Interactive Spatial AR for Classroom Teaching
The authors fuse the virtual objects in science and the action of teachers on real podium by developing an interactive spatial AR system, in which teachers could interact with virtual objects by their gesture in real-time presentation, and the images of v
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Department of Communication of Science and Technology, University of Science and Technology of China, Hefei, Anhui, China [email protected], [email protected]
Abstract. The authors fuse the virtual objects in science and the action of teachers on real podium by developing an interactive spatial AR system, in which teachers could interact with virtual objects by their gesture in real-time presen‐ tation, and the images of virtual objects that projected on a transparent projection screen were aligned and matched to calibrate with their body part’s position. The students will see virtual objects are seamlessly matched on the real teachers on podium space as if they are real things that are just under the control of the teachers. The students will immerse into the presentation more deeply, hence enhance the cognitive effect of classroom teaching and learning. Keywords: Spatial AR · Classroom · Transparent projection screen
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Introduction
There have been a number of researches about how use augmented reality technologies in through augmented reality book [1, 2] or mixed reality book [3] and in classrooms [4– 14] that focus on allowing students to interact with content. Most of these researches utilized HMD and mark recognition based augmented reality technologies, and usually each student should interact with the system himself or herself. However, it may be not suitable for many traditional classrooms to apply this scenario mechanically, especially if there are many students and only few equipments then the students will have to take many time to learn the related contents by interacting with the system one by one, on the other hand, usually there is a schedule that teacher should teach some specified contents to the students in a certain period of time. This paper aimed to provide the teachers with a more effective way to communicating knowledge to the students by allowing the teachers to present the educational 3D contents interactively with spatial AR technology [15]. In this scenario, 3D virtual objects is displayed on a transparent projection screen [16, 17] that arranged in front of the podium, while students will see their teacher is interacting with the 3D virtual objects just like in the air, so the students could get much deeper immersive experience than that in traditional mode.
© Springer International Publishing Switzerland 2016 L.T. De Paolis and A. Mongelli (Eds.): AVR 2016, Part I, LNCS 9768, pp. 463–470, 2016. DOI: 10.1007/978-3-319-40621-3_34
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Y. Zhang and Z. Zhu
Both half-mirror [16] and transparent projection screen [17, 18] could generate “in air” planar illusion, while the pyramid-shaped virtual showcase [19] could supports up to four viewers, and the cone-shaped virtual showcase [20] could supports multiple users and provides a seamless surround-view illusion. Thereby the technological progress that is being made within these areas allows shifting interactive storytelling more and more into the third dimension [21] and into the physical world. By using the above technologies to
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