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International audience; Text editing is important and at the core of most complex tasks, likewriting an email or browsing the web. Efficient and sophisticatedtechniques exist on desktops and touch devices, but are still under-explored for Augmented Reality Head Mounted Display (AR-HMD).Performing text selection, a necessary step before text editing, in ARdisplay commonly uses techniques such as hand-tracking, voice com-mands, eye/head-gaze, which are cumbersome and lack precision.In this paper, we explore the use of a smartphone as an input deviceto support text selection in AR-HMD because of its availability,familiarity, and social acceptability. We propose four eyes-free textselection techniques, all using a smartphone — continuous touch,discrete touch, spatial movement, and raycasting. We compare themin a user study where users have to select text at various granularitylevels. Our results suggest that continuous touch, in which we usedthe smartphone as a trackpad, outperforms the other three techniquesin terms of task completion time, accuracy, and user preference.

International audience; The cerebral activity is an intangible physiological process difficult to apprehend, especially for children. With the aim of providing a new type of educational support, we studied the pedagogical potential of an interactive tangible interface (Teegi) designed to be used in educational context. This interface aims at enabling children to discover the relation between the brain activity and the human body functions. We propose in this study a methodology to evaluate its pedagogical potential in real context of use, considering the specificities of the children. This study, carried out with 29 pupils, highlights the strengths of this system, both in terms of its usability and its impact on learning. Moreover, the results provided by this methodology revealed possible improvements for a greater pedagogical effectiveness. This type of interactive interface, as well as the evaluation method proposed, paves the way for the pedagogical use of new interactive and tangible devices at school.; L’activité cérébrale est un processus physiologique intangible qui peut être difficile à appréhender, notamment pour des enfants. Pour répondre aux besoins en supports pédagogiques et favoriser les apprentissages liés à ce type de concepts, nous étudions le potentiel d’une interface tangible interactive dédiée à la visualisation d’activités cérébrales (Teegi) en contexte éducatif. Nous proposons une méthodologie d’évaluation du potentiel pédagogique en contexte réel d’utilisation par des enfants. Cette étude réalisée avec 29 enfants, met en évidence les forces de ce système, tant au niveau de son utilisabilité que de ses impacts sur les apprentissages visés. Les résultats obtenus mettent en lumière des axes d’améliorations possibles pour une plus grande efficacité pédagogique. Ce type d’interface, ainsi que la méthode d’évaluation que nous proposons, ouvrent la voie de l’utilisation pédagogique de nouveaux dispositifs interactifs et tangibles en milieu scolaire.