EXP: Exploring augmented reality to improve learning by deaf children in planetariums

该项目正在研究使用头戴式增强现实（AR）来改善聋人和听力障碍学习者在学习困难的情况下的学习效果，特别是在一些需要专注于视觉的场景的演示情况下。这项工作是在planetaria进行的，在那里，学习者戴上一副单片眼镜，上面有一个手语，这样学习者就可以同时看到演示的手语解释和感兴趣的场景。该技术的设计和使用方式是由认知负荷的文献和多媒体学习理论的文献提供的（Mayer, 2005）。结果适用于各种各样的聋人/聋人学习者的后勤挑战情况，包括那些经常激发听力学习者激情的非正式学习场所，也许在教室里也是如此。即使有手语，对于聋哑人和听力障碍者来说，演讲也往往难以充分利用。口译员的注意力在被描述的物体或场景之间来回移动，这使得听力正常的人很难跟上演讲，也很难从演讲中了解到所有内容。这个项目旨在通过设计一种技术来改善这个问题，这种技术可以将口译员的手势投射到正在讨论的对象或场景的同一视野中，并学习如何很好地使用该技术。

This project is investigating the use of head-mounted augmented reality (AR) to improve learning outcomes among deaf and hard of hearing learners in situations that make learning logistically-challenging for them, specifically presentation situations where there is also some scenario that needs to be focused on visually. The work is being carried out in planetaria, where learners wear a monocle that displays a signer in a way that allows the learner to look at both the signed interpretation of the presentation and the scenario of interest at the same time. The design of the technology and way it is being used is informed by the literature on cognitive load and by literature on multimedia learning theory (Mayer, 2005). Results are applicable to a wide variety of logistically-challenging situations for deaf/hoh learners, including the kinds of informal learning venues that often excite the passions of hearing learners and perhaps in classrooms as well.Presentations, even when a signer is available, are often logistically-difficult for the deaf and hard-of-hearing population to take advantage of well. Moving attention back and forth between the interpreter to the objects or scenarios being described makes it difficult to follow a presentation and get everything out of it that a hearing person can get. This project is aiming to ameliorate this problem by designing technology that will project the interpreter's signs in the same field of vision as the object or scenario being discussed and learning how to use that technology well.