Augmented Reality X-Ray Interaction in K-12 Education: Theory, Student Perception and Teacher Evaluation

Abstract

Augmented reality (AR) x-ray interaction is an enabling technology for providing students with virtual abstractions of the interior of an object. It provides students contextual visualization - the presentation of virtual information in the rich context of a real environment - thereby offering compelling experiences. According to experiential learning theory, such personal experiences are necessary for reaching different types of learners. AR x-ray is a novel interaction technique for education, thus, it is necessary to investigate how it affects the students' perception. We implemented AR x-ray using a state-of-the-art occlusion technique, and compared it to viewing 3D objects without occlusion. Results of two user studies (n=23 and n=47) show that there are no significant differences in realism, perception of depth, and visibility with occlusion and without occlusion, and that the current technique is usable for educational purposes. We also conducted interviews with both students (n=23) and teachers (n=12). Results indicate that AR x-ray is perceived to be useful for motivating and explaining to students. The teachers expressed willingness to adopt AR x-ray and to undergo training for using AR-based teaching materials.