Jingya Li
ABSTRACT
Augmented Reality is becoming an emerging trend in the development of play-and-learn experience and increasingly accessible to children. However, there is a lack of understanding of how to design AR games to effectively improve children's learning experience, especially with respect to the novel interaction and representation paradigms that AR affords. In this study, we describe the design and the implementation process of different interaction types (screen-touch and tangible interaction) and feedback mechanisms (non-diegetic feedback and diegetic feedback) in an AR math game for children aged 7 and 8. We report the insights based on our current prototypes and discuss the design implications for our future work.
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