Hand ControlAR: An Augmented Reality Application for Learning 3D Geometry The traditional way of learning geometry cannot provide a great support for novice students since the geometric figures are 2D on the blackboard or the book. In consideration that Augmented Reality(AR) provides an intuitive way to learn geometry, an interactive AR system that enables students to naturally and directly manipulating 3D objects through hand gesturebased interactions and intuitively explore the spatial relationship between spheres and polyhedrons is proposed in this paper. The proposed gesturebased interaction enables the user manipulate AR objects in the real 3D space instead of 2D space. We design three levels of study to enable students to learn the geometric concepts as well as an experiment to evaluate the effectiveness of the AR system. Analysis of experimental results showed that the proposed system is easy to use, attractive, and helpful for students.

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).