Abstract

While we are in the midst of a renaissance of interest in augmented reality (AR), there remain a small number of application domains that have seen significant development. One domain that often benefits from additional visualization capabilities is education, specifically physics and other sciences. This paper summarizes interviews with secondary school educators about their experience with AR and their most desired features. Three prototypes were created which were used to collect usability information from students and educators about their preferences for AR applications in their physics courses. Additionally, we introduce the concept of Environmental Integration, a novel method of defining mixed reality applications based on three properties: Visualization, Input Fidelity, and Spatial Understanding. Several examples are presented to illustrate different levels of environmental integration. The results of the studies conducted point towards interesting areas for further exploration for AR content creation for physics education.

Notes

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Graduation Date

2021

Semester

Spring

Advisor

Laviola II, Joseph

Degree

Doctor of Philosophy (Ph.D.)

College

College of Engineering and Computer Science

Department

Computer Science

Degree Program

Computer Science

Format

application/pdf

Identifier

CFE0008933

Language

English

Release Date

November 2022

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Campus-only Access)

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