Description du projet : "BioEduNum: Learning biodiversity and AI literacy with citizen science Biodiversity education has become a key concern not only for politicians and journalists, but also for educators. In the school context, it is now widely acknowledged that pupils must be taught about biodiversity, the importance of its conservation, and ways to engage with it sustainably. In this project, we foster biodiversity education through citizen science (CS). In CS, non-scientific volunteers participate in the scientific process to address real-world problems. CS raises participants' awareness on given issues, produces actionable research data, and has the potential to transform participants' behaviors and their environment. We explore the impact of a CS activity to foster biodiversity learning and AI literacy. Pupils are tasked with searching for certain species (i.e. invasive or endangered) by taking photographs using a tablet. By working with data they collected, we hypothesize that they will be more curious and receptive to learning from it. The photographed specimens are then identified by an AI model. These predictions are then verified using a determination key. The project is anchored in the Canton de Vaud's learning objectives for digital education and natural sciences. The resulting pedagogical sequence will be made available at the end of the project. »

Research team within HES-SO: Dozot Grégory , Ertz Olivier , Dubois Meryl , Mercier Julien

Partenaires académiques: MEI; HEP; Mercier Julien, MEI

Durée du projet: 01.01.2025 - 31.12.2026

Montant global du projet: 60'000 CHF

Statut: Ongoing

Phänomena

AGP

Role: Collaborator

Requérant(e)s: MEI

Financement: HES-SO Rectorat

Description du projet : Dirigé par la HEIG-VD sur la période 2020-2024 en collaboration avec la HEP-Vaud, le projet BiodivAR soutenu par le programme national de recherche (PNR77) du Fonds national suisse (FNS) porte sur l'étude des apports et limites de la réalité augmentée géolocalisée pour enseigner la biodiversité en extérieur et explorer la nature. Il a permis de développer un logiciel de création d'environnements augmentés de contenus multimédia pour l'apprentissage de la biodiversité puis de conduire des études sur l'ergonomie et l'efficacité du logiciel pour les apprentissages ainsi que sur ses impacts sur l'activité physique et les comportements pro-environnementaux. Nous y voyons des atouts sous plusieurs angles en phase avec les objectifs de Phänomena, rejoignant notamment les thématiques « préservation de la biodiversité » et « comprendre le climat ».

Research team within HES-SO: Dozot Grégory , Ertz Olivier , Dubois Meryl , Mercier Julien

Partenaires académiques: MEI

Durée du projet: 01.11.2024 - 30.10.2026

Montant global du projet: 200'000 CHF

Statut: Ongoing

Completed

Building Location-based Augmented Reality Applications through Advanced Pedagogical Methods to Support Learning about Biodiversity

AGP

Role: Collaborator

Requérant(e)s: MEI

Financement: FNS

Description du projet : The project focuses on the impact of using location-based augmented reality (AR) technologies for teaching and learning biodiviersity. These technologies allow for showing and revealing information that is not visible in the real world - for instance virtual objects displayed on top of real-world objects or contextual virtual information that is given about a real-world object. Applying AR technologies in the context of biodiversity education is promising, as it requires pupils to interpret and understand natural phenomena located in space such as plants. The goal of this multidisciplinary project is to improve the design, development and use of technology-based teaching practices, in particular location-based Mobile Augmented Reality (MAR) for children and young adults in the learning about biodiversity. In that sense, this overall purpose fits the second thematic cluster of the NPR77 module about 'Education, learning and digital change', that is about transformation of learning and assessment processes, and digital infrastructures, methods, instruments and environments.

Research team within HES-SO: Ertz Olivier , Mercier Julien

Partenaires académiques: MEI; Haute Ecole pédagogique

Durée du projet: 01.10.2020 - 30.09.2024

Montant global du projet: 446'968 CHF

Statut: Completed

Réalité augmentée, mémoire diminuée, quel avenir pour nos profils de compétences?

AGP

Role: Collaborator

Requérant(e)s: MEI

Financement: HES-SO Rectorat

Description du projet : La réalité augmentée (RA) fait son apparition dans le monde de l'entreprise, avec des promesses de productivité et de performance accrues. Elle permet un accès en temps réel à tout type d'information, doublé d'un effort cognitif faible. Elle propose déjà de nombreuses applications d'assistance, ciblant des manipulations techniques qui nécessitaient, autrefois, la mémorisation de savoir-faire complexes. Du point de vue du travail qualifié, la RA peut-elle favoriser le processus de formation et ainsi faciliter la transition professionnelle, ou est-elle vouée à dévaloriser les profils de compétences en les rendant interchangeables et fongibles ? Nous proposons une expérience en milieu contrôlé qui mesurera les effets de l'utilisation de la RA sur l'acquisition et la stabilisation de compétences, afin d'apporter des réponses aux incertitudes liées à la transformation programmée de certains emplois qualifiés.

Research team within HES-SO: Dozot Grégory , Rappo Daniel , Guillaume Sébastien , Chabloz Nicolas , Vaucher Dylan , Morel Kilian , Délèze Fabien , Mercier Julien , Casto Matteo

Partenaires académiques: MEI

Durée du projet: 01.11.2021 - 20.12.2023

Montant global du projet: 69'326 CHF

Statut: Completed

2025

The impact of augmented reality on biodiversity learning :

Scientific paper ArODES

an experimental study

Julien Mercier, Laura Leon Perez, Catherine Audrin, Erwan Bocher, Olivier Ertz, Emmanuel Sander

Computers in Human Behavior Reports, 2025, 20, 100801

Link to the publication

Summary:

Learning about biodiversity – both conceptually and in practice – is key to fostering pro-environmental behaviors, yet it is difficult to teach because it spans multiple disciplines and meanings. Augmented reality (AR) can enhance engagement, motivation, and learning, while outdoor experiences are known to strengthen environmental affects. We therefore examined whether location-based AR is more effective than a non-digital resource for biodiversity learning within an analogical-reasoning teaching sequence. In a crossover experiment, 169 French-speaking Swiss pupils (aged 12–17) explored two nature areas containing differentiated content. Each pupil used AR in one area and a paper-based resource in the other; footsteps were measured with pedometers, and pupils completed multiple-choice questionnaires and psychometric scales. Relative to the non-digital condition, location-based AR led to higher theoretical knowledge scores and greater nature exploration (footsteps). However, we observed no significant differences in environmental affects. These findings contribute empirical evidence on AR for biodiversity education that can help educators develop learning activities that meet their pedagogical goals: location-based AR can bolster knowledge and exploration, yet – under the present design – it may not translate into broad affective change. We discuss implications for aligning AR design with motivational scaffolds and nature connectedness goals.

“Look at the trees” :

Scientific paper ArODES

a verbal nudge to reduce screen time when learning biodiversity with augmented reality

Julien Mercier, Olivier Ertz, Erwan Bocher

Computers in Human Behavior Reports, 2025, 18, 100614

Link to the publication

Summary:

Although location-based augmented reality helps students explore and learn, they spend the vast majority of the activity interacting with the screen, to the detriment of direct interaction with nature. This interferes with the pedagogical objective of immersion in nature, which would foster the formation of environmental affects, an essential mediator for transforming knowledge into pro-environmental behaviors. As people interact with screens more and more, concerns have risen and so have interventions to mitigate excessive screen use. Using a nudge can positively influence the way the tablet is interacted with. The goal of this experimental study is to observe how framing the activity can impact screen interaction behavior. We gave participants different verbal instructions before a learning activity on biodiversity with location-based augmented reality. Their gaze was recorded using mobile eye tracking glasses to measure screen time. We found that a nudge reduced screen time, suggesting that the strategy is effective in influencing short-term behavior. The control group, however, reported better usability. We found no evidence of an impact on the other indicators. These results have theoretical implications for optimizing the role of technology in mobile learning, as well as practical ones on how to design nudge-based scenarios.

2024

Quantifying dwell time with location-based augmented reality :

Scientific paper ArODES

dynamic AOI analysis on mobile eye tracking data with vision transformer

Julien Mercier, Olivier Ertz, Erwan Bocher

Journal of Eye Movement Research, 2024, 17, 3, 3

Link to the publication

Summary:

Mobile eye tracking captures egocentric vision and is well-suited for naturalistic studies. However, its data is noisy, especially when acquired outdoor with multiple participants over several sessions. Area of interest analysis on moving targets is difficult because A) camera and objects move nonlinearly and may disappear/reappear from the scene; and B) off-the-shelf analysis tools are limited to linearly moving objects. As a result, researchers resort to time-consuming manual annotation, which limits the use of mobile eye tracking in naturalistic studies. We introduce a method based on a fine-tuned Vision Transformer (ViT) model for classifying frames with overlaying gaze markers. After fine-tuning a model on a manually labelled training set made of 1.98% (=7845 frames) of our entire data for three epochs, our model reached 99.34% accuracy as evaluated on hold-out data. We used the method to quantify participants’ dwell time on a tablet during the outdoor user test of a mobile augmented reality application for biodiversity education. We discuss the benefits and limitations of our approach and its potential to be applied to other contexts.

Motion Capture Data as Machine-Readable Notation to Capture Muscial Interpretation

Scientific paper

Experimenting with Movement Sonification and Synthesis

Mercier Julien, Irini Kalaitzidi

Proceedings of the International Conference on Technologies for Music Notation and Representation (TENOR 2024), 2024 , pp. 169-171

Link to the publication

Summary:

Musical notation can be described as an abstract language that composers use so that performers may interprets a score. Such notation comes before interpretation, is reproducible, and although it contains hints targeted at the performer on how to interpret, the actual performance is uniquely situated in time and space. The only way to record and re-experience a sound performance is to use microphones, who transform acoustic waves into an electrical signal and usually lose at least some spatial dimension in the process. This may be hindering in the field of experimental music, where physical limits of sound material may be put to the test. In this short paper, we discuss how motion capture could be an alternative to, or an expansion of the acoustic recording of a performance involving movement. By recording the performer’s movements, some of the dimensions that make their interpretation singular (i.e. character, accentuation, phrasing, and nuance) are retained. A method capturing sound through movement may be interesting in the context of sound synthesis with deep learning and hold potential advantages over current methods using MIDI or acoustic, that either lack dimensions or are very sensitive to noisy data. We briefly discuss rationale, practical and theoretical foundations for the development of potentially innovative outputs.

In Situ Visualization of 6DoF Georeferenced Historical Photographs in Location-Based Augmented Reality

Book chapter

Mercier Julien, Ertz Olivier, Erwan Bocher

Dans Lotfian Maryam, Starace Luigi Libero Lucio, Web and Wireless Geographical Information Systems. 2024, CH-6330 Cham, Switzerland : Springer Nature Switzerland AG

Link to the publication

Summary:

Location-based augmented reality (AR) enables in situ visualization of geolocated media in the real world, usually based on latitude and longitude referencing only. By integrating 6DoF georeferenced photographs, they can be positioned along all three rotational axes (pitch, yaw, roll) in addition to the usual perpendicular translation axes (surge, heave, sway), resulting in data registered on all six mechanical degrees of freedom of movement of a rigid body in three-dimensional space. In this AQ1 paper, we present an integration test of 6DoF georeferenced data from the Smapshot open API to the BiodivAR open authoring tool for locationbased AR. While both projects are open source, their data is not interoperable, similarly to most citizen science (CS) projects. After mapping the data and importing it in a new augmented environment, it can be visualized in the mobile AR interface, at the locations specified by the georeferenced images. Visualizing historical photographs in the AR interface from the actual location where they were originally taken allows them to align with their original context, resulting in an eye-catching and impactful visualization. This contextual visualization of historical photographs informs and enriches their meaning, and allows viewers to quickly detect patterns and anomalies at a glance. We perform a basic qualitative evaluation of the visualization made possible by the combination of 6DoF georeferenced data and our authoring system, based on our own observations. We discuss the potential of this proof-of-concept to foster participation and understanding in citizen science and education, especially with regards to biodiversity monitoring and education.

2023

BiodivAR: :

Scientific paper ArODES

a cartographic authoring tool for the visualization of geolocated media in augmented reality

Julien Mercier, Nicolas Chabloz, Gregory Dozot, Olivier Ertz, Erwan Bocher, Daniel Rappo

ISPRS International Journal of Geo-Information, 2023, vol. 12, no. 2, article no. 61

Link to the publication

Summary:

Location-based augmented reality technology for real-world, outdoor experiences is rapidly gaining in popularity in a variety of fields such as engineering, education, and gaming. By anchoring medias to geographic coordinates, it is possible to design immersive experiences remotely, without necessitating an in-depth knowledge of the context. However, the creation of such experiences typically requires complex programming tools that are beyond the reach of mainstream users. We introduce BiodivAR, a web cartographic tool for the authoring of location-based AR experiences. Developed using a user-centered design methodology and open-source interoperable web technologies, it is the second iteration of an effort that started in 2016. It is designed to meet needs defined through use cases co-designed with end users and enables the creation of custom geolocated points of interest. This approach enabled substantial progress over the previous iteration. Its reliance on geolocation data to anchor augmented objects relative to the user’s position poses a set of challenges: On mobile devices, GNSS accuracy typically lies between 1 m and 30 m. Due to its impact on the anchoring, this lack of accuracy can have deleterious effects on usability. We conducted a comparative user test using the application in combination with two different geolocation data types (GNSS versus RTK). While the test’s results are undergoing analysis, we hereby present a methodology for the assessment of our system’s usability based on the use of eye-tracking devices, geolocated traces and events, and usability questionnaires.

Impact of Geolocation Data on Augmented Reality Usability: A Comparative User Test

Scientific paper

Mercier Julien, Chabloz Nicolas, Dozot Grégory, Catherine Audrin, Ertz Olivier, Erwan Bocher, Rappo Daniel

The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 2023 , vol. Volume XLVIII-4/W7-2023, pp. 133-140

Link to the publication

Summary:

While the use of location-based augmented reality (AR) for education has demonstrated benefits on participants’ motivation, engagement, and on their physical activity, geolocation data inaccuracy causes augmented objects to jitter or drift, which is a factor in downgrading user experience. We developed a free and open source web AR application and conducted a comparative user test (n = 54) in order to assess the impact of geolocation data on usability, exploration, and focus. A control group explored biodiversity in nature using the system in combination with embedded GNSS data, and an experimental group used an external module for RTK data. During the test, eye tracking data, geolocated traces, and in-app user-triggered events were recorded. Participants answered usability questionnaires (SUS, UEQ, HARUS). We found that the geolocation data the RTK group was exposed to was less accurate in average than that of the control group. The RTK group reported lower usability scores on all scales, of which 5 out of 9 were significant, indicating that inaccurate data negatively predicts usability. The GNSS group walked more than the RTK group, indicating a partial effect on exploration. We found no significant effect on interaction time with the screen, indicating no specific relation between data accuracy and focus. While RTK data did not allow us to better the usability of location-based AR interfaces, results allow us to assess our system’s overall usability as excellent, and to define optimal operating conditions for future use with pupils.

2021

edTech, réalité augmentée et exploration

Professional paper ArODES

Julien Mercier, Laura León

Educateur (SER), 2021, no. 10, pp. 13-14

Link to the publication

2026

La science citoyenne pour l’apprentissage de la biodiversité et la littéracie de l’IA

Conference

Mercier Julien, Marina Capraro, Dozot Grégory, Dubois Meryl, Favre-Lamarine Jonathan, Ertz Olivier, Catherine Audrin

AUPTIC·éducation 2026, 05.01.2026 - 06.01.2026, Université de Lausanne (UNIL), Lausanne, Suisse

Link to the conference

Summary:

Le projet BioEduNum–avec son outil Ecodex–vise à encapaciter les enseignant·e·s à mettre en place des projets de science citoyenne dans leur établissement. L’objectif est de sensibiliser les élèves aux enjeux de la biodiversité de manière concrète et interdisciplinaire. En photographiant des espèces avec un périphérique mobile, les élèves produisent des données géolocalisées qu’ils vont également identifier au moyen d’un service de reconnaissance visuelle basé sur l’IA, le tout dans une interface de messagerie minimale, conçue pour maintenir l’attention sur l’objet naturel étudié. Une fois de retour en classe, l’outil permet de visualiser les données récoltées sur une carte 3D ainsi que de vérifier les identifications prédites par l’IA. Cette séquence pédagogique en deux temps permet de reproduire les étapes clefs d’un projet de science citoyenne, qui comprend la collecte mais aussi la vérification de données afin de les rendre utiles à la recherche scientifique. D’autre part, cela permet d’intégrer une utilisation critique de l’IA, puisque les prédictions faites par celle-ci seront ensuite passées au crible au moyen d’un arbre de décision, confrontant ainsi les réponses automatisées et le raisonnement des élèves. Cette séquence met en évidence les forces et faiblesses de chacun de ces modes de prise de décision, et permet aux apprenant·e·s de travailler avec leurs propres données de bout en bout. Le but recherché est de susciter la curiosité des élèves pour la nature, le contenu, et l’utilité de ces données sur la biodiversité, en les engageant dans une démarche d’investigation scientifique.

2025

La science citoyenne pour introduire la biodiversité et la science des données à l’école

Conference

Mercier Julien

CitSciHelvetia’25, 05.06.2025 - 06.06.2025, Université de Lausanne

Link to the conference

Summary:

L'utilisation des technologies mobiles pour la collecte de données sur la biodiversité représente une opportunité de pratiquer un enseignement en contexte. Dans le projet BioEduNum (2024–2026), nous explorons l’impact d’une activité cadrée par la science citoyenne sur les apprentissages de la biodiversité et de la science des données. Grâce au développement d’une application mobile qui intègre une clef de détermination ainsi qu’un outil d’identification automatique basé sur l’IA, nous préparons un scénario pédagogique basé sur l’observation à proximité d’établissements scolaires vaudois. La possibilité pour les élèves de collecter des données peut susciter une curiosité épistémique, tant sur leur sens et leur utilité que sur leur fonctionnement. Le scénario comprendra une phase de collecte suivi d’une mise en commun des données. Le projet vise à répondre aux objectifs du plan d’étude sur l’éducation numérique mais aussi à des objectifs globaux sur l’apprentissage de la biodiversité.

RA géolocalisée et apprentissage de la biodiversité

Conference

Conception d’une plateforme de création d’environnements virtuels et évaluation de leur impact sur les apprentissages théoriques, l’exploration, l’attention visuelle et les affects environnementaux

Mercier Julien, Ertz Olivier, Erwan Bocher

Sageo 2025, 19.05.2025 - 23.05.2025, Avignon, France

Link to the conference

Summary:

This research investigates the impact of location-based augmented reality (AR) on biodiversity learning. Usable solely outdoors, location-based AR enables the exploration of nature, which can be leveraged to learn about biodiversity in situ. In this work, we first attempted to address the known problems of location-based AR, linked to geolocation data’s inaccuracy. We present a cartographic platform for the creation and visualization of augmented environments, designed as an educational device to raise awareness of biodiversity. We conducted studies to analyze the usability of the AR interface, screen interaction time, and the impact of AR on biodiversity learning, including exploration and environmental affects. Our results have shown beneficial impacts on theoretical learning and exploration, as well as limitations on fostering reconnection with nature.

2024

Enhancing Biodiversity Learning Through Analogical Reasoning and Augmented Reality: An Ecological and Experimental Study

Conference

Laura Leon Perez, Mercier Julien, Emmanuel Sander, Catherine Audrin, Ertz Olivier

Psychonomic Society 65th Annual Meeting, 21.11.2024 - 24.11.2024, New York City, USA

Link to the conference

Summary:

The complexity of biodiversity conceptions, encompassing both scientific and political dimensions, holds significant challenges. Effective cognitive approaches for enhancing biodiversity conceptual development are essential. This study explores the effect of an intervention using analogical reasoning combined with augmented reality (AR) technology to foster biodiversity learning among school pupils. Analogies were used for their help in grasping complex ideas by mobilizing familiar concepts and AR technology was employed because it facilitates nature exploration through its mobility and clarified abstract concepts through visualization. In a study involving 170 students aged 12 to 17, significant increase in knowledge acquisition and spatial exploration were observed in the AR condition compared to those using non-digital methods, emphasizing the potential of AR to improve learning. However, further research is needed to assess whether AR might cause distractions, potentially leading to disconnection from the natural environment. Continuing to improve this teaching approach shows great potential for enhancing students’ understanding of biodiversity concepts and increasing their environmental awareness.

In situ visualization of 6DoF georeferenced historical photographs in location-based augmented reality

Conference ArODES

Julien Mercier, Erwan Bocher, Olivier Ertz

Proceedings of the 21st International Symposium, W2GIS 2024, Web and Wireless Geographical Information Systems

Link to the conference

Summary:

Location-based augmented reality (AR) enables in situ visualization of geolocated media in the real world, usually based on latitude and longitude referencing only. By integrating 6DoF georeferenced photographs, they can be positioned along all three rotational axes (pitch, yaw, roll) in addition to the usual perpendicular translation axes (surge, heave, sway), resulting in data registered on all six mechanical degrees of freedom of movement of a rigid body in three-dimensional space. In this paper, we present an integration test of 6DoF georeferenced data from the Smapshot open API to the BiodivAR open authoring tool for location-based AR. While both projects are open source, their data is not interoperable, similarly to most citizen science (CS) projects. After mapping the data and importing it in a new augmented environment, it can be visualized in the mobile AR interface, at the locations specified by the georeferenced images. Visualizing historical photographs in the AR interface from the actual location where they were originally taken allows them to align with their original context, resulting in an eye-catching and impactful visualization. This contextual visualization of historical photographs informs and enriches their meaning, and allows viewers to quickly detect patterns and anomalies at a glance. We perform a basic qualitative evaluation of the visualization made possible by the combination of 6DoF georeferenced data and our authoring system, based on our own observations. We discuss the potential of this proof-of-concept to foster participation and understanding in citizen science and education, especially with regards to biodiversity monitoring and education.

Motion capture data as machine-readable notation to capture musical interpretation :

Conference ArODES

experimenting with movement sonification and synthesis

Julien Mercier, Irini Kalaitzidi

Proceedings of the Ninth International Conference on Technologies for Music Notation and Representation (TENOR)

Link to the conference

Summary:

2023

Réalité augmentée géolocalisée pour l’éducation à la biodiversité

Conference

Mercier Julien, Ertz Olivier, Catherine Audrin, Laura Leon Perez

AUPTIC.education 2023, 15.11.2023 - 17.11.2023, Caen, France

Link to the conference

Summary:

Les technologies de réalité augmentée permettent un accès en temps et en lieu à des contenus médias superposés à l’objet observé dans la réalité. Elle offre un outil immersif qui permet un accès à du contenu pédagogique tout en réalisant une activité, sans forcément se rendre compte d’être en train d’apprendre. Ainsi, pour l’apprentissage de la biodiversité en extérieur, cet outil permet par exemple d’explorer un milieu tout en écoutant un contenu sonore (type podcast ou chant d’oiseau) relatifs à une espèce animale ou végétale qui se trouve sous nos yeux. Pour observer les apports et limites de ces technologies immersives sur les apprentissages auprès d’un public d’élèves de 12 à 15 ans, nous menons une étude combinant cadre pédagogique basé sur le raisonnement analogique et une plateforme de réalité augmentée basée spécifiquement sur la géolocalisation réalisée sur mesure. Avec cette étude, les participant·e·s explorent un milieu naturel séparé en deux zones, chacune thématisée sur deux problématiques environnementales différentes et jalonnée de points géolocalisés d’intérêt biodiversité se rapportant à ces thèmes. Une zone est explorée par les élèves au moyen d’un vecteur non-digital (points d’intérêt sur papier et carte à perforer), et la deuxième au moyen de notre outil éducatif de réalité augmentée. Grâce à des mesures sur l’exploration (postes visités, distance parcourue), sur la connexion ressentie à la nature, et sur les apprentissages, nous cherchons à observer les avantages et inconvénients relatifs à chacune de ces approches.

Impact of geolocation data on augmented reality usability :

Conference ArODES

a comparative user test

Julien Mercier, Nicolas Chabloz, Grégory Dozot, Catherine Audrin, Olivier Ertz, Erwan Bocher, Daniel Rappo

The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences ; Proceedings of the FOSS4G (Free and Open Source Software for Geospatial) 2023

Link to the conference

Summary:

While the use of location-based augmented reality (AR) for education has demonstrated benefits on participants’ motivation, engagement, and on their physical activity, geolocation data inaccuracy causes augmented objects to jitter or drift, which is a factor in downgrading user experience. We developed a free and open source web AR application and conducted a comparative user test (n = 54) in order to assess the impact of geolocation data on usability, exploration, and focus. A control group explored biodiversity in nature using the system in combination with embedded GNSS data, and an experimental group used an external module for RTK data. During the test, eye tracking data, geolocated traces, and in-app user-triggered events were recorded. Participants answered usability questionnaires (SUS, UEQ, HARUS).We found that the geolocation data the RTK group was exposed to was less accurate in average than that of the control group. The RTK group reported lower usability scores on all scales, of which 5 out of 9 were significant, indicating that inaccurate data negatively predicts usability. The GNSS group walked more than the RTK group, indicating a partial effect on exploration. We found no significant effect on interaction time with the screen, indicating no specific relation between data accuracy and focus. While RTK data did not allow us to better the usability of location-based AR interfaces, results allow us to assess our system’s overall usability as excellent, and to define optimal operating conditions for future use with pupils.

Augmented reality for visualizing and collecting data on biodiversity

Conference

Mercier Julien, Chabloz Nicolas, Dozot Grégory, Ertz Olivier, Rappo Daniel, Erwan Bocher

CitSciHelvetia’23, 29.03.2023 - 30.03.2023, Solothurn

Link to the conference

Achievements

PEOPLE@HES-SO Directory and Skills inventory

Mercier Julien

Chargé de Ra&D HES

Chargé de Ra&D HES

PEOPLE@HES-SO
Directory and Skills inventory