Design and Development of an Augmented Reality Tracing Application for Kindergarten Students Children at the age of 3 to 5 years, start to learn language writing by tracing over alphabets. They start by joining the dots marked on books to create an alphabet. However, this learning process is not very effective in engaging children for active and creative learning. In this paper, we present an Augmented Reality Tracing (ART) application that creates an interactive learning environment for kids. Although the basic idea of tracing remains the same, ART allows children to recognize the mistracing or deviation and encourages them to trace better in the next trial. Therefore, the application would enhance childrenu0027s language writing experience and motivate them for selflearning.

Collaborative Approaches to ProblemSolving on Lines and Angles Using Augmented Reality The concepts of 2D geometry are often taught in classrooms without the analysis of the learnersu0027 understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the studentsu0027 approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At xcexb10.05 (t2.21, p0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M4.07) as compared to the dyads (65.23; M3.94).