ABSTRACT

Augmented reality technology is a unique medium that can be helpful for young children's entertainment and education, but in order to achieve the benefits of this technology, augmented reality experiences need to be appropriately designed for young children's developing physical and cognitive skills. In the present study we investigated how 5-10 year-old children react to typical handheld augmented reality interaction techniques such as crosshair selection and finger selection, in AR environments that require them to change perspective or not. Our analysis shows significant impacts of age upon AR performance, with young children having slower selection times, more tracking losses, and taking longer to recover tracking. Significant differences were also found between AR interaction technique conditions, with finger selection being faster than crosshair selection, and interactions which required changes in perspective taking longer, generating more tracking losses, and more errors in selection. Furthermore, by analyzing children's performance in relation to metrics of physical and cognitive development, we identified correlations between AR interaction techniques performance and developmental tests of spatial relations, block construction and visuomotor precision. Gender differences were analyzed but no significant effects were detected.