Effects of Superimposing Salient Graphics on Learning Material
We investigate the effects of superimposing animated graphics of a virtual character (VC) on physics simulation learning material. Eye-tracking experiments revealed that the VC drew attention to the animated simulation display in a tutorial mode in which the user remained passive to instruction. No similar effect of superimposing was found when the user was engaged in the interface of waiting for key-in mode. Visual incongruity together with contextual congruity is believed to work as a stimulus to raise interest in the intuitive elements of the material. As one application, we describe the development of a visual annotation system based on augmented reality technology. The annotations were visualized in stereoscopic three-dimensional graphics using a see-through wearable binocular-type display. This system is useful for users to obtain in-depth knowledge individually from a large projected image shared with an entire class. This is expected to enable learners to retrieve knowledge at their own paces, while raising interest in the entire view.
KeywordsLearning materials See-through wearable display Augmented reality Stereoscopic 3D
A part of this study has been funded by a Grant-in-Aid for Scientific Research (C) 21500842 from the Ministry of Education, Culture, Sports, Science and Technology, Japan. The authors would like to thank Enago (www.enago.jp) for the English language review.
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