Extended reality-based procedural task training systems for young children

Abstract

In this work, we evaluate the applicability of Augmented Reality and Virtual Reality in designing enhanced learning experiments for children. Such an intervention can prove to be very useful to kids with reduced cognitive development. In our evaluation, we compare the new modes of instruction with live demonstration and perform a within-subjects user study on neurotypical children in the age group of 9 - 12 years. We ask the children to independently solve a tangram puzzle after being trained through diferent modes of learning. Our ndings indicate that during training, children took the longest time to interact with Desktop VR-based instruction, and took the shortest time to interact with the live demonstration mode. Children also took the longest time to independently solve the tangram puzzle in the Desktop VR mode.