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ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.

This paper presents an experimental study on amobile augmented reality application for immersive training offield engineers in service and maintenance of a medical analyzer(AQT90FLEX). Based on approaches from user experience design,we developed an AR training application with the aim ofhigh level of relevance, ease of use, usefulness, user satisfaction,and learnability. Sixteen field engineers from the multinationalcompany Radiometer participated in the study. The procedurewas divided into three iterative stages: design, prototype, andevaluation. The methods consisted of questionnaires, interviews,and co-creation. The questionnaire was inspired by the technologyacceptance model. The findings revealed that all the fieldengineers expressed positive feedback in terms of being able tosee, train, and practice on the AQT90FLEX analyzer. Especiallythe usefulness and user satisfaction were positively evaluated.This study also shows the importance of using mixed methods,both qualitative and quantitative approaches, in order to developan AR training application for field engineers across theworld. This paper presents an experimental study on a mobile augmented reality application for immersive training of field engineers in service and maintenance of a medical analyzer (AQT90FLEX). Based on approaches from user experience design, we developed an AR training application with the aim of high level of relevance, ease of use, usefulness, user satisfaction, and learnability. Sixteen field engineers from the multinational company Radiometer participated in the study. The procedure was divided into three iterative stages: design, prototype, and evaluation. The methods consisted of questionnaires, interviews, and co-creation. The questionnaire was inspired by the technology acceptance model. The findings revealed that all the field engineers expressed positive feedback in terms of being able to see, train, and practice on the AQT90FLEX analyzer. Especially the usefulness and user satisfaction were positively evaluated. This study also shows the importance of using mixed methods, both qualitative and quantitative approaches, in order to develop an AR training application for field engineers across the world.

Virtual Reality (VR) can mediate remote collaborative learning and can support pedagogical processes like paragogy. Within education, methods such as spaced repetition and memory palaces exist to support the cognitive process of remembering. We identify an opportunity to enhance learner-led collaborative paragogy involving these methods through immersive VR experiences. We present CleVR, a VR-mediated collaboration-based system that supports the memory palace and spaced repetition techniques. As an exploratory study, we aim to identify the applicability, viability and user perception for such a system combining these two techniques in VR. CleVR is a novel implementation which provides a location-driven metaphor to populate and present multiple resources related to a topic for peer-led exploration. We discuss the design and provide a prototype implementation of CleVR. We conducted two studies, a targeted expert user review and a broader proof of concept survey. The results of the studies show interesting outcomes, with the system described as 'engaging', 'useful' and 'fun'. Our findings provide insights to the potential of using Virtual Reality Learning Environments (VRLE) geared towards collaborative learner-led activities.