1
Division of Computer Engineering, Netaji Subhas University of Technology, New Delhi 110078, India
1 Introduction A child is a human being between the stages of birth and adolescence. A child gradually grows in size and develops physical and cognitive skills. Piaget [1] divided the cognitive development of a child into four stages as follows. •
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Sensorimotor stage: The sensorimotor stage spans the first two years of life. In this stage, children work on language acquisition and understanding the world on the basis of experiences like touch, taste, vision and hearing. Preoperational stage: Children aged two to six years are in the preoperational stage. In this stage, children can remember physical objects they have seen and represent those using symbols. Concrete operational stage: Children aged seven to ten years are in the concrete operational stage and can think logically. They can use inductive reasoning but have difficulty in using deductive reasoning. Formal operational stage: Children reach the formal operational stage by eleven years of age. In this stage, children are able to solve abstract problems and think about concepts that may not exist in the real world.
Children also develop fine and gross
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