Nathan Dass
Duen Horng (Polo) Chau
ABSTRACT
Augmented reality (AR) is breaking into every industry and is finding a home in many unique and novel applications, due in part to its ability to engage users and their physical surroundings in potentially immersive means. We present our early investigation into whether these qualities of AR may be leveraged to help people learn coding more easily and with more fun. Using a within-subjects design with 12 participants, our pilot study evaluated two interactive AR coding environments: (1) head-mounted AR with Microsoft HoloLens, (2) mobile AR with ARKit on an iPhone; together with a conventional 2D touch interface using Swift Playground on an iPad as baseline. Participants enjoyed using mobile AR the most, and they also completed programming tasks the fastest when using it. Our current results suggest AR may have potential in enhancing beginners' learning experience for coding, especially for tasks that are more interactive and benefit from visual feedback.
- Murat Akçayir and Gökçe Akçayır. 2017. Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review 20 (2017), 1--11.Google Scholar
Cross Ref
- Murat Akçayir, Gökçe Akçayır, Hüseyin Miraç Pektaş, and Mehmet Akif Ocak. 2016. Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories. Computers in Human Behavior 57 (2016), 334--342. Google ScholarDigital Library
- Benjamin Bach, Ronell Sicat, Johanna Beyer, Maxime Cordeil, and Hanspeter Pfister. 2018. The Hologram in My Hand: How Effective is Interactive Exploration of 3D Visualizations in Immersive Tangible Augmented Reality? TVCG 24, 1 (2018), 457--467.Google ScholarCross Ref
Index Terms
- Augmenting Coding: Augmented Reality for Learning Programming
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