Social augmented reality: Enhancing context-dependent communication and informal learning at work

Our design proposal of social augmented reality (SoAR) grows from the observed difficulties of practical applications of augmented reality (AR) in workplace learning. In our research we investigated construction workers doing physical work in the field and analyzed the data using qualitative methods in various workshops. The challenges related to learning in the construction sites were: sharing of specific situation processes or details, need of direct communication channel over distance and support for social appraisal. The second result of the study is a prototype. SoAR is a design solution, an application for smart phones. The primary target for the SoAR design builds on the discoveries and idea that current AR developments in the area should focus on enhancing human-to-human interactions: messages, gestures, words and other small elements of communication. We present the current SoAR prototype that enhances video calls with overlaid drawings therefor SoAR is a tool for asking and providing guidance in context-reliant work situations. Our guiding theoretical framework is drawing from phenomenological discussion dealing with embodied interaction expanded by a process of research-based design. Introduction A meaningful blend of learning and working at the same time has been and still is one of the challenges in workplace learning. Workplace contexts are often unstructured environments, but nearly always not structured for learning (Eraut, 2004). Knowledge that is acquired at work and through working is informal and multiepisodic (Kooken et al, 2007), meaning that competences arise as employees learn to connect and reflect upon different workplace episodes (Eraut, 2000). Efficiency at work tasks in hand has a priority over learning, therefore the support for informal learning should be designed to appear naturally when a need arises, to support the task performance and to be contextualized into the environment. Technology enhanced social interaction may support knowledge exchange or sharing among peers (Welsh et al, 2003). In order to find out how the informal learning could manifest in the realm of construction work, we studied three construction sites and construction companies in their offices, in addition to the four interviews with managers from unions, associations in the process of designing novel solutions for informal learning. We present the design framework and describe the investigation process and prototype design solutions followed by future expectations. The results of the study are twofold. At first the study enlightens challenges in a construction work on which augmented reality (AR) tools can