Abstract:

In this paper we report upon the design and usability test of a mobile augmented reality application (Story Quest AR) featuring user interaction with geo-located archival sound, image, and text, in a pedagogical setting. State of the art mobile devices using Android and iPhone operating systems support access to digital content over wireless 4G and WIFI networks to offer enriched user experience of these contents through the use of graphics, camera, GPS, and audio support. Advances in mobile application development tools, services, and infrastructure allow for the integration of these technologies in augmented reality applications (AR), which can composite digital media contents such as 3D graphics and animation with maps and camera input. AR presents a potential opportunity to enhance the impact and accessibility of storytelling, through the provision of an enriched immersive experience of digital storytelling content that can be accessed on-site, or remotely, and accessed at any time or date. Prior research suggests that AR pedagogical applications may contribute to knowledge acquisition, student motivation, and collaboration (Bacca, et al., 2014; Koutromanos, Sofo, & Avraamidou, 2015; Akçayır & Akçayır, 2017; Maas & Hughes, 2020; Geroimenko, 2020). This report documents the findings of a prototype usability evaluation stage within an overall iterative user-centered interaction design methodology (Rogers, Sharpe, and Preece, 2011). The usability study was designed in consultation with a collaborating instructor and students of an upper year post-secondary history course. The specific case for this research involves the use of Story Quest AR for developing multimedia stories on the future of various human systems developed by history students in the McMaster University course History of the Future. These stories, called ‘Future Histories’ are campus location-specific stories that anticipate the future of contemporary issues, institutions, and systems. This may include art and museums, archives and libraries, environment and waste management, transportation and energy, the campus, education and the university. Student participants in the study were assigned to develop and upload multimedia thematic content for augmented reality display and subsequently to review the Story Quest AR application. Usability data was collected through a survey featuring a combination of Likert-scale ratings and narrative comment inputs. Our survey results indicate that designers of augmented reality applications for pedagogical use, especially those that involve student content creation, must design for a wide range of user familiarity and competence with digital media. This would entail not only designing for ease of use and the preparation of user guides and tutorials, but also for context and time management strategies for course instructors to allow sufficient orientation of the introduced new media technologies. Participants generally reported high engagement with the app’s visual content integration, most notably the images and embedded video links. In conclusion, the usability study of Story Quest AR provided moderate critical feedback that optimistically suggests a strong future for augmented reality application use to support learning in pedagogical contexts.

Keywords:

Augmented Reality, New Media, Education, Pedagogical Tools, Immersive Learning.