Embodied learning mechanics and their relationship to usability of handheld augmented reality

Abstract

Researchers in HCI have designed and developed Augmented Reality for over two decades. Recently, there has been increased interest in exploring an embodied perspective on interaction, where the focus is on the fundamental role played by the physical body in how we experience. This paper presents an overview of embodied cognition as it relates to augmented reality, along with specific interaction mechanics that can engage embodied learning in augmented reality. Further, we reflect on children's usability of handheld augmented reality, presenting a set of usability problems encountered by children, and reflections on how these problems impact the use of embodied interaction learning mechanics for young children.