User Interactions for Augmented Reality Smart Glasses: A Comparative Evaluation of Visual Contexts and Interaction Gestures

Smart glasses for wearable augmented reality (AR) are widely used in various applications, such as training and task assistance. However, as the field of view (FOV) in the current AR smart glasses is narrow, it is difficult to visualize all the information on the AR display. Besides, only simple interactions are supported. This paper presents a comparative and substantial evaluation of user interactions for wearable AR concerning visual contexts and gesture interactions using AR smart glasses. Based on the evaluation, it suggests new guidelines for visual augmentation focused on task assistance. Three different types of visual contexts for wearable AR were implemented and evaluated: stereo rendering and direct augmentation, and non-stereo rendering and indirect augmentation with/without video background. Also, gesture interactions, such as multi-touch interaction and hand gesture-based interaction, were implemented and evaluated. We performed quantitative and qualitative analyses, including performance measurement and questionnaire evaluation. The experimental assessment proves that both FOV and visual registration between virtual and physical artifacts are important, and they can complement each other. Hand gesture-based interaction can be more intuitive and useful. Therefore, by analyzing the advantages and disadvantages of the visual context and gesture interaction in wearable AR, this study suggests more effective and user-centric guidance for task assistance.

Variability in mothers’ support for preschoolers’ contributions to co-constructed narratives as a function of child age

Children’s narrative abilities in the preschool years have been found to predict their later literacy skills. Mothers’ verbalizations during shared personal narratives with their preschoolers have been shown to facilitate children’s development of narrative skills. The present study sought to extend the literature by investigating mothers’ use of two types of questions (information requests, ‘yes/no’ questions) and two types of confirmation (praise, repetition of child content) when discussing past events with their preschoolers, as a function of child age and gender. Study participants were 32 American mothers and their preschoolers, who were either 3 years of age or 5 years of age. Mother–preschooler dyads were audiotaped discussing three past events which they had shared. Results indicated that mothers provided significantly more information requests and repetition of child content when co-constructing narratives with 3-year-olds than with 5-year-olds. Overall, the results are consistent with the literature regarding parental sensitivity to children’s specific needs for task assistance in the early childhood period.