AI 中文总结
该研究扩展了可编程AR应用Capybara加入同地协作功能，通过9名儿童的工作坊发现其协作多为轻量隐性的三种形式，为相关系统设计提供了见解。
AI 中文摘要
可编程增强现实（AR）环境正成为支持儿童通过与数字角色和物理空间的具身互动开展创造性学习的有前景方式。同时，AR系统越来越能支持同地协作体验。然而，对于在具备同地协作功能的可编程AR环境中儿童如何协作，人们知之甚少。为此，我们对现有面向儿童的可编程AR应用Capybara进行扩展，加入支持跨设备共享可见性与互动的同地协作功能。随后，我们与9名儿童开展工作坊，考察使用过程中协作是否产生以及如何产生。在工作坊中，协作常是轻量且隐性的，通过三种互补形式产生：具备社会意识的平行游戏、迭代再创作，以及自发的同伴支持。总体而言，我们的发现为设计未来以儿童为中心、能更好支持同地协作体验的可编程AR系统提供了见解。
英文摘要
Programmable augmented reality (AR) environments are emerging as a promising way to support children's creative learning through embodied interaction with digital characters and physical space. At the same time, AR systems are increasingly capable of supporting co-located collaborative experiences. However, little is known about how children collaborate within programmable AR environments offering co-located collaborative features. In response, we extended Capybara, an existing programmable AR application for children, with co-located collaborative features supporting shared visibility and interaction across devices. We then conducted workshops with 9 children to examine whether and how collaboration emerges during use. Across our workshops, collaboration was often lightweight and implicit, emerging through three complementary forms: parallel play with social awareness, iterative remixing, and spontaneous peer support. Together, our findings provide insights for designing future child-centered programmable AR systems that better support co-located collaborative experiences.
CommentsPublished at CSCW 2026
