Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms.

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Development of educational programs through comprehensive learning aimed at improving the health and physical fitness of elementary school students

Impact ◽

10.21820/23987073.2021.2.50 ◽

2021 ◽

Vol 2021 (2) ◽

pp. 50-52

Author(s):

Isao Kambayashi

Keyword(s):

Elementary School ◽

Physical Fitness ◽

School Children ◽

Elementary School Children ◽

Positive Impact ◽

Educational Programme ◽

School Students ◽

Technological Advances ◽

Quality Sleep ◽

Good Nutrition

Technological advances and innovations have inadvertently promoted a more sedentary lifestyle. Lifestyles of this kind tend to involve a lack of good quality sleep and poor nutrition. This is a particularly worrisome trend in children and it is important to encourage an active lifestyle and good nutrition among this generation and instill them with positive habits. Indeed, research has found that more and more Japanese children are waking with a low basal body temperature, which can be associated with poor physical fitness. Professor Isao Kambayashi, Hokkaido University of Education (HUE), Japan, and Koji Sugo, Sapporo Elementary School, Japan, which is affiliated with HUE, are looking into the extent of the issue and what can be done to improve it, with a focus on better education. At present, little time is dedicated to the health education of elementary school children, which is not helping the situation. As such, Kambayashi and Sugo are surveying students in order to establish a better understanding of the situation and they will implement an educational programme designed to improve the health and fitness of elementary school children. The idea is that implementing the educational programme will improve the fitness levels of children as well as improving their nutrition, resulting in improved lifestyles overall. Ultimately, this should have a widespread positive impact, curbing rising sedentary lifestyles and increasing levels of obesity, with the potential for similar programmes to be introduced throughout Japan and, indeed, the world.

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Teacher Identification of Elementary School Children with Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0901.24 ◽

1978 ◽

Vol 9 (1) ◽

pp. 24-28 ◽

Cited By ~ 1

Author(s):

Richard H. Nodar

Keyword(s):

Elementary School ◽

Hearing Loss ◽

School Children ◽

Elementary School Children ◽

Total Sample ◽

Hearing Impaired ◽

Teacher Interviews ◽

Teacher Screening ◽

Children With Hearing Loss ◽

Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

Journal of Speech and Hearing Research ◽

10.1044/jshr.1604.584 ◽

1973 ◽

Vol 16 (4) ◽

pp. 584-585 ◽

Cited By ~ 7

Author(s):

Franklin H. Silverman ◽

Dean E. Williams

Keyword(s):

Elementary School ◽

School Children ◽

Oral Reading ◽

Elementary School Children ◽

Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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