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Research question

Q1: What are the current issues of AR?


Q2: Why are current AR technologies unfeasible?

Sub-Questions:

 What are the characteristics that differentiate AR and VR technology?


 Can the children receive other methods of existing activities and the free movement of thought?

Q3: How does the children adapt with the new way of hand gesture interaction in playing game level
design?
Q4: Whether the model framework of this study obtained can be used as a new reference for AR
sandbox game level design?

Sub-Questions:

 Did the kids learn lots of interactive activity related to their kinesthetic, visual, auditory, tactile
(touch), or coordination abilities?
 Is it an appropriate this framework model study to be use within the expanded of special design
of AR Sandbox game level system?

Objective study

1. To identify the perceptual abilities and understanding skills related to kinesthetic (bodily
movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the
ability to take in information from the environment and react.
2. To analyze adaptability of reflex movements involve one segmental or reflexes of the hand
gesture and movements that may involve more than one segmented portion of the hand as
intersegmental reflexes.
3. To propose an effective overview of the framework model and new hand gesture database
system.
References

1. Audience Viewpoints Consulting (2014), 3D visualization tools for enhancing awareness,


understanding and stewardship of freshwater ecosystems, Formative Eval. Rep. 1–6, Herndon,
Va. [Available at http://informalscience.org/evaluation/ic-000-000-010-
363/3D_Visualization_Tools_Formative.]
2. Jenkins, H. S., R. Gant, and D. Hopkins (2014), Shifting sands and turning tides: Using 3D
visualization technology to shape the environment for undergraduate students, Abstract ED53B-
3489 presented at Fall Meeting, AGU, San Francisco, Calif., 15–19 Dec.
3. Kurganov, A., and G. Petrova (2007), A second-order well-balanced positivity preserving central-
upwind scheme for the Saint-Venant system, Commun. Math. Sci., 5(1), 133–160.
4. Reed, S., O. Kreylos, S. Hsi, L. Kellogg, G. Schladow, M. B. Yikilmaz, H. Segale, J. Silverman, S.
Yalowitz, and E. Sato (2014), Shaping Watersheds Exhibit: An interactive, augmented reality
sandbox for advancing Earth science education, Abstract ED34A-01 presented at Fall Meeting,
AGU, San Francisco, Calif., 15–19 Dec.
5. Singer, D. G., R. M. Golinkoff, and K. Hirsh-Pasek (2006), Play = Learning: How Play Motivates
and Enhances Children’s Cognitive and Social-Emotional Growth, Oxford Univ. Press, Oxford,
U.K.
6. Woods, T. L., J. A. Woods, and M. R. Woods (2015), Using the Kreylos Augmented Reality
Sandbox to teach topographic maps and surficial processes in an introductory geology lab at
East Carolina University, Geol. Soc. Am. Abstr. Programs, 47(7), 111.

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