Social Augmented Reality: Enhancing Context-Dependent Communication and Informal Learning at Work

Autor/inn/en	Pejoska, Jana; Bauters, Merja; Purma, Jukka; Leinonen, Teemu
Titel	Social Augmented Reality: Enhancing Context-Dependent Communication and Informal Learning at Work
Quelle	In: British Journal of Educational Technology, 47 (2016) 3, S.474-483 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12442
Schlagwörter	Construction Industry; Simulated Environment; Computer Simulation; Workplace Learning; Qualitative Research; Workshops; Telecommunications; Handheld Devices; Design; Communication Strategies; Phenomenology; Interaction + Suchen Sie Ihr Suchwort? Baugewerbe; Künstliche Umwelt; Computergrafik; Computersimulation; Qualitative Forschung; Lernwerkstatt; Schulung; Telekommunikationstechnik; Kommunikationsstrategie; Phenomenological psychology; Phänomenologie; Psychologie; Interaktion
Abstract	Our design proposal of social augmented reality (SoAR) grows from the observed difficulties of practical applications of augmented reality (AR) in workplace learning. In our research we investigated construction workers doing physical work in the field and analyzed the data using qualitative methods in various workshops. The challenges related to learning in the construction sites were: sharing of specific situation processes or details, need of direct communication channel over distance and support for social appraisal. The second result of the study is a prototype. SoAR is a design solution, an application for smart phones. The primary target for the SoAR design builds on the discoveries and idea that current AR developments in the area should focus on enhancing human-to-human interactions: messages, gestures, words and other small elements of communication. We present the current SoAR prototype that enhances video calls with overlaid drawings therefor SoAR is a tool for asking and providing guidance in context-reliant work situations. Our guiding theoretical framework is drawing from phenomenological discussion dealing with embodied interaction expanded by a process of research-based design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01