Enhancing Usability in AR and Non-AR Educational Technology: An Embodied Approach to Geometric Transformations

The present study investigates user interaction with the augmented reality (AR) educational application, BRICKxAR/T. BRICKxAR/T uses AR to facilitate an embodied approach for learning geometric transformations and their mathematics through a virtual and physical interactive environment with the goal of helping in cognitive offloading and spatial thinking related to 3D transformations and matrix algebra. Two usability studies were conducted to examine users’ interaction and experience with two versions of the educational application BRICKxAR/T (AR and non-AR). By using both quantitative and qualitative methodology, usability studies assessed users’ interactions and experience with specific in-app functions and general evaluation of the app’s companion materials (i.e., introduction and app interaction videos). Findings were used to provide recommendations that could be implemented to enhance the application. Implications of findings for a variety of other educational technologies will be discussed.