The Woods

Author(s):  
Kyoung Swearingen ◽  
Scott Swearingen ◽  
Fede Camara Halac ◽  
Sruthi Ammannagari ◽  
Matt Hall

While loneliness in our real lives is increasingly recognized as having dire physical, mental, and emotional consequences, cooperative games have been shown to build empathy and provide positive social impact. In this paper, the authors present "The Woods," a local cooperative, mixed-reality game using augmented reality and 4-channel audio spatialization panning that provides players with face-to-face interactions in pursuit of a shared goal. This paper discusses the narrative, mechanical, and sonic components of the game, as well as the game's development process and the players' experiences. The goal of our team is to develop a narrative-driven AR game that promotes collaborative problem-solving and engages players in an emergent physical and digital experience.

2021 ◽  
Vol 37 (5) ◽  
pp. 17-31
Author(s):  
Cheng-Yu Chung ◽  
Nayif Awad ◽  
I-Han Hsiao

Although numerous studies have demonstrated different ways that augmented reality (AR) can assist students to understand the learning content via contextualised visualisation, less explored is its effect on collaborative problem-solving (CPS) in computer programming. This study aims to investigate how AR affects a CPS in a programming task. We designed a mobile app that could visualise computer programming in AR and non-AR 3D images. The app could involve two participants working together on a programming problem face to face in the same workspace. We conducted a within-subjects experiment to compare their AR experience to the non-AR experience and collected multimodal usage data about the task performance, verbal communication, and user experience. The analysis showed that the participants in the AR experience had higher task performance and more insightful communication than the non-AR. The participants also had positive attitudes toward the use of AR in classroom instructions. In a semi-structured interview, the participants reflected that AR helped them engage in the content and analyse the task easier. Based on this study, we discuss several challenges and implications for future instruction designers. Implications for practice or policy: AR can improve student engagement in a collaborative problem-solving task. AR has the potential to promote and improve group communication in collaborative work. Instruction designers may need to carefully align the characteristics of AR with the task content especially when physical models are rarely used in the learning content.


2020 ◽  
Vol 26 (8) ◽  
pp. 972-995
Author(s):  
Sangsun Han ◽  
Kibum Kim ◽  
Seonghwan Choi ◽  
Mankyu Sung

Video/audio conferencing systems have been used extensively for remote collaboration over many years. Recently, virtual and mixed reality (VR/MR) systems have started to show great potential as communication media for remote collaboration. Prior studies revealed that the creation of common ground between discourse participants is crucial for collaboration and that grounding techniques change with the communication medium. However, it is difficult to find previous research that compares VR and MR communication system performances with video conferencing systems regarding the creation of common ground for collaborative problem solving. On the other hand, prior studies have found that display fidelity and interaction fidelity had significant effects on performance-intensive individual tasks in virtual reality. Fidelity in VR can be defined as the degree of objective accuracy with which the real-world is represented by the virtual world. However, to date, fidelity for collaborative tasks in VR/MR has not been defined or studied much. In this paper, we compare five different communication media for the establishment of common ground in collaborative problem-solving tasks: Webcam, headband camera, VR, MR, and audio-only conferencing systems. We analyzed these communication media with respect to collaborative fidelity components which we defined. For the experiments, we utilized two different types of collaborative tasks: a 2D Tangram puzzle and a 3D Soma cube puzzle. The experimental results show that the traditional Webcam performed better than the other media in the 2D task, while the headband camera performed better in the 3D task. In terms of collaboration fidelity, these results were somehow predictable, although there was a little difference between our expectations and the results.


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