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Augmented reality (AR) has been extensively applied to health science education. However, a question still remains as to the optimal way to design AR interfaces to enhance users’ understanding of information that is presented in text format. Utilising the context of indoor air pollution, the current study examines the effects of messages about particulate matter (PM) delivered using different modes of AR visualisation (i.e. overlaying AR visuals onto users’ faces [AR-overlay self] vs. overlaying AR visuals onto users’ surroundings [AR-overlay environment] vs. no use of AR [AR control]). A between-subjects online experiment (N = 306) demonstrated that the AR-overlay environment has a pronounced effect on perceived realism toward 3D-rendered PM, which induced powerful effects on increasing both issue involvement and positive attitudes toward the textual information being presented. Compared to the AR control, the AR-overlay environment demonstrated a serial and positive mediation effect on perceived realism, which subsequently influenced issue involvement and message attitudes. However, overlaying 3D-rendered PM onto one’s face turned out to be a less effective means of eliciting perceived realism. Implications are discussed in the context of how to design effective AR interfaces that can best help users understand health science information. [ABSTRACT FROM AUTHOR]

Achieving cooperation between individuals is challenging and often driven by self-beneficial motives. On the other hand, people also seem capable of subordinating their personal interests and of engaging in cooperation for motives other than their own, i.e. out of altruistic impulses. One context in which both motivational facets can be observed is multiplayer online games. However, there is a lack of knowledge about how cooperation based on altruism and egoism develops in games, which also prevents us from transferring this knowledge as a form of gamification. In this study, we explore which game features are accountable for altruistic and egoistic sentiment, and how these distinctive demeanours induce cooperation in games, with the intent to also derive implications for gamification. We employ we-intention and I-intention theory and conduct a survey among players of the game Ingress (N = 206). Our findings imply that (1) cooperative game design can give rise to within-group altruism in form of enjoyment in helping others and cooperative goals, (2) altruism can lead to the formation of we-intentions, and (3) individualistic game features invoke I-intentions and self-centered motivations in games in the form of recognition-seeking. Theoretical and practical implications are provided for cooperative game and gamification design. [ABSTRACT FROM AUTHOR]

This study investigates the visual angle threshold value for the recognition of Chinese characters displayed on the optical head-mounted display. As optical head-mounted displays are becoming increasingly popular in various fields, character legibility has become an important topic for research. In this study, a legibility test was conducted by randomly displaying characters on the optical head-mounted display. The characteristics that were tested included the number of strokes, components and usage frequency rankings. The visual angle threshold value of each character was recorded and analysed. The results indicate that Chinese characters with more strokes, more components and lower usage frequency have a larger visual angle threshold value than characters with fewer strokes, fewer components and higher frequency. The number of strokes and usage frequency rankings were inputted into a regression model to predict the visual angle threshold value for character recognition (R2 = 0.72; Adj-R2 = 0.71). The regression analyses revealed that the foregoing inputs increased the visual angle threshold value. These findings provide a practical reference for the display of Chinese characters on optical head-mounted displays. [ABSTRACT FROM AUTHOR]

This study aims to understand the usability of common button colours and background choices in the existing augmented reality (AR) interface. AR is increasingly used in dynamic situations, such as driving using an AR head-up display. However, studies regarding the usability of AR interfaces, especially about the colours, are scarce. Twenty-four participants performed button selection tasks in an experiment using Microsoft HoloLens. Three measures (task completion time, the number of errors, and button colour visibility were collected for the 12 experimental conditions (3 backgrounds by 4 button colours). Significant differences were found in completion time between backgrounds and blue button visibility. On a moving background, the most effective button colour is orange, and the most minor effective button colour is blue. The results of this study can be used for colour choices in designing AR applications and devices. [ABSTRACT FROM AUTHOR]

The concept of immersion has been widely used for the design and evaluation of user experiences. Augmented, virtual and mixed-reality environments have further sparked the discussion of immersive user experiences and underlying requirements. However, a clear definition and agreement on design criteria of immersive experiences remains debated, creating challenges to advancing our understanding of immersive experiences and how these can be designed. Based on a multidisciplinary Delphi approach, this study provides a uniform definition of immersive experiences and identifies key criteria for the design and staging thereof. Thematic analysis revealed five key themes – transition into/out of the environment, in-experience user control, environment design, user context relatedness, and user openness and motivation, that emphasise the coherency in the user-environment interaction in the immersive experience. The study proposes an immersive experience framework as a guideline for industry practitioners, outlining key design criteria for four distinct facilitators of immersive experiences – systems, spatial, empathic/social, and narrative/sequential immersion. Further research is proposed using the immersive experience framework to investigate the hierarchy of user senses to optimise experiences that blend physical and digital environments and to study triggered, desired and undesired effects on user attitude and behaviour. [ABSTRACT FROM AUTHOR]

Commercial videos are often used to familiarise potential buyers and users with new technologies and their possibilities. In addition, presenting visions of future applications is a way to configure users and define social worlds of technology use. We analyse 30 YouTube videos featuring augmented reality (AR) devices in industrial manufacturing and construction, to explore how these commercial videos situate AR technology and future users by showcasing techno-euphoric promises and imagined use cases. With a video analysis based on Grounded Theory and Situational Analysis, we untangle the promises of AR for manufacturing and construction work; second, we present two prevailing configurations of AR users: 'experts in situ' and 'smart dummies'; and third, we discuss how YouTube videos put forward developmental expectations. In addition, we identify discrepancies between expectations and foreseeable requirements in construction work. Finally, our research could contribute to a more holistic understanding of workplaces and socially robust AR applications. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) provides numerous opportunities for digitally-aided language interventions for autistic children. Educators and researchers have reported a variety of outcomes and insights about the use of AR as an educational and pedagogical tool. The unique advantage of AR suggests that it supports attentional behaviour, fosters emotional and social skills, and improves communication abilities in children with autism. However, the efficacy of this technology for language learning in autistic children has not previously been systematically reviewed. The purpose of this review was to summarise findings on AR-enhanced language learning interventions for autistic children to help guide researchers in future studies. We conducted a systematic literature review, collecting 44 peer-reviewed studies covering different language domains. From there, further analysis identified 13 studies that focused on language acquisition and 31 that focused on language use. Our survey presents an overview of AR research for language learning in autistic children over the last 10 years, providing insights into aspects of language skills, the AR technologies used, research design and strategies, the underlying learning theories and models adopted in the studies, and whether the reported results were accompanied by some form of evaluation. Finally, this review proposes several recommendations for future research. [ABSTRACT FROM AUTHOR]