HCC: children's learning enhanced with AR and individualized responses (clearir)

The National Science Foundation Division of Computing and Communication Foundations awarded the University of South Florida $500,000 on October 1, 2026, under the Computer and Information Science and Engineering program (CFDA 47.070) to develop and evaluate adaptive augmented reality (AR) headset learning systems for children ages 8 to 13.

The project, titled "Children's Learning Enhanced with AR and Individualized Responses" (CLEARIR), will deliver three primary outputs. First, the recipient will develop child-centered design principles for adaptive AR headset learning systems by examining stakeholder perceptions—including those of children, teachers, and parents—through qualitative research methods including participatory design and focus groups. Second, the project will advance multimodal methods for detecting children's reflective thinking and attention states while interacting with AR headset systems. Third, the work will produce AR-based learning experiences designed specifically for elementary-age students to support instruction in science, mathematics, and the development of critical thinking, spatial reasoning, and technological competencies.

The award supports research under the premise that despite increasing educational use of AR headsets by children, little evidence exists on how these systems can be designed to provide real-time personalized feedback and adaptive support. The research addresses the gap by optimizing AR headsets as an adaptive learning platform tailored to intermediate elementary learners.

Performance of work occurs in Tampa, Florida. The period of performance extends from October 1, 2026, through September 30, 2029.

Abstract

Augmented reality (AR) headsets supplement the real world by combining virtual objects with the natural environment, increasing user immersion. Children are increasingly using AR headsets, especially for education, as these devices have the potential to increase children?s learning, engagement, and motivation. However, despite this promise, little research has examined how AR headset systems can be designed to adaptively support children?s learning by providing real-time personalized feedback. There is a clear need to better understand how children?s expectations and interaction behaviors shape their experiences with AR headsets in educational contexts, and how to determine children?s reflective thinking and attention states while interacting with AR headset systems to provide personalized learning. This project addresses these concerns by investigating how AR headsets can be optimized as an adaptive learning system for children in intermediate elementary (ages 8 to 13) to enhance learning in a way that is personalized, intuitive, and effective. This project will result in AR headset learning experiences that are specifically designed for children, which will increase their learning for a range of subjects (e.g., science, mathematics) and equip young learners with essential critical thinking, spatial reasoning, and technological skills. This research project includes three phases. First, the project will develop child-centered design principles for adaptive AR headset learning systems through examining stakeholders? (i.e., children (ages 8 to 13), teachers, and parents) perceptions and preferences of an adaptive AR headset learning system using qualitative research methods, including participatory design methods and focus groups. Second, the project will advance multimodal methods for detecting children?s reflective thinking and attention in AR headset learning systems using video and physiological signals for adaptive intervention timing. Third, the project will evaluate the principles of adaptive intervention timing (i.e., design principles and sensing-based models from the previous phases) for AR headset learning systems in a geospatial learning context with children in extended learning programs. While this project is using geospatial learning tasks as the testbed, our findings will inform adaptive AR design principles across disciplines. This research effort will result in interactive and immersive learning experiences for children that provide personalized support. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.