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Some daily tasks involve grasping multiple objects in one hand and releasing them in a determined order, for example laying out a surgical table or distributing items on shelves. For training these tasks in Virtual Reality (VR), there is no technique for allowing users to grasp multiple objects in one hand in a realistic way, and it is not known if such a technique would benefit user experience. Here, we design a multi-object grasp technique that enables users to grasp multiple objects in one hand and release them in a controlled way. We tested an object placement task under three conditions: real life, VR with single-object grasp and VR with multi-object grasp. Task completion time, distance travelled by the hands and subjective experience were measured in three scenarios: sitting in front of a desktop table, standing up in front of shelves and a room-size scenario where walking was required. Results show that the performance in a real environment is better than in Virtual Reality, both for single-object and multi-object grasping. The single-object technique performs better than the multi-object, except for the room scenario, where multi-object leads to less distance travelled and reported physical demand. For use cases where the distances are small (i.e., desktop scenario), single-object grasp is simpler and easier to understand. For larger scenarios, the multi-object grasp technique represents a good option that can be considered by other application designers.

Interactive technologies, such as mixed-reality and natural interactions with avatars, can enhance cultural heritage and the experience of visiting a museum. In this paper, we present the design rationale of an interactive experience for a cultural heritage place in the church of Roncesvalles at the beginning of Camino de Santiago. We followed a participatory design with a multidisciplinary team which resulted in the design of a spatial augmented reality system that employs 3D projection mapping and a conversational agent acting as the storyteller. Multiple features were identified as desirable for an interactive experience: interdisciplinary design team; in-situ; mixed reality; interactive digital storytelling; avatar; tangible objects; gestures; emotions and groups. The findings from a workshop are presented for guiding other interactive cultural heritage experiences.

Multiple kinds of manipulatives, such as traditional, virtual, or technology-enhanced tangible objects, can be used in primary education to support the acquisition of mathematical concepts. They enable playful experiences and help children understand abstract concepts, but their connection with cognitive development is not totally clear. It is also not clear how virtual and physical materials influence the development of different strategies for solving instructional tasks. To shed light on these issues, we conducted a 13-day intervention with 64 children from first grade, divided into three groups: Virtual Interaction (VI), Tangible Interaction (TI), and Control Group (CO). The VI group played a fully digital version of a mathematics video game and the manipulation of the blocks took place on the tablet screen. The TI group played the same video game with digitally augmented tangible manipulatives. Finally, the CO group continued with their classroom curricular activities while we conducted the training, and only participated in the Pre and Post-Test evaluations. Our results highlighted that the use of tangible manipulatives led to a positive impact in children's mathematical abilities. Of most interest, we recorded children's actions during all the training activities, which allowed us to achieve a refined analysis of participants' operations while solving a number composition task. We explored the differences between the use of virtual and tangible manipulatives and the strategies employed. We observed that the TI group opted for a greater number of blocks in the number composition task, whereas the VI group favored solutions requiring fewer blocks. Interestingly, those children whose improvement in mathematics were greater were the ones employing a greater number of blocks. Our results suggest that tangible interactive material increases action possibilities and may also contribute to a deeper understanding of core mathematical concepts.