Relevant bibliographies by topics / Augmented Reality (AR)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Augmented Reality (AR)'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 March 2024

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Journal articles on the topic "Augmented Reality (AR)"

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N. Jayashree, Mohamed Riyas. M, Nagulan. S, Selva manoj. J, and Vipin. K .J. "AR (Augmented Reality) Lens." World Journal of Advanced Research and Reviews 18, no. 1 (April 30, 2023): 299–303. http://dx.doi.org/10.30574/wjarr.2023.18.1.0473.

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The term "Augmented Reality" (AR) refers to an interactive environment in which computer-generated perceptual data is used to enhance the appearance of real-world items. A system that combines real and virtual worlds, real-time interaction is known as Augmented Reality (AR), which helps people by providing them with virtual aids. Because it was built for an android, the software runs well. Our initiative is a next-generation learning platform that allows users to engage with the virtual environment. If we point our camera at an image of medical equipment, the camera will recognize it and offer us the best results, including the device's name, description, tutorial video, and another ideal image. Our primary goal into advance the teaching strategy or platform the project will improve the learning experience. When the Augmented Reality lens' functionality was tested, it performed successfully. The goal of the project is to have a camera recognize real- world images or items using a raspberry pi that includes the Vuforia search engine, which employs Image Segmentation to find things and provide a description of the current image.
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Kumar, Ankur. "Augmented RealityAugmented Reality." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 31, 2021): 3510–22. http://dx.doi.org/10.22214/ijraset.2021.37098.

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Augmented Reality (AR), which blends virtual information with the real environment in real-time performance, is constantly evolving and becoming more sophisticated and robust. It is critical to ensure that the augmented reality system is accepted and successful. This paper primarily discusses the current state of AR applications and the various fields in which AR is being used.
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Salinas Martí­nez, Norma Patricia, Carlos Hernández-Nieto, Eliud Quintero, Xavier Sánchez, and Eduardo González-Mendívil. "AUGMENTED REALITY." Ergodesign & HCI 4, no. 1 (June 30, 2016): 49. http://dx.doi.org/10.22570/ergodesignhci.v4i1.60.

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Augmented Reality, Visualization, Educational Technology In order to take advantage of the didactic potential that AugmentedReality (AR) provides we present an educational resource meant to help to transform the teaching and learning of Mathematics, through the creation of graphical representations for mathematical reasoning. The spatial visualization skill is a cross-curriculum content that has been taken for granted, the challenge then is to improve its development. With the design of this AR application we want to help students with this task. The application covers content that belongs to conventional courses of calculus I, II and III at college.
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Leiber, Daria, Lukas Tanz, and Gunther Reinhart. "Augmented Reality in der Montagetechnik/Augmented Reality in assembly technology." wt Werkstattstechnik online 111, no. 03 (2021): 130–35. http://dx.doi.org/10.37544/1436-4980-2021-03-38.

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Modell- und simulationsbasierte Ansätze werden in verschiedenen Lebenszyklusphasen von Montageanlagen eingesetzt. Potenziale bestehen vor allem bei der Vereinfachung von Planung und Programmierung. Moderne Visualisierungsmethoden wie Augmented Reality (AR) können dabei genutzt werden, um Planungsergebnisse anschaulich darzustellen und existierende Anlagen in die Planung miteinzubeziehen. Auch zur Vereinfachung der Programmierung und Inbetriebnahme von Industrierobotern lässt sich AR einsetzen.   Model- and simulation-based methods are used in different life cycle phases of assembly systems. In particular, they offer potential for simplifying the planning and programming of assembly lines. Modern visualization methods such as Augmented Reality (AR) can be used to clearly visualize planning results and to include existing equipment in the planning process. AR can also be used to simplify the programming and initial start-up of industrial robots.
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Sallow, Amira B., and Younis M. Younis. "Augmented Reality: A Review." Academic Journal of Nawroz University 8, no. 3 (August 31, 2019): 76. http://dx.doi.org/10.25007/ajnu.v8n3a399.

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Accepting Augmented Reality (AR) technologies to add to our observation and assist our understanding, hearing, and touch our surroundings in novel and augmented habits. AR determination maintenance in playing field such as edification, preservation, proposal and investigation, to designation but a few. Designates the sports ground of AR, together with a momentary characterization and improvement olden times, the allowing knowledge and their physical appearance. It surveys the formal of the art by rereading about recent submissions of AR technology with some recognized margins on the subject of anthropological features in the use of AR methods that inventers will need to astound. In this paper, an AR technique is presented, as a review from 2017 until 2018. Furthermore, we have stated the best technique of AR, and table of summarization for all reviewed articles.
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Mendoza-Ramírez, Carlos E., Juan C. Tudon-Martinez, Luis C. Félix-Herrán, Jorge de J. Lozoya-Santos, and Adriana Vargas-Martínez. "Augmented Reality: Survey." Applied Sciences 13, no. 18 (September 20, 2023): 10491. http://dx.doi.org/10.3390/app131810491.

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An Augmented Reality (AR) system is a technology that overlays digital information, such as images, sounds, or text, onto a user’s view of the real world, providing an enriched and interactive experience of the surrounding environment. It has evolved into a potent instrument for improving human perception and decision-making across various domains, including industrial, automotive, healthcare, and urban planning. This systematic literature review aims to offer a comprehensive understanding of AR technology, its limitations, and implementation challenges in the most significant areas of application in engineering and beyond. The review will explore the state-of-the-art AR techniques, their potential use cases, and the barriers to widespread adoption, while also identifying future research directions and opportunities for innovation in the rapidly evolving field of augmented reality. This study works as a compilation of the existing technologies in the subject, especially useful for beginners in AR or as a starting point for developers who seek to innovate or implement new technologies, thus knowing the limitations and current challenges that could arise.
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Goebert, Chad. "Augmented Reality in Sport Marketing." Sports Innovation Journal 1 (November 9, 2020): 134–51. http://dx.doi.org/10.18060/24227.

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The augmented reality (AR) market is expected to grow to $60.55 billion by 2023 and there are currently an estimated 4.2 billion AR-capable devices in the hands of consumers. Experts believe that sport is a high-value market for AR as it is uniquely positioned to utilize AR in multiple marketing contexts (Haber, 2019). The COVID-19 pandemic has accelerated the rate at which sport organizations are utilizing AR as they attempt to reach fans and consumers that are limited or restricted from attending events in person. This article introduces augmented reality to sport managers and practitioners and defines AR, detailing how it can be used by citing examples of how it has been used in sport marketing to this point. Specifically, the paper discusses the three most common classifications of AR for marketing and their role in sport: advertising/promotion, product management, and customer service. The types of AR delivery systems (e.g., HMD, projector-based, smartphone, broadcast AR) are also discussed to clarify that AR is a grouping of technologies and not just one hardware platform. Sport and non-sport examples of AR implementations of the different classifications and delivery systems are provided in this text. Three recommendations are provided for AR development and implementation, namely that sport AR activations should be a complement to the sport product, focus on visual appeal, and strive for immersion. These recommendations are grounded in academic research and intended to assist practitioners planning to implement AR as part of their marketing strategy.
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Dörner, Ralf, Wolfgang Broll, Paul Grimm, and Bernhard Jung. "Virtual Reality und Augmented Reality (VR/AR)." Informatik-Spektrum 39, no. 1 (September 30, 2014): 30–37. http://dx.doi.org/10.1007/s00287-014-0838-9.

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Mahapatra, Tanmaya, Nikolaos Tsiamitros, Anton Moritz Rohr, Kailashnath K, and Georgios Pipelidis. "Pedestrian Augmented Reality Navigator." Sensors 23, no. 4 (February 6, 2023): 1816. http://dx.doi.org/10.3390/s23041816.

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Navigation is often regarded as one of the most-exciting use cases for Augmented Reality (AR). Current AR Head-Mounted Displays (HMDs) are rather bulky and cumbersome to use and, therefore, do not offer a satisfactory user experience for the mass market yet. However, the latest-generation smartphones offer AR capabilities out of the box, with sometimes even pre-installed apps. Apple’s framework ARKit is available on iOS devices, free to use for developers. Android similarly features a counterpart, ARCore. Both systems work well for small spatially confined applications, but lack global positional awareness. This is a direct result of one limitation in current mobile technology. Global Navigation Satellite Systems (GNSSs) are relatively inaccurate and often cannot work indoors due to the restriction of the signal to penetrate through solid objects, such as walls. In this paper, we present the Pedestrian Augmented Reality Navigator (PAReNt) iOS app as a solution to this problem. The app implements a data fusion technique to increase accuracy in global positioning and showcases AR navigation as one use case for the improved data. ARKit provides data about the smartphone’s motion, which is fused with GNSS data and a Bluetooth indoor positioning system via a Kalman Filter (KF). Four different KFs with different underlying models have been implemented and independently evaluated to find the best filter. The evaluation measures the app’s accuracy against a ground truth under controlled circumstances. Two main testing methods were introduced and applied to determine which KF works best. Depending on the evaluation method, this novel approach improved the accuracy by 57% (when GPS and AR were used) or 32% (when Bluetooth and AR were used) over the raw sensor data.
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Ignat'ev, S., Z. Tret'yakova, and Marianna Voronina. "Augmented Reality in Descriptive Geometry." Geometry & Graphics 8, no. 2 (August 17, 2020): 41–50. http://dx.doi.org/10.12737/2308-4898-2020-41-50.

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In this paper is investigated the possibility of Augmented Reality (AR) technologies contextualizing in teaching methods for “Descriptive Geometry” (DG) student course. The aim of the investigation was the study of the current state of knowledge and practice in the field of DG students teaching with the help of AR-technologies, and identification of key issues affecting the adoption by users (teachers and students) of AR-technologies as a modern educational tool in the. Conducted an analysis of existing researches in the field of modern educational tool in the field of DG. Has been carried out the analysis of current investigations in the field of DG students teaching based on AR-technology. The key problems affecting the adoption by users of AR-technologies as an educational tool in the field of DG have been determined. Existing methods of DG students teaching using AR-technologies in St. Petersburg Mining University are gradually completed and updated. The work results showed that students have a positive perception of educational classes on DG course based on AR-technologies. Students successfully solve DG problems using AR-technology based on Vuforia platform; create 3-D models of geometric entities in SketchUp, and labels for camera fixing based on AutoCAD. When creating the software, the compiled C ++ programming language is used, based on which scripts (markers) are written that lift 3-D models of objects to given planes. The study results will be useful for developers of AR-platforms, AR-applications in the field of DG students training. They will allow avoid projects that may cause problems with the convenience of AR-applications using, what, in turn, will lead to the rejection of users from the introduction of this technology when getting students education in DG.
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Dissertations / Theses on the topic "Augmented Reality (AR)"

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Larsson, Kristian. "Augmented Reality (AR) : En undersökning av hur ett verk i AR upplevs." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4884.

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Wass, Anton, and Forsberg Eddie Löwenborg. "Augmented reality i en industriell tillverkningsprocess." Thesis, KTH, Data- och elektroteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208957.

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Med den digitalisering som sker just nu i den industriella världen väcks stor nyfikenhet på hur framtidens tekniker såsom “Augmented Reality” kan appliceras i industriella tillverkningsprocesser. Målet med examensarbetet var att undersöka om och hur AR-teknik kan utnyttjas i industrin för att förbättra nuvarande arbetsprocesser. Två prototyper utvecklades för AR-glasögonen Microsoft HoloLens och utvärderades genom att jämföra tidigare arbetssätt med nya. Testerna av prototyperna visade att effektiviteten, produktionskvalitén och rörligheten ökade för användaren till en bekostnad av sämre ergonomi.
With the digitization that is happening right now in the industrial world, there is a lot of curiosity about how future technologies like Augmented Reality can be applied in industrial manufacturing processes. The aim of the thesis was to investigate whether and how augmented reality technology can be utilized in industries to improve current work processes. Two prototypes were developed for the augmented reality glasses Microsoft HoloLens and evaluated by comparing previous working methods with new ones. Tests of the prototypes showed that efficiency, production quality and mobility increased for the user at the expense of worse ergonomics.
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Edvinsson, Joakim. "AR-park för Android : Augmented Reality park i Sundsvall." Thesis, Mittuniversitetet, Avdelningen för informations- och kommunikationssystem, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28033.

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Målet med detta projekt är att ta fram en applikationsprototyp för Androidenheter som ska locka användare av applikationen till och tillbaka till broparken i Skönsberg med hjälp av augmented-reality. Applikationen ska känna av om användaren befinner sig inom eller utanför parkens område och visa olika bilder/modeller på specifika GPS-koordinater i det digitala lagret beroende på användarens positionering. Arbetet har genomförts i samarbete med Dohi på uppdrag av Sundsvalls kommun där regelbundna möten hafts med uppdragsgivaren. Utvecklingen av applikationen sker i PhoneGap med Wikitude-plugin. Projektet har resulterat i en applikationsprototyp som använder ActionRanges, som är en typ av GeoFence, för att presentera olika bilder hämtade från en egen server i det digitala lagret beroende på användarens position. Användarna har inom parkens område möjlighet att själv påverka de bilder som visas i det digitala lagret genom att i applikationen ta en bild som laddas upp till servern där bilderna lagras och där bilden som tagits även visar det digitala lagret.
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Tottmar, Anton, and Victor Berge. "AR på bryggan : Kan kollisioner undvikas med Augmented Reality." Thesis, Linnéuniversitetet, Sjöfartshögskolan (SJÖ), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103442.

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As the technical progress goes on new ways to improve safe navigation continues to arise. One of these technical possibilities is Augmented Reality (AR) which has already proved its value within the car and flight industry. The purpose of this content analysis was to investigate accidents where human error, the so-called human factor, is behind the accident. This has been done by investigating the underlying factors for collision in over 800 accidents and then categorizing these to get a clearer picture of what leads up to the collision. After analyzing the reports relevant to the study from a scenario where the bridge is equipped with AR technology, the study finds that AR contributes with great benefits for safer navigation, however, some technical work behind the technology is required, which can be costly both financially and in terms of time. The study shows that AR would have been helpful in all collisions that are investigated further, mainly by making the navigator more aware of the surroundings with clearly projected information from the various information sources on the bridge. The study finally formulates the theory that AR can prevent collisions in shipping by making the navigator more aware of potential obstacles to safe navigation.
I samband med teknikens ständiga framstegupp som kan bidra till en säkrare navigation. En av dessa tekniker är Augmented Reality (AR) som redan rönt stor framgång inom såväl bil- som flygindustrin. Syftet med denna studie var att genom en innehållsanalys undersöka haverier under 2010- talet där mänskligt felhandlande, den så kallade mänskliga faktorn, ligger bakom haveriet. Detta har gjorts genom att utreda de bakomliggande faktorerna till kollision i över 800 haverier och kategorisera dessa för att få en tydligare bild över vad som leder fram till haveriet. Efter att ha analyserat de för studien relevanta rapporterna och satt dem i ett scenario där bryggan är utrustad med AR-teknik finner studien att AR skulle ha varit behjälpligt i samtliga fall, då främst genom att göra navigatören mer uppmärksam på omgivningen med tydligt projicerad information från de olika informationskällorna på bryggan. Studien kommer fram till att AR bidrar stora fördelar för en säkrare navigation, dock krävs det en del tekniskt arbete bakom tekniken vilket kan vara kostsamt både ekonomiskt och tidsmässigt. Studien formulerar slutligen teorin att AR kan förebygga kollisioner inom sjöfarten genom att göra navigatören mer uppmärksam på potentiella hinder för säker navigation.
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Björnander, Daniel, Måns Gezelius, Emil Gustafsson, Raymond Leow, Joakim Lidstedt, Ludvig Noring, Nils Petersson, Jonatan Pålsson, and Mikael Ångman. "Utveckling inom Augmented Reality med Unity." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129595.

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Syftet med den här rapporten är att behandla frågeställningar utifrån projektet, vars mål är att utveckla ett Augmented Reality-ramverk för att skapa värde för en kund, BioOptico. Punkter som programmeringsmiljön Unitys lämplighet vid utveckling av mobila AR-applikationer, hur BioVision kan implementeras så att det ger värde för BioOptico, vilka erfarenheter som kan dokumenteras efter arbetet med projektet och vilket stöd SEMAT Kernel ALPHA ger för det här projektet behandlas i den här rapporten. För att besvara dessa frågor används verktygen Unity och SEMAT Kernel ALPHA state cards under utvecklingen av BioVision. Genom agil utveckling och framtagning av tidiga prototyper undersöks vilka implementationssätt som ger värde för BioOptico och vilken dokumentation av erfarenheter som kan vara intressant för framtida projekt. Som resultat dokumenteras de områden där Unity lämpar sig väl för utveckling av mobila AR-applikationer, vilka de viktigaste beståndsdelarna var för hur BioVision implementerades så att det ger värde för BioOptico och vilka erfarenheter och vilket stöd som ges av utveckling av BioVision respektive användning av SEMAT Kernel ALPHA:s. Som slutsats ses Unity som en lämplig utvecklingsmiljö för utveckling av AR-applikationer, medan SEMAT Kernel ALPHA kan vara användbart, dock överflödigt, vid utveckling av BioVision. De viktigaste lärdomarna att ta med sig från projektet är att planera, utveckla och dokumentera i god tid. Slutligen dras slutsatsen om att strukturen på projektet och inte bara produkten som skapas spelar en stor roll för hur applikationen kan ge värde för BioOptico.
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Sandström, David. "Dynamic Occlusion of Virtual Objects in an 'Augmented Reality' Environment." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-71581.

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This thesis explores a way of increasing the perception of reality within an ''Augmented Reality'' application by making real objects able to obstruct the view of virtual objects. This mimics how real opaque objects occlude each other and thus making virtual objects behave the same way will improve the user experience of Augmented Reality users. The solution uses Unity as the engine with plugins for ARKit and OpenCV. ARKit provides the Augmented Reality experience and can detect real world flat surfaces on which virtual objects can be placed. OpenCV is used for image processing to detect real world objects which can then be translated into virtual silhouettes within Unity that can interact with, and occlude, the virtual objects. The end result is a system that can handle the occlusion in real time, while allowing both the real and virtual objects to translate and rotate within the scene while still maintaining the occlusion. The big drawback of the solution is that it requires a well defined environment without visual clutter and with even lighting to work as intended. This makes it unsuitable for outdoor usage.
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Palm, Fredrik, and Filip Källström. "Prototype of an Augmented Reality User Manual App." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110210.

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This thesis describes how augmented reality can be used when developing an instructional application. After studying augmented reality apps and papers, a prototype for mobile devices was developed to discover the possibilities that augmented reality offers and show how issues inherent to the technology can be solved. The app was developed with usability in mind, with consideration for how well suited each feature was for augmented reality. Our results show that it is possible to use augmented reality in instructional apps, but that there are issues to consider when working with augmented reality. Among others, we discuss how to deal with the three dimensionality of the interface, augmented reality's physical requirements, and the quality of the tracking that aligns the interface with the real world. Augmented reality also enables plenty of new functionality for apps, like the ability to use physical movement as input and to essentially bind information to a real, physical place. The app was tested and built for an advanced machine. We built guides that use animated instructions to teach the user how to complete a task. There is also an information view that displays details about parts of the machine and an overview that helps the user find parts. We also took efforts to generalize the process, so that the app can be adjusted to suit a variety of products.
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Siewert, Jan Luca, Matthias Neges, and Detlef Gerhard. "Ein Klassifizierungssystem für Industrielle Augmented Reality Anwendungen." Thelem Universitätsverlag & Buchhandlung GmbH & Co. KG, 2021. https://tud.qucosa.de/id/qucosa%3A75882.

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Mit dem Fortschreiten der Digitalisierung in der Industrie findet sich Augmented Reality (AR) in immer mehr Einsatzbereichen. Dennoch bleibt die industrielle Verbreitung trotz sich stetig entwickelnder Technik hinter den Prognosen zurück. Es existieren bereits Arbeiten, die sich mit der Klassifizierung von AR jedoch mit Fokus auf die tatsächliche Implementierung bzw. Umsetzung der Anwendung beschäftigen. Um Anwendungsgebiete und damit die eigentliche Problemstellung, in denen AR einen Mehrwert bieten kann, besser vergleichen und Anforderungen für industrielle Bereiche ableiten zu können, stellt dieser Beitrag ein Klassifizierungssystem für diese Einsatzgebiete vor. Auf vorhergehenden Arbeiten aufbauend wird gezeigt, dass eine Klassifizierung der Einsatzszenarien auf Basis der drei Dimensionen zu unterstützende Aktion, Lebenszyklusphase und Grad der Hilfestellung erfolgen kann. Dazu wird eine systematische Literaturrecherche von industriellen AR Anwendungen und Studien der Jahre 2016 bis 2020 durchgeführt und nach dem vorgeschlagenen Schema klassifiziert. Neben den daraus gewonnen Erkenntnissen werden in den Beiträgen verwendete Technologien, wie die Darstellungstechnik, der Detailierungsgrad, der Reifegrad der Anwendung und die Art der Inhaltserstellung analysiert. Außerdem werden Probleme bei der Umsetzung sowie künftige Forschungsthemen und -schwerpunkte herausgearbeitet.
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Arnmark, Kevin, and Mattias Lundin. "Energimedvetenhet genom djur i Augmented Reality." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-276584.

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Hur kan man visualisera energifotavtryck på ett sätt som berör mottagaren och väcker känslor? I denna uppsats har vi utforskat alternativa sätt att representera energiförbrukning genom Augmented Reality (AR). Genom research through design har vi använt koncept som defamiliarisering för att utforska hur hushållsapparaters energiförbrukning kan representeras på uttrycksfulla sätt. Vår designprocess ledde oss till att utveckla en app där negativ miljöpåverkan påverkar djur i en AR-miljö. Specifikt har vi varit intresserade av hur designvalen för denna app påverkar betraktaren och vilka känslor de väcker. Dessa designval har involverat allt ifrån val av djur till texturer och animationer. I designprocessen har vi använt oss av input från en arbetsgrupp på KTH och utvärderat designvalen i peer reviews. Olika scenarion presenterades för användarna där energikonsumtionen påverkade designen på djuren. Genom att använda en okonventionell designidé har vi hoppats främmandegöra representationen av energi för mottagaren och på så vis öppna upp för tanke och reflektion. Vår slutsats är att AR är ett starkt medium för att förmedla känslor i denna kontext. Vi lyckades uppnå de avsikter vi hade inom ramen för att påverka betraktaren både positivt och negativt beroende på scenario. Den största faktorn som påverkade våra användare var djurens animationer i AR-miljön. P.g.a. att objekten i AR placeras i den verkliga världen bör stora avvägningar ske avseende objektens detaljrikedom och upplösning, något som riskerar att lämna tolkningsutrymme hos betraktaren och därmed inte spegla avsändarens avsikt. Detta arbete har skett under den pågående Corona-pandemin, vilket har påverkat vårt arbetssätt och vårt resultat. Den största förändringen är att användartesterna skett via videokonferens där användaren fick utvärdera en live-presentation av applikationen istället för att använda den själv.
How can we visualize energy footprints in a way that moves the recipient and evokes an emotional response? For this thesis we have explored alternative ways of representing energy usage through Augmented Reality (AR). By research through design we have used concepts such as defamiliarization to explore how the energy usage of household appliances can be represented in expressive ways. Our design process led us to develop an app where a negative impact on the environment affects animals in an AR world. Specifically, we have been interested in how our design choices affect the observer and what feelings they evoke. These design choices include the types of animals, their textures and animations, and more. In this process we have gotten input from a work group at KTH and evaluated our designs in peer reviews. Different scenarios have been presented to the users where the energy consumption have affected the animal designs. Through using unconventional designs, we hope to have made the representation of energy unfamiliar to the user, thereby invoking new perspectives and thoughts. Our conclusion is that AR is a potent medium for conveying emotions in this context. We achieved our intentions related to affecting the user positively and negatively depending on the scenario. The biggest factor in affecting the users was the animation of the animals. Because of AR objects being placed in the real world, the detail and fidelity of the objects should be considered carefully, or it might leave room for interpretation. This thesis work has been done during the ongoing Corona pandemic, which has influenced our work. The biggest change we have made is on our user testing, which had to be done by video conference where the application was presented to the users instead of letting them try it themselves.
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Gankhuyag, Azjargal, Bingqing Xiang, and Victoria Bonnevie. "Augmented Reality : The current and potential use of augmented reality in B2B." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45310.

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In today’s world, we live in a technologically advanced environment where information access is huge and limitless. The advantage to this is that, people are able to create more information, share and communicate with each other instantly on the go regardless of where they are in the world. However on the downside, with endless information, it becomes confusing and difficult to filter which information is right for a person’s need. This goes hand-in-hand for business companies, as it requires strategic processes and tools to identify the information from the market, store and evaluate it into meaningful insights and lastly communicate it efficiently so that the value of it is not lost along the way. Therefore this study focuses on how augmented reality (AR) as an emerging digital technology is able to dissect and communicate information and bring value to those who are implementing it. What is more interesting in this study is to see the usefulness and ease of using AR from commercial and non-commercial aspects in B2B field. This study was conducted through a qualitative research approach with semi-structured interviews with five companies providing and using AR applications. In conclusion, AR brings value by transferring data faster and communicating it effectively through visualization of integrating computer-generated information with the real world as one. From commercial aspect, companies could use this technology in their marketing communication to increase customer involvement and perception of the brand. In contrast, from non-commercial perspective, companies could use AR as an internal resource to increase efficiency in operation process.
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Books on the topic "Augmented Reality (AR)"

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Doerner, Ralf, Wolfgang Broll, Paul Grimm, and Bernhard Jung, eds. Virtual and Augmented Reality (VR/AR). Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79062-2.

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Dörner, Ralf, Wolfgang Broll, Paul Grimm, and Bernhard Jung, eds. Virtual und Augmented Reality (VR/AR). Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-58861-1.

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Dörner, Ralf, Wolfgang Broll, Paul Grimm, and Bernhard Jung, eds. Virtual und Augmented Reality (VR / AR). Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28903-3.

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Germany) Paderborner Workshop Augmented & Virtual Reality in der Produktentstehung (1st 2002 Paderborn. Augmented & virtual reality in der Produktentstehung: Grundlagen, Methoden und Werkzeuge ; virtual prototyping/digital mock up, digitale Fabrik ; Integration von AR/VR in industrielle Geschäftsprozesse. Paderborn: Heinz Nixdorf Institut, 2002.

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augmented reality. SDU Academic Service, 2011.

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Kipper, Gregory, and Joseph Rampolla. Augmented Reality: An Emerging Technologies Guide to AR. Elsevier Science & Technology Books, 2012.

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Augmented Reality: An Emerging Technologies Guide to AR. Syngress, 2012.

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VictoryXR. Human Anatomy in Augmented Reality AR: Vital Organs Teacher Edition. Kendall Hunt Publishing Company, 2020.

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VictoryXR. Human Anatomy in Augmented Reality AR: Vital Organs Student Edition. Kendall Hunt Publishing Company, 2020.

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Apple Augmented Reality by Tutorials: Create AR Experiences with ARKit, RealityKit & Reality Composer. Kodeco Inc., 2022.

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Book chapters on the topic "Augmented Reality (AR)"

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Broll, Wolfgang. "Augmented Reality." In Virtual and Augmented Reality (VR/AR), 291–329. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79062-2_8.

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Peddie, Jon. "Historical Overview: Ghosts to Real AR to DARPA." In Augmented Reality, 101–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32581-6_5.

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Terrier, Romain, Ferran Argelaguet, Jean-Marie Normand, and Maud Marchal. "Evaluation of AR Inconsistencies on AR Placement Tasks: A VR Simulation Study." In Virtual Reality and Augmented Reality, 190–210. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01790-3_12.

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Kuntz, Sébastien, Richard Kulpa, and Jérôme Royan. "The Democratization of VR-AR." In Virtual Reality and Augmented Reality, 73–122. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119341031.ch2.

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(Christine) Sung, Eunyoung. "Brand Experience via Mobile AR App Marketing." In Augmented Reality and Virtual Reality, 3–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37869-1_1.

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Xue, Liangchao, Christopher J. Parker, and Cathryn A. Hart. "How to Design Effective AR Retail Apps." In Augmented Reality and Virtual Reality, 3–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68086-2_1.

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Farella, Mariella, Marco Arrigo, Crispino Tosto, Davide Taibi, Luciano Seta, Antonella Chifari, Sui Lin Goei, et al. "An Augmented Reality Solution for the Positive Behaviour Intervention and Support." In Virtual Reality and Mixed Reality, 206–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16234-3_12.

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AbstractThe spread of Augmented Reality (AR) and the recent technological developments, provide innovative techniques and tools that show a growing potential in education. One of the pilots of the European Horizon 2020 project ARETE (Augmented Reality Interactive Educational System) aims to investigate and evaluate for the first time the introduction of an AR solution to support a behavioral lesson in schools where the Positive Behaviour Intervention and Support (PBIS) methodology is adopted. Specifically in this paper, we describe the architectural design and implementation of a PBIS-AR application as a component of the ARETE ecosystem. It describes the functionality of the system and the teaching process that the AR solution will support.
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Roche, Kyle. "Using cocos2D for AR." In Pro iOS 5 Augmented Reality, 123–39. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3913-0_7.

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Hirakawa, Masahito, Shu’nsuke Asai, Kengo Sakata, Shuhei Kanagu, Yasuhiro Sota, and Kazuhiro Koyama. "Enhancing Interactivity in Handheld AR Environments." In Handbook of Augmented Reality, 273–88. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0064-6_12.

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Fuchs, Philippe. "The Challenges and Risks of Democratization of VR-AR." In Virtual Reality and Augmented Reality, 289–301. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119341031.ch6.

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Conference papers on the topic "Augmented Reality (AR)"

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Chang, Kai-Han. "Holography in automotive augmented reality." In SPIE AR, VR, MR Industry Talks 2022. SPIE, 2022. http://dx.doi.org/10.1117/12.2632515.

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Cosentino, Francesco, Nigel W. John, and Jaap Vaarkamp. "RAD-AR: RADiotherapy - Augmented Reality." In 2017 International Conference on Cyberworlds (CW). IEEE, 2017. http://dx.doi.org/10.1109/cw.2017.56.

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Nijholt, Anton. "Augmented Reality: Beyond Interaction." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002058.

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In 1997 Ronald T. Azuma introduced the following definition of Augmented Reality (AR): “Some researchers define AR in a way that requires the use of Head-Mounted Displays (HMDs). To avoid limiting AR to specific technologies, this survey defines AR as systems that have the following three characteristics: 1) Combines real and virtual, 2) Interactive in real-time, 3) Registered in 3-D.” Azuma also mentions that “AR might apply to all senses, not just sight.” [1] This definition has been leading in AR research until now. AR researchers focused on the various ways technology, in particular digital technology (computer-generated imagery, computer vision and world modelling, interaction technology, and AR display technology), could be developed to realize this AR view. The emphasis has been on addressing the sight sense when generating and aligning virtual content, our most dominant sense, although we can not survive without the others. Azuma and others mention the other senses and assume that this definition also covers other than computer-generated imagery, per-haps even other than computer generated and (spatial-temporal) generated and con-trolled virtual content. Nevertheless, the definition has some constituents that can be given various interpretations. This makes it workable, but it is useful to discuss how we should distinguish between real and virtual content, what is it that distinguishes real from virtual, or how virtual content can trigger changes in the real world (and the other way around), take into account that AR becomes part of ubiquitous computing. That is, rather than looking at AR from the point of view of particular professional, educational, or entertaining applications, we should look at AR from the point of view that it is ever-present, and embedded in ubiquitous computing (Ubicomp), and having its AR devices’ sensors and actuators communicate with the smart environments in which it is embedded.The focus in this paper is on ‘optical see-through’ (OSR) AR and ever-present AR. Ever-present AR will become possible with non-obtrusive AR glasses [2] or contact lenses [3,4]. Usually, interaction is looked upon from the point of view of what we see and hear. But we certainly are aware of touch experiences and exploring objects with active touch. We can also experience scents and flavors, passively but also actively, that is, consciously explore scents or tastes, become aware of them, and ask the environment, not necessarily explicitly since our preferences are known and our intentions can be predicted, to respond in an appropriate way to evoke or continue an interaction.Interaction in AR and with AR technology requires a new look at interaction. Are we interacting with the AR device, with the environment, or with the environment through the AR device? Part of what we perceive is real, part of what we perceive is superimposed on reality, and part of what we perceive is the interaction between real and virtual reality. How to interact with this mix of realities? Additionally, our HMD AR provides us with view changes because of position and head orientation or gaze changes. We interact with the device with, for example, speech and hand gestures, we interact with the environment with, for example, pose changes, and we interact with the virtual content with interaction modalities that are appropriate for that content: push a virtual block, open a virtual door, or have a conversation with a virtual hu-man that inhabits the AR world. In addition, we can think of interactions that be-come possible because technology allows us to get access and act upon sensor information that cannot be perceived with our natural perception receptors. In a ubiquitous computing environment, our AR device can provide us with a 360 degrees view of our environment, drones can feed us with information from above, infrared sensors know about people and events in the dark, our car receives visual information about not yet visible vehicles approaching an intersection [5], sound frequencies be-yond the human ear can be made accessible, smell sensors can enhance the human smell sense, et cetera.In this paper, we investigate the characteristics of interactions in AR and relate them to the regular human-computer interaction characteristics (interacting with tools) [6], interaction with multimedia [7] interaction through behavior [8], implicit interaction [9], embodied interaction [10], fake interaction [11], and interaction based on Gibson’s visual perception theory [12]. This will be done from the point of view of ever-present AR [13] with optical see-through wearable devices.References could not be included because of space limitations.
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Hollerer, Tobias, Dieter Schmalstieg, and Mark Billinghurst. "AR 2.0: Social Augmented Reality - social computing meets Augmented Reality." In 2009 8th IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2009. http://dx.doi.org/10.1109/ismar.2009.5336443.

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Ifrim, Andreeacarmen, Florica Moldoveanu, Alin Moldoveanu, Alexandru Butean, and Anca Morar. "COLLABORATIVE AUGMENTED REALITY - A SURVEY." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-107.

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In the past few years, technology breakthroughs have made Augmented Reality (AR) applications more user friendly and accessible than ever. New AR technologies show great promise and potential to influence and enhance the activities related to a wide range of areas, such as education, military industry, entertainment, sports or medicine and surgical training. In complementarity with Virtual Reality, AR is now considered to be the future of human-computer interaction, by revolutionizing the way information is presented and transforming the surroundings into one broad user interface. In particular, AR systems will soon play an important role in communication and collaboration, creating innovative collaborative environments that allow multiple users to interact simultaneously. Hybrid interfaces that combine AR technology with existing telecommunication techniques provide immense power and freedom in multi-participant settings where the physical and virtual worlds blend perfectly and form a mixed reality. Their main objectives are to improve the cooperation through augmented face-to-face interactions, to enrich the remote collaboration by virtually co-locating the participants and to augment physical spaces with new modalities of interaction between people. Using latest AR technologies, applications can provide unique collaborative experiences for all domains, supporting new means of communication and socialization and making working together very effective. This paper aims to present a survey on collaborative augmented reality and its potential in various contexts. It thoroughly reviews existing collaborative AR systems in areas like those mentioned above, identifying their accomplishments as well as limitations, and highlighting the most recent discoveries and future trends in the field.
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Babaei, Hossein R., Pagiel L. Mohurutshe, and Arash Habibi Lashkari. "Image-processing with augmented reality (AR)." In 2012 International Conference on Graphic and Image Processing, edited by Zeng Zhu. SPIE, 2013. http://dx.doi.org/10.1117/12.2011323.

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Garfield, M. Robert, and Alex Dupont. "Augmented Reality Aided Medical Device Design." In 2019 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dmd2019-3215.

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Blurring the line between the physical and digital environment, augmented reality (AR) is the next frontier for medical device design. It is particularly useful as a means for rapid concept visualization and iterative refinement. By selectively mixing AR and physical prototypes, designers can conduct haptic evaluation alongside visual assessment. The integration of AR and traditional tools during development continues the practice of advancing design methods in parallel with technology. This paper explains the design of a mobile medical device/workstation using an AR aided medical device design process from an industry perspective. This case study demonstrates the viability and benefits of an AR aided design process pairing off-the-shelf AR technology with physical models of increasing fidelity. AR aided medical device design helps design teams accelerate development, lower prototyping costs, assess scaled designs earlier, illustrate contextual constraints, and reduce development risk.
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Richterek, Lukáš, and Jan Říha. "EUROPEAN AUGMENTED REALITY TRAINING NEEDS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.168.

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The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. Keywords: augmented reality, competencies for entrepreneurship, vocational education and training.
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Park, Soon-gi. "LentinAR: Optical solution for Augmented Reality (AR) Glasses." In SPIE AR, VR, MR Industry Talks II, edited by Conference Chair. SPIE, 2021. http://dx.doi.org/10.1117/12.2597463.

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Nijholt, Anton. "Toward a New Definition of Augmented Reality." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004438.

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In 1997 Ronald T. Azuma introduced a definition for augmented reality. The definition can be considered slightly outdated because of developments in augmented reality and ubiquitous computing. Extended reality environments do not only allow interactive virtual objects superimposed on reality and aligned with reality, but also static, dynamic, and autonomous virtual content that is not under the control of the user of the environment. One aim of AR research is to superimpose (multisensorial) virtual objects on reality that cannot necessarily be distinguished from real objects that are perceived and experienced by the inhabitants of the environment. In this paper, we take it a step further. Especially if we are no longer able to distinguish between virtual and real objects, shouldn't we look for a definition of AR that is more based on experiencing (not necessarily technology-enhanced) reality than on technology? We do this by focusing on multisensorial experiences that augment our world, rather than on the technology, present or not, that enables these experiences and distinguishes our experiences from those of others. That such a viewpoint has not taken shape before is mainly due to the vision-biased view of what AR research should entail.
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Reports on the topic "Augmented Reality (AR)"

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Choong, Yee-Yin. Augmented Reality (AR) Usability Evaluation Framework:. Gaithersburg, MD: National Institute of Standards and Technology, 2022. http://dx.doi.org/10.6028/nist.ir.8422.

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Seidametova, Zarema S., Zinnur S. Abduramanov, and Girey S. Seydametov. Using augmented reality for architecture artifacts visualizations. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4626.

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Nowadays one of the most popular trends in software development is Augmented Reality (AR). AR applications offer an interactive user experience and engagement through a real-world environment. AR application areas include archaeology, architecture, business, entertainment, medicine, education and etc. In the paper we compared the main SDKs for the development of a marker-based AR apps and 3D modeling freeware computer programs used for developing 3D-objects. We presented a concept, design and development of AR application “Art-Heritage’’ with historical monuments and buildings of Crimean Tatars architecture (XIII-XX centuries). It uses a smartphone or tablet to alter the existing picture, via an app. Using “Art-Heritage’’ users stand in front of an area where the monuments used to be and hold up mobile device in order to see an altered version of reality.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Нечипуренко, Павло Павлович, Тетяна Валеріївна Старова, Тетяна Валеріївна Селіванова, Анна Олександрівна Томіліна, and Олександр Давидович Учитель. Use of Augmented Reality in Chemistry Education. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2658.

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The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR-technologies to support the chemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR-tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR-technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR-technologies of the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for working with the chemical equipment and utensils using the augmented reality.
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Mintii, Iryna S., and Vladimir N. Soloviev. Augmented Reality: Ukrainian Present Business and Future Education. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2673.

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The aim of the study: analysis of the current state and prospects for the development of augmented reality in Ukraine in business and education. The objectives of the study: to analyze the experience of using the augmented reality in advertising, marketing, education of Ukraine; to investigate the problems existing in this direction. The object of the study: the process of using augmented reality in advertising, marketing, education. The subject of the study: specific projects using the augmented reality in advertising, marketing, education. The used method of study was theoretical that included analysis of articles and materials of conferences on the research problem. The results of the study: nowadays, the augmented reality is used primarily in the field of advertising and marketing of Ukraine. As an example is the advertisement of Kyivstar (virtual tour around Ukraine, augmented reality quest), some of the Ukrainian companies have certain results in in this direction, for example, Augmented Pixels, Simo AR (in the development of a browser with augmented reality, the Kontramarka ticket service is implemented), Live Animations (such projects as Wonderland AR, My Yeti, Live Coloring, Gapchinska, Live Photo are already implemented). Among the problems that exist with the introduction of these technologies in education, first of all, we should note the shortage of specialists in the preparation of such educational projects and the uncoordinated actions of business and education in this direction. Main conclusions and recommendations: in order to disseminate research results it is necessary to hold thematic events of the all-Ukrainian level.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Hordiienko, Valentyna V., Galyna V. Marchuk, Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Development of a model of the solar system in AR and 3D. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4410.

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In this paper, the possibilities of using augmented reality technology are analyzed and the software model of the solar system model is created. The analysis of the available software products modeling the solar system is carried out. The developed software application demonstrates the behavior of solar system objects in detail with augmented reality technology. In addition to the interactive 3D model, you can explore each planet visually as well as informatively – by reading the description of each object, its main characteristics, and interesting facts. The model has two main views: Augmented Reality and 3D. Real-world object parameters were used to create the 3D models, using the basic ones – the correct proportions in the size and velocity of the objects and the shapes and distances between the orbits of the celestial bodies.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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