Use of Augmented Reality to Support Education

Creating a Mobile E-learning Tool and using it with an Inquiry-based Approach

Walter J. Rezende, Eduardo S. Albuquerque and Ana Paula Ambrosio

Instituto de Informatica, Universidade Federal de Goias, Goiania, Brazil

Keywords:

Augmented Reality, Education, Mobile Devices.

Abstract:

Education is the basis of human development. In recent years working professionals have demonstrated a

considerable interest in new technologies, searching to enhance teaching quality. Tools such as e-learning,

cellphones, video-conferences, web quests and others are becoming popular options to help motivate and

enrich the knowledge of students. Now, with modern technology, society requirements for knowledge have

gotten more speciﬁc and accumulated, but the traditional teaching model has not been able to keep up. This

paper presents a mobile software educational tool for children, using the Jigsaw methodology and augmented

reality (AR) technology, aiming to improve teaching experience. The proposed software contains an AR

marker reader, a game library and a digital quiz module. By presenting book contents in three dimensions,

together with the use of Jigsaw learning, we create an interactive and fun environment for learning, that can

help increase the interest and motivation of students.

1 INTRODUCTION

The accelerated changes in the technological context,

have increased evaluation of teaching methods world-

wide (Murnane and Steele, 2007). As an outcome, we

now need to ﬁnd new ways to learn, a challenge for

researchers and teachers searching for ways to maxi-

mize content absorption while preserving the individ-

uality of thoughts. According to Murnane, we now

face a challenge of identifying, distributing and im-

proving teachers for current demands.

Personal computers have revolutionized the way

humans interact with the world. As a silent side-

effect, the current on-screen metaphor inevitably

holds the users attention, in order to manipulate

its ”selﬁsh” interface. By combining the best of

both worlds, augmented reality (AR) presents it-

self as an interesting solution for this problem and

can be applied into almost any domain, including

education, that has traditionally resisted signiﬁcant

changes (Hannaﬁn and Savenye, 1993).

Augmented reality is one of the variations of vir-

tual reality and can be seen as introduction of arti-

ﬁcial stimuli over real ones, with the use of multi-

sensory technology. In other words, it includes vir-

tual information on human senses, enhancing men-

environment relationship. The main characteristics

present in AR are: mix of virtual elements in the real

context; interactivity with resultant reality; position-

ing of virtual objects in a coherent manner accord-

ing to the reality in question and inﬂuence over all

senses (Azuma et al., 2001).

AR creates an intentional illusion that we can use

to enrich the sense of vision. This allows us to include

information of the surroundings in our sight or of any

other relevant data at the time, like schedules, noti-

ﬁcations, updates, etc. Naturally this feature can be

used in education and there are many projects involv-

ing it. The fact that we can mix reality with virtual

objects is, at least, an interesting prospect.

In addtion to advances in technology, new teach-

ing and learning methodologies have arisen to en-

hance the learning experience and give students skills

that will help them professionaly and in every day life.

Many adopt a proactive approach, where students are

encouraged to seek information that will help them

solve problems.

Collaboration according to (Kaufmann, 2003) is

one of the most important parts of educational envi-

ronment, yet still the traditional learning model rarely

stimulates it, through group activities every now and

then. There is a need to discourage methods that in-

dividualize learning, such as using individual com-

puters (Billinghurst, 2002). Even when working side

by side, this methodology reduces effectiveness of

pupils, who often feel this and end up grouping spon-

100

Rezende, W., Albuquerque, E. and Ambrosio, A.

Use of Augmented Reality to Support Education - Creating a Mobile E-learning Tool and using it with an Inquiry-based Approach.

DOI: 10.5220/0006318701000107

In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) - Volume 1, pages 100-107

ISBN: 978-989-758-239-4

taneously. Using a proactive collaborative model

makes social activities common, and involves stu-

dents in the process of teaching, allowing them to at-

tempt their very own solutions yet still being aided

and evaluated by supervisors.

The Jigsaw methology, introduces this proac-

tive approach into a game-based learning methology,

where students are grouped together to solve prob-

lems and compete against other groups. By associat-

ing AR to the Jigsaw methodology we aim to change

the students’ role, from passive learning to active,

helping pupils develop self-teaching and collaborative

work skills. According to (Milhomem et al., 2013), a

technology that aims to give digital support to real ex-

periences, are best used if the actual experiences are

still stimulated.

The idea that will be presented in this paper, is to

build a software tool that can offer students a different

approach for learning. According to (Moran, 2007),

what mainly pushes away students in ﬁfth to eighth

grade in Brazil is lack of interest. Poor connection

between life and subjects, added to the lack of con-

nectivity between them and the virtual world reduces

the chance to create good professionals and citizens.

Combining both the AR book strategy and the

inquiry-based learning model, we expect to reduce

abstraction of subject content and offer a proactive

and social experience that will help connect subjects

to student lives. With AR as a tool, we will provide

additional support to the Jigsaw methodology, allow-

ing members of the groups to experience simulation

of content. With different subtopics handed out to

each member, they can look at the same model, and

extract different information related to their particu-

lar focus and interest. While regular books present

the content to pupils in a manner that requires imag-

ination to fully understand what is being described,

augmented contexts can reduce that abstraction, by

replacing entirely or partially two dimension illustra-

tions for three dimensional objects that could be in-

teracted with.

The choice of mobile devices offers us an econom-

ically viable way to execute this strategy and yet still

maintain the quality of the experience, specially due

to it’s less exclusive interaction metaphor compared to

common desktop applications. The main advantages

of AR include it’s low requirements of hardware, as

it is almost exclusively software dependent (Zorzal

et al., 2006). Loosely speaking it requires not much

more then a camera, processors, memory and an en-

ergy source. There are many available devices com-

patible with AR nowadays. This allows for a vari-

ety of strategies that make use of this approach. In

the software that will be developed in this paper, an

alternative that includes social interaction is consid-

ered. To solve this problem, we will use a method

that includes dividing resources, in this case the mo-

bile devices. Such practices can help to understand

the need for sharing, and how that can help increase

productivity, while relying on others to get the job

done (Svanaes and Verplank, 2000).

This tool can be used to improve perception of

knowledge, and at the same time, offer teachers a

feedback. This can create a honest way to evaluate

student development, something that typically had to

be done exclusively considering the tutors skills. Pa-

per organization starts with contextual learning, then

we introduce some design patterns, followed by the

description of the system being developed and the

conclusion.

2 CONTEXTUAL LEARNING

Studies have shown the importance of context in

learning, even stimulating the practice of outdoor

teaching, with the aid of mobile and sensory tech-

nologies (Chiang et al., 2014). The passive learn-

ing model, has survived countless generations and has

functional results, but in its most traditional form,

does not encourage discussions and imagination ef-

ﬁciently. On short, the traditional method consists

of a teacher dictating the content followed by possi-

ble questions, similar to lectures. It is a situation in

which students tend to get anxious and unmotivated,

specially for complex subjects and long classes.

The inquiry-based teaching experience is very dif-

ferent. Pupils have freedom to use their own sources

and to choose their own methods, while working

in groups, debating topics and ﬁnding information.

This experience stimulates curiosity, social skills and

searching, making them feel ”rewarded” upon mak-

ing discoveries. At the same time, this method makes

classes less dependent on the supervisor’s teaching

skills.

There are many ways to implement inquiry-based

learning, centered in ﬁve general elements accord-

ing to (Heick, 2013) citation of Indiana University

Bloomington:

1. Learning focuses around a meaningful, ill-

structured problem that demands consideration of

diverse perspectives.

2. Academic content-learning occurs as a natural

part of the process as students work towards ﬁnd-

ing solutions.

3. Learners, working collaboratively, assume an ac-

tive role in the learning process.

Use of Augmented Reality to Support Education - Creating a Mobile E-learning Tool and using it with an Inquiry-based Approach

101

4. Teachers provide learners with learning supports

and rich multiple media sources of information to

assist students in successfully ﬁnding solutions.

5. Learners share and defend solutions publicly in

some manner.

2.1 Technology and Inquiry-based

Learning

The main purpose of technology since its creation,

is to support humanity in activities that sometime in

the past were impossible or harder. This purpose

helps maintain its constant evolution, and rarely do

we judge the need, before it actually happens. It is

known that practice is essential to maintain brain acu-

ity, and sometimes technology can actually disturb

this practice, although we use calculators for exam-

ple, it is still essential to know how to calculate.

Following this reason, it is advised to consider the

challenge when developing learning technologies for

their purpose to begin with, is exactly to learn, and

that includes not only the content, but the subtle skills

required in the learning process that need to be devel-

oped. It is essential in inquiry-based learning due to

its focus in problem solving, and therefore being able

to fully understand the problem is ideal.

The use of electronic media can have a positive

and negative impact in children, especially televi-

sion (Kirkorian et al., 2008). The largest impact of

television, and probably of any type of media, is re-

lated to the content more than the time of use. This

suggests that we should specially focus in choosing

the correct content, that has to be adequate for the age

of our niche.

Inquiry-based learning is a strategy that requires

the posing of questions and scenarios to later con-

nect them with facts or pieces of evidence, in order

to reach conclusions. This method is important for

the development of higher thinking skills, and can be

supported with the aid of technology (Edelson et al.,

1999). As mentioned by the author, there is a trend

in science, for using technology-supported, inquiry-

based learning to allow new forms of inquiry, which

is the foundation of science. He states that researchers

identiﬁed six contributions technology can make for

the learning process:

1. Enhancing interest and motivation.

2. Providing access to information.

3. Allowing active, manipulable representations.

4. Structuring the process with tactical and strategic

support.

5. Diagnosing and correcting errors.

6. Managing complexity and aiding production.

The hardware used for AR has very few restric-

tions, most of which are present in any computer

based device. Most commonly used hardware in-

clude:

1. Smartphones: According to projections, more

than 2 billion people will have smartphones by the

end of 2016 (eMarketer, 2014). It allows users to

move freely while holding the device. The weight

of a Smartphone is usually around 200 grams,

very light compared to other devices.

2. Tablets: Tablets have maintained approximately

200 million units shipped worldwide and should

continue to do so for the next few years (Statista,

2016). It has a good user base, but not nearly

as large as the one for smartphones. Technically,

they are similar to smartphones, with particulari-

ties in their operating systems and size.

3. Smart Glasses: Worn as regular glasses but with

augmented reality support embedded in their spe-

cial lens. A great candidate, but the lack of stud-

ies around it, in addition to their restricted access,

makes them unsuitable. Some companies have

even advised for them not to be worn by chil-

dren (Google, 2016).

4. Laptops: Portable computers, or laptops, are cer-

tainly an option. While portable, they are not

handheld, and restrict movements. Like desktops

they can have great hardware, large screens, and

most of them have cameras, but the position faces

the user which is not desirable. They are typically

more expensive than mobile phones, and weight

too much to move around, which is not ideal for

group activities.

2.2 Augmented Reality in Education

There are many researchers looking into the applica-

tion of AR in education, using tools such as instruc-

tive games and markers books. Evolution in this do-

main can help take reality to a future that has only

been seen in sci-ﬁ movies. In these ﬁlms people inter-

act with their context through movements and virtual

objects manipulation.

AR can aid in the educational process, through the

implementation of a solution that stimulates interac-

tion with knowledge while searching for the solution.

Today technology is becoming more ubiquitous and

changing focus from constant computer and tool up-

grades to inﬂuencing our decisions, our lives and con-

necting everyone to everything (Galloway, 2004).

Its very intuitive to imagine the possible gains

from the use of AR in classrooms. Today students

CSEDU 2017 - 9th International Conference on Computer Supported Education

102

are limited mostly to imagine the content they hope to

learn from books and other sources, digital or physi-

cal, an easy task for some, not as much for others.

With the use o AR, we can change this reality, by us-

ing virtual models to simulate a convincing, almost

real, display of the content. This exposes the object of

interest in a three dimensional interactive form, more

natural then its current representations, and one day

can become ubiquitous, such as image projectors and

the Internet have become (Cardoso et al., 2014).

One of the best advantages of mobile devices is

the possibility to take teaching to new places, inno-

vating in paradigms that could prove to have better

results for learning (FitzGerald et al., 2013). The au-

thor also mentions that mobile computing become a

trend due to the Internet’s ubiquity.

(Wu et al., 2013) classiﬁes three major categories

for approaches that use AR in education:

1. Emphasizing roles: includes participatory simula-

tions, role playing, and jigsaw approach. Where

different players function as interacting compo-

nents of a dynamic system, affecting the outcome

of the system. Because these approaches empha-

size the interactions and collaboration among stu-

dents, they are usually associated with mobile-

AR, multiplayer AR, or game-based AR.

2. Emphasizing location: Emphasizes learners inter-

actions with the physical environment, so mobile-

AR with location registered technology is impor-

tant. Therefore mobile technologies are often

used because mobile devices make it possible to

track learners current geographical location.

3. Emphasizing tasks: include game-based,

problem-based, and studio-based learning ap-

proaches. Due to the diverse nature of the tasks,

implementation does not necessarily rely on a

speciﬁc subset of AR technologies..

2.3 The Jigsaw Method

The Jigsaw method (Aronson, 2016) is a technique

that works as a game, hence the origin of it’s name,

from the Jigsaw Puzzle. This method consists in par-

titioning the problem into smaller problems and then

dividing them between members of the same group,

that later will explain to the other members his re-

search results on the topic. In this approach, students

become at the same time, learners and teachers, in a

collective environment.

Many studies have proven the efﬁciency of the

Jigsaw method. One of these studies is the work

by (Kilic, 2008), where an experiment was under-

taken involving two groups, with nearly the same

scores on a quiz taken before the experiment. One

group was then exposed to a traditional teaching

method, and the second to the Jigsaw approach. These

groups then were tested once more in a new quiz af-

ter the lessons, on the results showed that the group

exposed to the Jigsaw method, scored 92.25 out of

100.00, while the other group, exposed to the tradi-

tional method, scored 75.5.

The Jigsaw method can be summarized in three

steps:

1. Group division: The pupils will form small groups

containing from ﬁve to six students, and an activ-

ity is deﬁned by the advisor. These activities are

divided in subtopics which the students distribute

between themselves.

2. Experts reunion: Each member of the group will

do research about their own subtopic as to famil-

iarize themselves with the content. Then, mem-

bers from the different groups that are working

on the same subtopic will gather to discuss it and

reach conclusions.

3. Group Reunion: After subtopic research, the orig-

inal groups gather once more, each subtopic being

explained to the group by their respective expert.

In the end, a quiz is given by the advisor to check

the results of each group.

3 DESIGN PATTERNS

Applications for using AR can be very diverse, there-

fore some design patterns were developed to sim-

plify the implementation in these systems. The work

of (Lamantia, 2009) states that Robert Rice, CEO of

Neogence identiﬁed 3 recurring problems in AR ap-

plications for browsers. One is that they all try to

make applications for their browsers instead of shar-

ing, another is that different applications cant share

resources, the last is the elaboration for single users.

The author proposes 4 patterns to solve these issues:

1. Heads-Up Display: Echoes the targeting and nav-

igation displays in military and other aircraft. Is

the oldest of the AR interaction patterns. Aug-

mented experiences using the Head-Up Display

pattern add information about the real objects in

view into a complete mixed-reality experience

that built-in AR tools and devices generate. While

many AR experiences rely on external devicesthat

is, external to the body, those using the Head-Up

Display pattern commonly depend on hardware

that is integral to a vehicle or cockpit-like phys-

ical setting.

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103

2. Tricoder: The essence of the Tricorder interaction

pattern is that it adds pieces of information to an

existing real-world experience, representing them

directly within the combined, augmented-reality,

or mixed-reality experience.

3. Holochess: The Holochess interaction pattern

adds new and wholly virtual objects directly

into the augmented experience, combining them

with existing, real objects. The virtual items in

Holochess interaction patterns often interact with

one anotherand sometimes with the real elements

of the mixed-reality experience.

4. X-Ray Vision: The X-ray Vision interaction pat-

tern simulates seeing beneath the surface of ob-

jects, people, or places, showing their internal

structure or contents. AR experiences using the

X-ray Vision pattern often use a combination of

projection and renderingfrequently, a schematic

or abstracted renderingof the object of interest, as

in Medical Augmented Reality (MAR).

There are some new strategies for AR games de-

velopment that focuses on uniting teachers and pro-

grammers in the process of game development. One

of these strategies is presented by (Tobar-Mu

noz

et al., 2016). In his work, he creates a process that di-

vides participants in 6 rolls: Leaders, that manage the

project and are a bridge between teachers and devel-

opers; Designers, that design the game; Teachers, that

proposes the objectives and purposes of the game; De-

velopers, that construct the game; Researchers, that

proposes the research design; Students, who provide

desires and feedback. Even with its game focus, this

method could be considered for regular AR software

development.

4 ARCEDU - AUGMENTED

REALITY FOR CHILDREN

EDUCATION

ARCEDU (Augmented reality for children education)

is an educational tool that uses AR technology in

mobile devices. The idea is to create a system that

can help teachers identify student difﬁculty, motivate

them and create a collaborative environment.

With this in mind, we have deﬁned a tool that

supports the Jigsaw methodology and offers AR re-

sources to motivate the students and enhance the

learning experience. We will make use of the

Holochess design pattern, to combine virtual items

with reality in a mixed-reality experience.

The ARCEDU system does not have restrictions

related to subjects, being limited only by the capac-

ity to create subject related content that can be used

by the software. For testing purposes, we focused on

three speciﬁc topics: math, science and geography.

For each of these subjects, markers related to the most

abstract parts of the content were deﬁned. They can

be used when a student wants to access relevant con-

tent. For example, if he is reading about wildlife or

vegetation of a speciﬁc area in the map, with AR, we

could project virtual object of the main types of trees,

the animals or even the land relief.

The tool has been developed for Android smart-

phones, and all students can have access to the sys-

tem. However, to promote collaboration and mitigate

device-related problems, shared resources is some-

thing that should be stimulated, allocating a single

device for each group of students, increasing the via-

bility of the project and promoting an inclusive social

interaction policy, stimulating sharing and collabora-

tion. It should be observed that, as the smartphones

have Internet access, students can also enjoy the vast-

ness of accessible knowledge in the network, provid-

ing links to complementary information along with

the scanned codes, which can be ﬁltered and regis-

tered by the teacher.

4.1 Implementation

AR is a technology almost strictly dependent on soft-

ware [Zorzal et al. 2006], facilitating distribution. But

there are few tools that support AR application de-

velopment. However, the processing cost associated

to computational vision already makes it possible to

construct digitally artiﬁcial objects of very high qual-

ity using it, with existing models that can map an en-

vironment without the aid of ﬁduciary markers.

The system was developed for the Android oper-

ating system, using version 4.2 ”Jelly Bean” that is

compatible with more than 80% of Android devices

connected to the Google Apps Store (newer versions

are backwards compatible) at the time of publication

of this article (Android, 2017). It also provides some

essentials which match the needs of AR, making im-

plementation possible, such as acceleration for 2D

and 3D graphics. It is reasonable to speculate that

devices that have such features have processing ca-

pacity and memory for third-party applications, thus

favoring the project.

With most of the requirements of our system sat-

isﬁed by features that belong to the skeleton of an

Android system, we are left with the non-essential

resources of the system, such as internet access and

camera. Most smart-phones today have cameras, with

different degrees of image deﬁnition, so we believe

the system can require the existence of a camera in

CSEDU 2017 - 9th International Conference on Computer Supported Education

104

the device. The system will also require access to the

Internet to function properly due to the need for data

synchronization.

One of the functionalities evaluated for this sys-

tem was ofﬂine operation. This feature requires that

the QR code templates be in memory, thus consuming

resources that may not even exist, so it is something to

be considered in practical ﬁnal applications. Another

limitation of cell phones is the size of the display,

which can vary signiﬁcantly in resolution, size and

density of pixels, between devices. For this we will

need to create system that adapts to different sizes,

keeping the proportions on the display, something that

is fortunately already natively supported in Android

development through SDK.

One of the limitations that have been abstracted is

the efﬁciency of the batteries of these devices, some-

thing that despite having a negative impact on usabil-

ity, can not be circumvented and can be solved by the

use of external chargers and batteries, enabling a sat-

isfactory time of use. Fortunately, most smartphones

run for a few hours at full load, using network and

real-time interaction.

To implement the resources that involve AR, the

ARToolKit library will be used. It offers several func-

tionalities through markers, such as add, recognize,

design objects relative to their positions and manip-

ulate these objects [ARToolKit 2016]. For develop-

ment purposes the Unity3D tool was chosen for sim-

plicity,as it is fully compatible with ARToolKit by

means of the plugin ARUnity available on the ofﬁcial

ARToolKit.2 page.

4.2 Structure

To offer the desired capabilities, ARCEDU has been

divided in three modules: reading of AR markers for

access to content; activities, that implements the Jig-

saw method; and a game module, that makes learning

fun.

4.2.1 Marker Reader

This module will be used for AR general purpose

reading, for books with AR markers of any subject.

For this proposal, we will have a graphical interface

that merges AR reading and some other features. The

ﬁrst feature allows the user to, after performing a suc-

cessful reading, effectively rotate the object shown on

the display using buttons for convenience, shown in

speciﬁc regions on the screen. Thus, an object in 3D

is projected from a valid marker, relative to the po-

sition and distortion of the pattern. This will create

an illusion of the object that is related to the subject,

in the current context, that can be rotated for better

observing with a touch on the screen.

Another function that is present in this module is

the display of links through buttons in a hidden panel,

that is displayed when the user reads a marker and

then clicks on a button to open the panel. These links

can be inserted by teachers as additional source of in-

formation about the object that is shown and will open

a browser on click with the respective link.

For the last part, there is another button that is also

only shown after identifying an object, that allows the

user to change the displayed content, this is useful for

showing different aspects of a object, like the insides,

a speciﬁc component or something entirely different

yet still related to the same subject.

Figure 1: ARToolKit AR reader module, reading a pa-

per marker.

4.2.2 Activities

This module helps the teacher make use of Jigsaw

methodology. The students can create groups or se-

lect an existing one, read a marker to load an activ-

ity, handed out by the teacher, and then divide the

subtopics however they agree. At the end of the activ-

ity, they can answer a quiz, that should be done after

their research, generating a score that can be sent to a

teachers e-mail if Internet connection is present. This

can help tutors evaluate the students and keep track of

who has more difﬁculty, focusing his efforts on those

who score poorly.

4.2.3 Games

In recent years, researchers have seen the potential in

games for educational purposes. According to (Gray,

2015) games are not bad for children, instead they

are potentially beneﬁcial and can help development

of cognitive skills. If interesting, they should be stim-

ulated and can help improve attributes such as: per-

ception, attention, memory and decision making. For

(Gray, 2012), video game addiction is a symptom,

not a cause, and is related to general addiction prob-

lems. Considering options with an open mind is es-

Use of Augmented Reality to Support Education - Creating a Mobile E-learning Tool and using it with an Inquiry-based Approach

105

(a) Main Menu. (b) Choose a group.

each member.

(d) Read the activity

marker.

(e) select a member to

start a quiz.

Figure 2: ARCEDU systems activity module, in order,

from left to right, top to bottom.

sential, as not every category of games is instruc-

tive (Hogle, 1996). According to him, the good games

are fun, motivational and offer the right quantity of

challenges, something that some classrooms already

make use of.

This third module is a game library that contains

games that make use of AR technology. These games

aim to motivate the kids that naturally tend to get

excited over different technologies. Another beneﬁt

from this module is the training in using the AR sys-

tem for games, which can help use the other AR mod-

ule present in this system. The games inserted could

be puzzles, logic or of any other nature, as the main

focus is in the entertainment purpose for this applica-

tion.

5 CONCLUSION

In this work, we proposed a system to support learn-

ing for children, with a solution that merges a soft-

ware and the Jigsaw learning method. Besides all

the advantages of using AR systems listed in this pa-

per, the choice of a mobile device allows the user to

move while using the system. A simulation created

by adding virtual objects to the environment added to

the freedom. A mobile device can help reduce immer-

sion of the digital world while still taking advantage

of its beneﬁts. The choice to add games to the system

creates a fun and less stressful way to get children’s

attention to the system and therefore to learning.

If built correctly, AR education tools can help

students learn and allows their teachers to evaluate

their skills more precisely. Active learning techniques

changes the roll of students and teachers in the class-

room, creating a more cooperative environment and

also helps students develop their learning skills. The

ARCEDU system is entirely based on this notion, and

uses the Jigsaw method to create a more favorable

context, allowing to take better advantage of the sys-

tems features.

For future works, there are changes that can be

made in this system and modules that can be added

to raise its value for educational goals. Communi-

cation between groups members of the same topic

in different devices through the Internet is an impor-

tant functionality. To be able to download quiz and

object resources from a server dynamically, allowing

the teacher to add content and update to every user at

once, is also interesting.

A suggestion related to the device choice, is to

watch out for smartglasses, for they could prove to be

a better choice than a mobile device, if it gets popu-

lar. They may even facilitate the use of X-Ray Vision

design pattern, making it easier to see inside or under

an object.

CSEDU 2017 - 9th International Conference on Computer Supported Education

106

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