Mixed Reality & Children: A Study Using Microsoft HoloLens

Goal

The goal of this study was to explore how children interact with Mixed Reality (MR) technology through Microsoft HoloLens, and to understand the emotional responses, cognitive load, and task performance of young users in a controlled MR environment. The study aimed to generate insights that can inform the design of MR experiences for children.

Tasks & Dimensions

• Design: User interface, Microsoft HoloLens, accessibility, AR, Bloom taxonomy, literacy & numeracy
• Measure: Assess the impact of MR interactions on emotional state and task completion among children
• Explore: Bring together existing frameworks (AFF, EF) and introduce Mixed Reality as an educational tool for young users
• Outcome: Bring together a comprehensive set of recommendations and insights that can be used to design future MR experiences for children

Participants

• 12 children aged 8–12
• Mixed gender, recruited from local primary schools
• No prior experience with AR/MR required

Methodology

A mixed-methods approach was used to capture both quantitative performance data and qualitative emotional insights:

• Observation during task sessions to record behavioural cues, errors, and time-on-task
• Self-Assessment Manikin (SAM) was used post-session to capture emotional valence, arousal, and dominance in a child-friendly, non-verbal format
• Exit questionnaire collected perceived ease of use, enjoyment, and openness to future use
• Think-aloud protocol encouraged children to narrate their experience during tasks

Pilot Study

A pilot study with 2 participants was conducted before the main phase to validate the task design and ensure that instructions were age-appropriate. Results from the pilot were used to simplify task wording and adjust session duration.

Tasks (From Phase Prompt)

• Navigate to the "Floating 3D" menu in the HoloLens environment
• Complete a spatial quiz question presented as a 3D hologram
• Rearrange three labelled holographic objects into the correct order
• Draw a shape using mid-air gestures
• Exit the application using the Bloom gesture

Each task was assessed on: time to completion, number of errors, and the child's self-reported emotional state directly after the task using the SAM scale.

Quantitative Analysis

Aggregated SAM scores showed that the majority of participants reported positive emotional states during the MR interaction. Task completion rates were high, with most participants successfully completing all five tasks within the allocated session time.

Emotional & Physiological Observations

Children frequently reported feelings of excitement and surprise when holographic elements appeared for the first time. Frustration was observed in some participants when gestures were not immediately recognised by the HoloLens, especially the bloom gesture, which required more fine motor control.

Neurological & Physiological Consideration

Given the young age of participants, the study took care to limit session duration to 20 minutes to avoid visual fatigue from the headset. Post-session questionnaire responses confirmed that no participant reported discomfort or dizziness during the study.

Limitations

• The relatively small sample size (12 participants) limits the generalisability of the quantitative findings
• Children were recruited from a single school, introducing potential sampling bias
• The HoloLens device was occasionally uncomfortable for smaller head sizes, which may have affected engagement and performance scores

Conclusions

Overall the study demonstrated that children can engage meaningfully with Mixed Reality technology in a structured, task-based setting. The positive emotional responses observed support the potential of MR as an engaging educational tool. The key design recommendations from this study are:

• Simplify gesture vocabulary — fewer, larger-movement gestures reduce error rates in young users
• Provide progressive onboarding — a short training phase before the main task significantly improved first-task performance
• Keep sessions short — 15–20 minutes is the recommended window before attention and comfort decline
• Design for physical variation — headset fit is critical; content should be accessible without precise alignment