AI 中文总结
研究针对聋哑学生体验式学习中AR系统对服务提供者影响知之甚少的问题，通过对ARRAE系统评估，比较不同接入方式，发现AR重塑通信接入，改变互动反馈机制，突出权衡，为相关系统设计提供见解。
AI 中文摘要
在体验式学习环境中，聋哑和听力障碍（DHH）学生常经历“注意力分散”，在任务、教师和接入服务提供者之间分配注意力。增强现实（AR）被提议作为在学生视野内集中通信接入的一种方式；然而，对于此类系统如何影响在这些环境中支持接入的教师、口译员和字幕员知之甚少。我们对ARRAE（一个AR介导的通信接入生态系统）进行了基于专家的形成性评估，考察了一名教师、一名美国手语（ASL）口译员和一名实时字幕员在模拟实验室环境中的体验。通过比较面对面、传统远程和AR介导的接入，我们的发现表明AR通过在参与者之间重新分配通信、注意力和意识来重新配置无障碍劳动和互动实践。虽然AR介导的接入支持整合的、现场的通信并增强了情境意识，但它也改变了互动反馈机制，如注视协调和节奏，这些机制在教学过程中支持共同理解。这些观察结果突出了接入、控制和协调之间的权衡，并表明AR介导的系统作为更广泛的混合生态系统的一部分而非现有模式的独立替代品可能最有效。这项工作为AR如何在体验式学习中重塑通信接入提供了初步见解，并为支持实践教育环境中协调的多用户互动的系统设计提供了信息。
英文摘要
In experiential learning environments, Deaf and hard of hearing (DHH) students often experience ``split attention,'' dividing their focus among tasks, instructors, and access providers. Augmented reality (AR) has been proposed as a means to centralize communication access within the student's field of view; however, little is known about how such systems affect the instructors, interpreters, and captioners who support access in these settings. We present a formative, expert-based evaluation of ARRAE, an AR-mediated communication access ecosystem, examining the experiences of an instructor, an American Sign Language (ASL) interpreter, and a real-time captioner in a simulated laboratory environment. Comparing in-person, traditional remote, and AR-mediated access, our findings suggest that AR reconfigures accessibility labor and interactional practices by redistributing communication, attention, and awareness across participants. While AR-mediated access supported integrated, in-situ communication and enhanced contextual awareness, it also altered interactional feedback mechanisms, such as gaze coordination and pacing, that support shared understanding during instruction. These observations highlight trade-offs between access, control, and coordination, and suggest that AR-mediated systems may be most effective when considered as part of a broader, hybrid ecosystem rather than as standalone replacements for existing modalities. This work contributes initial insights into how AR reshapes communication access in experiential learning and informs the design of systems that support coordinated, multi-user interaction in hands-on educational contexts.
Comments14 pages, 2 images, HCII2026
Journal refHCI International 2026 Posters
DOI：10.1007/978-3-032-30552-7_55
