GOOGLE GLASS AS A LEARNING TOOL: SHARING EVALUATION RESULTS FOR THE ROLE OF OPTICAL HEAD MOUNTED DISPLAYS IN EDUCATION Georgios Dafoulas, Cristiano Cardoso Maia and Ariadni Tsiakara Computer Science Department, Faculty of Science and Technology, Middlesex University The Burroughs, Hendon, London, NW4 4BT, United Kingdom ABSTRACT This paper provides an overview of the findings from an evaluation of the role of Google Glass in education over the past three years. The authors have experimented with Optical Head Mounted Displays as a support tool for various learning activities over the past few years. The study described in the paper commenced back in 2014 and continued despite the fact that the development of the Google Glass technology was paused and then shifted towards enterprise clientele. This was a result of our confidence that the future of learning interfaces is aligned to the proliferation of augmented reality and the fact that the Google Glass interface offers an ideal tool for learners due to its light structure and seamless wearing experience. The paper discusses how Google Glass has been used for a range of learning activities and describes the learners’ experiences from using the device. The main contribution of the paper is in the form of measuring th e success of the specific interface by sharing the results of three years of evaluations. The evaluation results are further analysed taking under consideration a number of profiling techniques of the learners involved including their personality type and learning style. KEYWORDS Learning tools, E-learning, Optical Head Mounted Displays, Google Glass, Interface Evaluation, Learning Interfaces 1. INTRODUCTION This paper discusses the role of Optical Head Mounted Displays (OHMDs) in an educational context. The paper initially describes how the authors engaged in the use of Google Glass as a learning tool for providing student feedback but also offering a technology utilising augmented reality, guiding students in the synthesis of learning portfolios. The work carried out is placed within the context of relevant literature, and the arrangements needed for setting up the necessary infrastructure are discussed in detail. The paper concludes with a presentation of a thorough evaluation with more than 300 participants over two years, focusing on the technology’s usability, as well as its suitability for certain learning tasks. 2. BACKGROUND Our work with OHMDs started more than five years ago when commissioned to participate in the investigation of a project using Google Glass for an international pharmaceutical organisation. The scope of the project was to remote train or guide users in troubleshooting machinery. The concept found a useful application in a number of learning activities as the Google Glass offered an opportunity to provide feedback to students, mentor academics, monitor student activity and also offer a tool to display real time evaluation from students participating in lectures and lab sessions. In this paper we will discuss a number of uses of Google Glass in our research and we will focus on how participating students evaluated the interface for the purpose of their specific learning activity. International Conferences Interfaces and Human Computer Interaction 2018; Game and Entertainment Technologies 2018; and Computer Graphics, Visualization, Computer Vision and Image Processing 2018 67