Articulo

Bulletin of the IEEE Technical Committee on Learning Technology, Volume 14, Number 4, October 2012

7

Augmented Reality Interfaces for Assisting
Computer Games University Students
Fotis Liarokapis, Member, IEEE

Abstract— This paper proposes the use of augmented reality
(AR) interfaces for the construction of educational applications
that can be used in practice to enhance currentteaching methods
as well as for the delivery of lecture material. The interactive AR
interface has been piloted in the classroom at an undergraduate
module of a Bachelor of Science (BSc) degree in Games
Technology at Coventry University, UK. An initial evaluation
was performed with fifteen students and qualitative feedback was
recorded. Results indicate that the adoption of AR technology isnot only a promising and stimulating tool for learning computer
graphics, but it can also be incredibly effective when used in
parallel with more traditional teaching methods.
Index Terms—augmented reality, computer graphics, humancomputer interaction.

I. INTRODUCTION

A

lthough current teaching methods work successfully,
Universities are interested in introducing more productivemethods for improving the learning experience and increasing
the level of understanding of the students. The emergence of
new technological innovations such as the Internet,
multimedia, virtual and augmented reality technologies, was
able to demonstrate the weaknesses of traditional teaching
methods but also the potential for improving them. This
evolution allows educationalists to make gooduse of a number
of multimedia technologies to demonstrate phenomena’s or
explain complex theories to the students in a different way
than the traditional methods can, thus overcoming some
limitations.
Augmented reality (AR) has the ability of enhancing the
real world by using computer-generated information that is
projected onto the user’s virtual environment. Users can
visualize thesuperimposed information with a selection of
display technologies and can interact with it in a natural
manner by employing software interfaces, physical markers
and hardware interaction devices. One of the earliest examples
of research that applied AR to an educational context is the
‘Classroom of the Future’ [1], which conceptualizes how it
could be possible to enhance interaction betweeninstructor
and students by employing AR technologies. Another example
is the higher education collaborative AR learning system for
Dr. Fotis Liarokapis is the director of Interactive Worlds Applied Research
Group (iWARG), Faculty of Engineering and Computing, Department of
Computing, Coventry University, UK (e-mail: F.Liarokapis@coventry.ac.uk).

mathematics and geometry education Construct3D[2] that
allow teachers and students to interact through various
scenarios. An alternative experimental education application
demonstrates the AR enhanced teaching of undergraduate
geography students about earth-sun [3]. In a similar AR
application educators use AR to explain to students how
specific parts of a computer could work in practice [4].
In another study researchers have comparedthe use of AR
and physical models in chemistry education [5] and results
showed that some students liked to manipulate AR by rotating
the markers to see different orientations of the virtual objects
whereas others preferred to interact with physical models to
get a feeling of physical contact. Moreover, two modules,
‘Solar System’ and ‘Plant System’, were developed for mixed
reality (MR)in the classroom, “providing support for
classroom teaching and self-learning” [6]. This study was
influenced directly by its perceived usefulness, and indirectly
through perceived ease of use and social influence, and
preliminary results seemed to indicate the participants’
intention to use MR for learning. Elsewhere, researchers have
studied the integration of physical objects that are...