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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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Laverdière, Carl, Jason Corban, Jason Khoury, Susan Mengxiao Ge, Justin Schupbach, Edward J. Harvey, Rudy Reindl, and Paul A. Martineau. "Augmented reality in orthopaedics." Bone & Joint Journal 101-B, no. 12 (December 2019): 1479–88. http://dx.doi.org/10.1302/0301-620x.101b12.bjj-2019-0315.r1.
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Aims Computer-based applications are increasingly being used by orthopaedic surgeons in their clinical practice. With the integration of technology in surgery, augmented reality (AR) may become an important tool for surgeons in the future. By superimposing a digital image on a user’s view of the physical world, this technology shows great promise in orthopaedics. The aim of this review is to investigate the current and potential uses of AR in orthopaedics. Materials and Methods A systematic review of the PubMed, MEDLINE, and Embase databases up to January 2019 using the keywords ‘orthopaedic’ OR ‘orthopedic AND augmented reality’ was performed by two independent reviewers. Results A total of 41 publications were included after screening. Applications were divided by subspecialty: spine (n = 15), trauma (n = 16), arthroplasty (n = 3), oncology (n = 3), and sports (n = 4). Out of these, 12 were clinical in nature. AR-based technologies have a wide variety of applications, including direct visualization of radiological images by overlaying them on the patient and intraoperative guidance using preoperative plans projected onto real anatomy, enabling hands-free real-time access to operating room resources, and promoting telemedicine and education. Conclusion There is an increasing interest in AR among orthopaedic surgeons. Although studies show similar or better outcomes with AR compared with traditional techniques, many challenges need to be addressed before this technology is ready for widespread use. Cite this article: Bone Joint J 2019;101-B:1479–1488
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Lokesh, Pusuluru Sai, Telu Ramya Sri, and Thirupathi Rao. "Interactive Shopping Using Augmented Reality." International Journal for Research in Applied Science and Engineering Technology 11, no. 4 (April 30, 2023): 2249–52. http://dx.doi.org/10.22214/ijraset.2023.50503.
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Abstract: Interactive shopping using augmented reality (AR) is a rapidly growing field that provides consumers with a new and innovative way to shop. AR technology allows consumers to visualize products in their real-world environments, enhancing their shopping experience by providing a more immersive and interactive experience. This paper presents an overview of the current state of interactive shopping using AR and discusses the benefits and challenges of this emerging technology. The paper also explores the various applications of AR in shopping, including virtual try-on, product visualization, and interactive product demonstrations. Overall, the paper highlights the potential of interactive shopping using AR to revolutionize the retail industry and transform the way consumers shop.
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Wyss, Corinne, Florian Furrer, Adrian Degonda, and Wolfgang Bührer. "Augmented Reality in der Hochschullehre." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 47 (April 6, 2022): 118–37. http://dx.doi.org/10.21240/mpaed/47/2022.04.06.x.
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Augmented Reality (AR) ist eine Technologie zur Ergänzung und Überlagerung der realen Welt mit virtuellen Informationen. Hierzu stehen verschiedene Technologien zur Verfügung. Zu diesen zählen nebst Smartphones auch Smartbrillen, Head-Mounted Displays und weitere Geräte. In den letzten Jahren erfuhr AR im Bildungsbereich vermehrt Beachtung. Obwohl die Anzahl an Projekten und Publikationen hierzu inzwischen immens gestiegen ist, bestehen immer noch Forschungslücken in Bezug auf generelle didaktische Aspekte von AR im Unterricht sowie zur Lehrpersonenbildung. Dies ist ein bedeutendes Defizit, da Lehrpersonen der entscheidende Faktor für eine hochgradige Integration digitaler Medien in den schulischen Unterricht darstellen und damit die Digitalisierung der Volksschule konkret beeinflussen. Der Beitrag widmet sich deshalb diesem Thema und beschäftigt sich mit dem Lehren und Lernen mit AR-Anwendungen im Rahmen der Lehrpersonenbildung. Es wird vorerst eine Begriffsklärung sowie ein Überblick über die zentralen Erkenntnisse zu AR im Bildungsbereich erarbeitet und erläutert, welches Potenzial und welche Herausforderungen der Technologie zugeschrieben werden. Darauf aufbauend werden didaktische Überlegungen und konkrete Bildungsziele für den Einsatz von AR in der Lehrpersonenbildung dargelegt. Der Beitrag soll damit eine anregende Grundlage bieten, um den Einsatz von AR in der Lehrpersonenbildung zu reflektieren und weiterzuentwickeln.
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Piatykop, Olena, Olha Pronina, Iryna Tymofieieva, and Ihor Palii. "Early literacy with augmented reality." Educational Dimension 58 (June 14, 2022): 131–48. http://dx.doi.org/10.31812/educdim.4491.
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Augmented reality is currently one of the most rapidly emerging technologies, with applications in the field of education. AR technology, according to a review of numerous publications, provides new options for teachers and makes learning more appealing to pupils of all ages. Students can use mobile AR apps to observe a real-world environment with virtual things layered or composited on top of it. This is especially true for young children. The article highlights the activities that allow a child to have a unique AR experience. There is a comparison of available augmented reality (AR) applications for learning the alphabet. The author describes a novel augmented reality application that was created with Unity, C\#, and Vuforia. The developed mobile AR application allows students to learn the Ukrainian alphabet, number names, and animal sounds. The learning process is enhanced by three-dimensional visualization and sounding of each letter and number thanks to this program. An analysis of a survey of teachers and parents found that utilizing an AR application greatly boosted children's motivation and self-efficacy in learning letters and numbers. The AR application aided in the retention of the child's attention while learning new content by speeding up the process of memorization.
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Tzima, Stavroula, Georgios Styliaras, and Athanasios Bassounas. "Augmented Reality in Outdoor Settings." Journal on Computing and Cultural Heritage 14, no. 3 (July 2021): 1–17. http://dx.doi.org/10.1145/3439953.
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New technologies such as Augmented Reality (AR) have already been exploited in the promotion of unique and well-known cultural assets. Nevertheless, different types of heritage assets can be found scattered in many different places, in both urban and rural landscapes, where AR applications may not function properly due to problems concerning the effectiveness of GPS or image recognition methods. It is an important issue that limits the exploitation of AR technology with a view to hidden cultural heritage promotion. The current study presents a hybrid image recognition technique used in an AR application and its evaluation in the outdoor settings. The hybrid technique is based on an image-based marker and its evaluation mainly aimed to study if and to what extent it is accepted by the users, if it raises aesthetic issues, and if it affects the use and acceptance of the AR in culture field. The evaluation was based on a qualitative research and the results showed that to most participants the used hybrid technique does not create an aesthetical issue. Additionally, all participants found the AR app useful and easy to use and they consider that the AR technology can significantly contribute to the promotion of cultural heritage.
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Cibilić, Iva, Vesna Poslončec-Petrić, and Kristina Tominić. "Implementing Augmented reality in Tourism." Proceedings of the ICA 4 (December 3, 2021): 1–5. http://dx.doi.org/10.5194/ica-proc-4-21-2021.
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Abstract. Modern technology is becoming a necessity of many destinations to stay competitive and attractive to the tourist. A new form of technology that is being used increasingly is Virtual and Augmented Reality (AR). The aim of this paper is to display the development of a mobile AR tourism application in urban heritage called PazinAR. Although Augmented Reality has passed the initial hype stage, the technology is just on the verge of being implemented in the tourism industry. This paper describes preparation, design, implementation and execution of prototype touristic application based on Augmented Reality (AR) technology. The application was made using Unity software and AR SDK Vuforia and exported as Android applications. Created application enables overlapping old photos with current view. Furthermore, several significant implications for AR Tourism research and practice are revealed.
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Jess, Revathy, Sneha Manoj, Sravana A. J, and Prof Savitha K. K. "AR Indoor Navigation System." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (May 31, 2023): 6752–57. http://dx.doi.org/10.22214/ijraset.2023.53254.
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Abstract: Nowadays, the field of abstract- augmented reality is starting to boom. In business, education, and now in the navigation of enormous multi-complexes, augmented reality is utilized. With its many capabilities and fewer hardware requirements at the same time, augmented reality makes work simpler and more exciting. When utilized for navigation, augmented reality can give a person additional directions from where they are now to where they want to go in an unknown environment. The purpose ofour research is to investigate every technology that is practical for indoor navigation and to propose a simple prototype as a remedy. Augmented Reality employs its inherent properties toassess a person's position and provide the appropriate navigational guidance in the case of indoor navigation.
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Boletsis, Costas, and Amela Karahasanović. "Augmented Reality and Virtual Reality for Retail Innovation." Magma 21, no. 7 (July 1, 2018): 49–59. http://dx.doi.org/10.23865/magma.v21.1140.
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Nye og bedre Augmented Reality (AR) og Virtual Reality (VR) applikasjoner utvikles helle tiden og brukes mer og mer i handel. Utvikling i AR and VR i løpet av de siste årene satt i gang mange innovasjoner i måten handelen foregår, innovasjoner i markedsføring, og innovasjon i design og utvikling av produkter og tjenester. Likevel, vet vi lite om muligheter som AR og VR skaper for innovasjon og om erfaringene fra de som allerede bruker dem. Denne artikkelen beskriver hvordan AR og VR kunne med fordel brukes for flere typer av innovasjon og hjelpe forretningsvirksomhet til å vokse. Artikkelen gir en oversikt over eksisterende innovasjonspraksis i handel og kan hjelpe norske virksomheter i deres strategiske planlegging. Vår analyse viser at AR/VR innovasjon kan bidra til bygning av merkevære, restrukturering av prosesser i organisasjon, involvering av kunder i verdiskapning, kan gi ekstra after-sale tjenester ved å gi produkt relatert informasjon i kontekst, kan støte omnimarket strategier og påvirke kjøp ved virtuell try-on opplevelser.
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FitzGerald, Elizabeth, Rebecca Ferguson, Anne Adams, Mark Gaved, Yishay Mor, and Rhodri Thomas. "Augmented Reality and Mobile Learning." International Journal of Mobile and Blended Learning 5, no. 4 (October 2013): 43–58. http://dx.doi.org/10.4018/ijmbl.2013100103.
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In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. The authors seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. The authors classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). The authors discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.
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Manna, Martina. "Teachers as Augmented Reality Designers." International Journal of Mobile and Blended Learning 15, no. 2 (March 3, 2023): 1–16. http://dx.doi.org/10.4018/ijmbl.318667.
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As an emergent technology augmented reality (AR) demonstrated a plethora of advantages in foreign language education, promoting motivation, memorization of contents, as well as contextualized learning. However, the majority of teachers are unfamiliar with AR, and their role as designers and facilitators requires further investigation. Moreover, English is the most explored target language, and the study of AR for the teaching of Italian as a foreign language (TIFL) is limited. Therefore, the investigation explored the perceptions of educators on the experience of designing and implementing mobile AR (MAR) for TIFL. In line with other studies, findings showed that, according to teacher perceptions, MAR can promote the overall learning process. However, the study highlighted issues like the availability of open-source MAR platforms and materials specifically designed for language educators. Moreover, the need of ongoing teacher training as well as possible economical and infrastructural limitations in specific social contexts must be considered, before implementing AR on a large-scale.
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Petruse, Radu Emanuil, Ioan Bondrea, Marco Sacco, and Stefano Mottura. "Augmented Reality Aided 3D Modelling." Advanced Materials Research 1036 (October 2014): 1037–40. http://dx.doi.org/10.4028/www.scientific.net/amr.1036.1037.
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The purpose of the article is to introduce possibilities of using Augmented Reality instructions in order to better understand technical drawings. The aim of these instructions based on 3D models is to create AR training applications and analyze their impact on the users. These instructions consist in a 3D model, superimposed over the technical drawing. The AR application also offers step by step instructions for 3D modelling in CAD software, which are very useful in creating the 3D model starting from a technical drawing. The AR application was tested by students from the Faculty of Engineering in Sibiu, obtaining great improvements in their 3D modelling times. The results of a survey that the students completed reveal that the AR modelling instructions also aids their spatial visualization capability.
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Ansari, Asif Kareem, Samuel Sam KG, and Bibitha C. Baby. "Virtual Reality and Augmented Reality in Education." International Journal for Research in Applied Science and Engineering Technology 11, no. 3 (March 31, 2023): 2014–18. http://dx.doi.org/10.22214/ijraset.2023.49825.
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Abstract: This paper’s objective is to show a framework for the VR and AR-based combined learning materials. VR and AR objects can stay incorporated into other educational material as by establishing effective education programmes, learning events, or other kinds of learning activities, learning objects can indeed be created. This essay reviews the study on both augmented and virtual reality and analyses holistic application techniques for the educational process. The proposed model supports the authors' findings and yields suggestions for its use.
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Sharma, Shivam, and Saud Shaikh. "Augmented Reality In Human Life." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 3357–64. http://dx.doi.org/10.22214/ijraset.2022.43122.
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Abstract: Augmented Reality frequently defined as a system that comes with three basic features: a mixture of real and virtual worlds, real-time interaction, and accurate 3D registration of virtual and real objects. In past few years, the rapid development of augmented reality technology has attracted people's high attention. The association of historical advances in Augment Reality (AR) techniques with small and affordable technologies (e.g., sensors, displays, and input devices) we are on the threshold of AR becoming an productive tool for many applications and even everyday life. Primarily AR research has focused on creating technologies, algorithms, and techniques to realize demonstrations that we evaluate with engineering benchmarks, like performance of a tracking system, photorealism of the graphics, and human performance completing a task[2]. Keywords: AR, algorithms, virtual reality
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Itoh, Yuta, Tobias Langlotz, Jonathan Sutton, and Alexander Plopski. "Towards Indistinguishable Augmented Reality." ACM Computing Surveys 54, no. 6 (July 2021): 1–36. http://dx.doi.org/10.1145/3453157.
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Adding virtual information that is indistinguishable from reality has been a long-awaited goal in Augmented Reality (AR). While already demonstrated in the 1960s, only recently have Optical See-Through Head-Mounted Displays (OST-HMDs) seen a reemergence, partially thanks to large investments from industry, and are now considered to be the ultimate hardware for augmenting our visual perception. In this article, we provide a thorough review of state-of-the-art OST-HMD-related techniques that are relevant to realize the aim of an AR interface almost indistinguishable from reality. In this work, we have an initial look at human perception to define requirements and goals for implementing such an interface. We follow up by identifying three key challenges for building an OST-HMD-based AR interface that is indistinguishable from reality: spatial realism, temporal realism, and visual realism. We discuss existing works that aim to overcome these challenges while also reflecting against the goal set by human perception. Finally, we give an outlook into promising research directions and expectations for the years to come.
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Choudhary, Yogesh. "Augmented Reality in Education." International Journal for Research in Applied Science and Engineering Technology 11, no. 11 (November 30, 2023): 1830–36. http://dx.doi.org/10.22214/ijraset.2023.56965.
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Abstract: Augmented reality-based education platforms are a new initiative that aims to change the way students interact with the curriculum. The program uses advanced computer vision to reconcile the physical world of books, photographs and educational models with a rich digital content system, multimedia language. By doing this, it creates an interactive and interactive learning experience that encourages students to understand complex concepts. The main goal of the program is to bridge the gap between traditional education and the dynamic digital age. The platform transforms static learning materials into interactive three-dimensional learning tools by integrating augmented reality (AR). Users simply point their mobile phone or AR-equipped glasses at a physical object andthe app will quickly find it and provide important details suchas 3D models, videos and detailed descriptions. Key elementsof an AR-based learning platform include a powerful computer vision system for object recognition, a user-friendly mobile appor AR glasses interface, a comprehensive library of educational content, and user experience management. Integration of these elements allows students to explore complex concepts on their own in an engaging way. Teachers can also use this platform to develop learning content and customize classes to meet individuallearning needs. The program incorporates educational innova- tions and remaining traditional issues for understanding and collaboration. It has the potential to improve classroom learning, distance learning, and lifelong learning. Augmented realitybased education platforms represent a major breakthrough in education technology, integrating physical and digital spaces to empower students of all ages.
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Militello, Laura, Christen Sushereba, Olivia Hernandez, and Emily S. Patterson. "Augmented Reality Adaptive Training Principles." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 8, no. 1 (September 2019): 72–75. http://dx.doi.org/10.1177/2327857919081016.
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As augmented reality (AR) technology offers enhanced capabilities for medical simulation training, research is required to understand how to best leverage the strengths of AR. We describe a literature review that will provide the foundation for articulating and testing candidate principles for AR adaptive training design. Our goal is to articulate and test design principles for designing recognition skills training as described in the recognition-primed decision model (Klein, 1997). We identified seminal articles from the the Naturalistic Decision Making literature, and used those to seed a systematic review of the medical education and combat medic training literatures. Findings from the literature review suggest three categories of candidate design principles: 1) fidelity and realism, 2) engagement, and 3) scaffolding. Next steps will include articulating specific design principles and designing a series of studies to test them using the VPIT AR training platform.
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Elmqaddem, Noureddine. "Augmented Reality and Virtual Reality in Education. Myth or Reality?" International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 234. http://dx.doi.org/10.3991/ijet.v14i03.9289.
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Augmented Reality and Virtual Reality are not new technologies. But several constraints prevented their actual adoption. Recent technological progresses added to the proliferation of affordable hardware and software have made AR and VR more viable and desirable in many domains, including educa-tion; they have been relaunched with new promises previously unimaginable. The nature of AR and VR promises new teaching and learning models that better meet the needs of the 21st century learner. We’re now on a path to re-invent education.
This work consists of explaining the reasons behind the new rise of AR and VR and why their actual adoption in education will be a reality in a near fu-ture.
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Krishnamurth, Vallidevi, Nagarajan K. K., D. Venkata Vara Prasad, Ganesh Kumar, Arjith Natarajan, Shailesh Saravanan, Akshaya Natarajan, Shankaran Murugan, and Dattuluri Rushitaa. "Augmented reality and virtual reality in our daily life." International Journal of Informatics and Communication Technology (IJ-ICT) 9, no. 3 (December 1, 2020): 205. http://dx.doi.org/10.11591/ijict.v9i3.pp205-211.
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Augmented reality, the new age technology, has widespread applications in every field imaginable. This technology has proven to be an inflection point in numerous verticals, improving lives and improving performance. In this paper, we explore the various possible applications of Augmented Reality (AR) in the field of Medicine. The objective of using AR in medicine or generally in any field is the fact that, AR helps in motivating the user, making sessions interactive and assist in faster learning. In this paper, we discuss about the applicability of AR in the field of medical diagnosis. Augmented reality technology reinforces remote collaboration, allowing doctors to diagnose patients from a different locality. Additionally, we believe that a much more pronounced effect can be achieved by bringing together the cutting edge technology of AR and the lifesaving field of Medical sciences. AR is a mechanism that could be applied in the learning process too. Similarly, virtual reality could be used in the field where more of practical experience is needed such as driving, sports, neonatal care training.
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S Suriya and Saran kirthic R. "Location based Augmented Reality – GeoAR." Journal of ISMAC 5, no. 2 (June 2023): 167–79. http://dx.doi.org/10.36548/jismac.2023.2.008.
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This study aims to research on immersive and interactive experience to users by using augmented reality and GPS technology. The system will be built using the Vuforia engine or ARcore support, and will be able to detect the user's location and device location using GPS. Once the system is initiated, it will check for GPS support in the user's device and ask for camera access. Then, using Vuforia's markerless tool and AR+GPS package, the system will detect the user's location and search for the rendered scene for the respective location. Each building will be labelled with AR objects for better understanding of the place and tracking where the user is. The AR objects will provide information about the building, such as its name, purpose, and history. This will enhance the user's experience and enable them to navigate the campus more easily. The application will create a scene that renders the real environment image and the rendered AR scene image, providing an interactive output. Users will be able to interact with the AR objects by clicking on them to access more information, such as photos and videos. Overall, the proposed system will be a useful tool for navigating the campus, providing users with a unique and immersive experience.
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Yahya, Manal A., and Ajantha Dahanayake. "A Needs-Based Augmented Reality System." Applied Sciences 11, no. 17 (August 28, 2021): 7978. http://dx.doi.org/10.3390/app11177978.
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Augmented Reality aims to enhance the real world with computer-generated information. AR technology is both attractive and promising. Current AR experiences depend on external elements to launch, such as markers, images, and location. For an AR experience to be more personalized, this research proposes a scheme to trigger AR experiences based on human needs. This approach should enable human needs to be captured, and analyze them to select the most suited experiences that fulfill or aids in fulfilling needs. The contribution of this paper includes (1) a study of current AR technologies and triggers, (2) an analysis of human needs into measurable elements, and (3) a description of a needs-based AR application process with a demonstration of the process guidelines. The research presents a proof of concept prototype of a restaurant that satisfies the subsistence need for hunger. The results show the effectiveness of the guidelines in detecting human needs and recommending AR experiences; however, producing correct predictions and recommendations requires a well-established dataset.
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Simon, János, László Gogolák, József Sárosi, and Igor Fürstner. "Augmented Reality Based Distant Maintenance Approach." Actuators 12, no. 7 (July 24, 2023): 302. http://dx.doi.org/10.3390/act12070302.
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This paper focuses on the implementation of Industry 4.0-based maintenance approaches using AR technology. The primary objective is to highlight the benefits of AR in maintenance and provide a framework for implementing AR-based maintenance systems. AR can assist maintenance personnel in performing maintenance tasks more efficiently by providing real-time instructions and information. By overlaying virtual information on real equipment, AR can guide maintenance personnel through maintenance procedures, reducing human errors and improving the quality of the work. AR can also provide remote assistance to maintenance personnel, allowing experts to remotely guide less experienced personnel through complex maintenance procedures. The proposed application provides motorcycle service assistance using AR and telepresence technologies. It enables remote monitoring of the service flow and performs an automated identification of parts. The system provides instructions for disassembling more complex mechanical components, provides a 3D model of the object, and enables ordering of the necessary parts.
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Garbin Praničević, Daniela. "Augmented Reality and Virtual Reality-Based Technology in Cultural Tourism." ENTRENOVA - ENTerprise REsearch InNOVAtion 7, no. 1 (December 8, 2021): 314–22. http://dx.doi.org/10.54820/mhny8236.
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The paper intends to scrutinize the effects of augmented (AR) reality and virtual reality (VR) technology implementation in cultural tourism. Therefore, the paper explored and presented the following: (i) AR, and VR (AR/VR) based technology concept in general, (ii) AR/VR technologies application in cultural tourism with an emphasis on their potential to protect cultural heritage; (iii) the overview of AR/VR presence in cultural tourism in the 27 European Union countries (EU-27). In the discussion part, besides empirical results based on the EU-27 desk research, AR/VR technologies in cultural tourism are additionally reconsidered from the aspect of climate change. In conclusion, what is encouraged is the application of AR/VR in cultural tourism due to the benefits AR and VR bring in terms of (i) delivering quite substantial content to their visitors any time from any place, (ii) reducing the negative impact of tourism on cultural heritage and (iii) developing related strategies based on more sustainable principles and concepts.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Schneider, Max, Christian Kunz, Andrej Pal’a, Christian Rainer Wirtz, Franziska Mathis-Ullrich, and Michal Hlaváč. "Augmented reality–assisted ventriculostomy." Neurosurgical Focus 50, no. 1 (January 2021): E16. http://dx.doi.org/10.3171/2020.10.focus20779.
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OBJECTIVEPlacement of a ventricular drain is one of the most common neurosurgical procedures. However, a higher rate of successful placements with this freehand procedure is desirable. The authors’ objective was to develop a compact navigational augmented reality (AR)–based tool that does not require rigid patient head fixation, to support the surgeon during the operation.METHODSSegmentation and tracking algorithms were developed. A commercially available Microsoft HoloLens AR headset in conjunction with Vuforia marker-based tracking was used to provide guidance for ventriculostomy in a custom-made 3D-printed head model. Eleven surgeons conducted a series of tests to place a total of 110 external ventricular drains under holographic guidance. The HoloLens was the sole active component; no rigid head fixation was necessary. CT was used to obtain puncture results and quantify success rates as well as precision of the suggested setup.RESULTSIn the proposed setup, the system worked reliably and performed well. The reported application showed an overall ventriculostomy success rate of 68.2%. The offset from the reference trajectory as displayed in the hologram was 5.2 ± 2.6 mm (mean ± standard deviation). A subgroup conducted a second series of punctures in which results and precision improved significantly. For most participants it was their first encounter with AR headset technology and the overall feedback was positive.CONCLUSIONSTo the authors’ knowledge, this is the first report on marker-based, AR-guided ventriculostomy. The results from this first application are encouraging. The authors would expect good acceptance of this compact navigation device in a supposed clinical implementation and assume a steep learning curve in the application of this technique. To achieve this translation, further development of the marker system and implementation of the new hardware generation are planned. Further testing to address visuospatial issues is needed prior to application in humans.
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Chaivisit, Sarinporn, Younglong Kim, Thanh Do, and Ayodeji Ibukun. "Creating Interactive Books with Augmented Reality." Journal of Technology-Integrated Lessons and Teaching 2, no. 2 (January 20, 2024): 3–12. http://dx.doi.org/10.13001/jtilt.v2i2.7369.
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This workshop helped educators to create interactive Augmented Reality (AR) books at the Association for Educational Communications and Technology (AECT) conference. The goal of the workshop was to train participants to gain skills in integrating AR into their professional lives. All participants created an AR book or curriculum vitae during the workshop. This manuscript describes the specific activities, assigned times, and educational tools used during the workshop. This workshop was designed for participants with no previous knowledge or skills in developing AR materials. Educators interested in teaching educational technologies, especially AR, could be instructors for this lesson. Preservice teachers could also take this lesson.
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Ardhani, Rahmad Ardhani, Sigit Setiyanto, and Ita Permatahati. "Augmented Reality 3D Heart as Learning Media at Midwifery Lab University of 'Aisyiyah Surakarta." International Journal of Computer and Information System (IJCIS) 3, no. 1 (January 6, 2022): 1–5. http://dx.doi.org/10.29040/ijcis.v3i1.53.
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Abstract— Utilization of Information Technology (IT) in the process of delivering information has been developed rapidly. Currently, the latest technology used in the delivery of information is Augmented Reality (AR) technology.. Pada teknologi Augmented Reality (AR), pengguna dapat menvisualisasikan objek atau benda bersejarah dalam bentuk 3 dimensi. Augmented Reality (AR) has the advantage of being interactive and real time so Augmented Reality (AR) is widely implemented in the field of education as a medium to introduce historical objects which are cultural heritage or objects related to a science..Augmented Reality (AR) has the advantage of being interactive and real time, so Augmented Reality (AR) is widely implemented in various fields. Based on the explanation of the study, researchers are interested in conducting research using information technology in the health sector, by making Augmented Reality (AR) modeling to facilitate the community and midwifery students in providing learning about human organs, especially the heart which can be used digitally without having to dissect human organs and bringing him a modeling of the heart with the presence of a 3D heart organ provides convenience in learning to the public about the function and structure of the heart digitally.Keywords :3D, Augmented Reality, Heart 3D Design.
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Febrino Mudri, Deo, H.A Mooduto, and Rita Afyenni. "Augmented Reality Perakitan Komputer." JITSI : Jurnal Ilmiah Teknologi Sistem Informasi 2, no. 1 (March 21, 2021): 13–20. http://dx.doi.org/10.30630/jitsi.2.1.29.
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Dengan berkembangnya teknologi Augmented Reality (AR) membuat kehidupan menjadi lebih nyata, dengan menggabungkan dunia maya kedalam dunia nyata dalam bentuk 3 dimensi dengan menggunakan fitur kamera. Tujuan aplikasi ini adalah membantu dalam proses belajar mengajar pada mata pelajaran perakitan komputer dengan memanfaatkan teknologi augmented reality. AR sangat membantu dalam visualisasi bentuk objek, maka dengan dibuatnya aplikasi ini sebagai media pembelajaran komponen pada perakitan komputer membantu dalam mengakses informasi dan berinteraksi dengan menggunakan objek 3 dimensi. Metode yang digunakan adalah Marker Based Tracking, maka untuk menampilkan objek dibutuhkan marker. Aplikasi ini dapat mengamati dari berbagai sisi sehingga semakin lebih nyata. Diharapkan aplikasi ini memberikan manfaat kepada pengguna dalam mengenalkan dan memberikan informasi mengenai pembelajaran perakitan komputer menggunakan teknologi augmented reality
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Berglund, Anders. "Overcoming Integration Thresholds for Augmented Reality." International Journal of Emerging Technologies in Learning (iJET) 18, no. 14 (July 31, 2023): 51–65. http://dx.doi.org/10.3991/ijet.v18i14.38385.
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The advent of augmented reality (AR) is reshaping the way people experience physical and virtual environments, from observation to immersion. Growing interest in adopting AR provides opportunities for immersive learning, upskilling, and renewal. However, uncertainties exist in how to maneuver a transition toward making use of this technology through systematic integration. Due to the turmoil caused by the global pandemic health crisis, implementation of AR now faces urgency in minimizing adoption thresholds and establishing a more systematic escalation approach. This paper investigates the characteristics of such learning approaches and examines the integration of AR with customized progression. Two solution suppliers were investigated to uncover the integration process of AR, which, to the best of our knowledge, is scarcely explored in existing research. This study reveals that a balanced escalation of user-centric learning activities, i.e., an onboarding process, harmonizes anticipated cognition levels for a designated AR application tool.
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Hariawan, Akto, Hellik Hermawan, and Retno Waluyo. "Pelatihan Augmented Reality (AR) Untuk Meningkatkan Keterampilan Guru." Madani : Indonesian Journal of Civil Society 2, no. 1 (February 28, 2020): 47–52. http://dx.doi.org/10.35970/madani.v2i1.107.
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The development of information technology in the world is currently experiencing very rapid development, especially in the field of mobile phones making it easier for people to get information through smartphones. This development also plays a role in the development of learning media. One of the development of learning media that is currently still new is learning media using Augmented Reality (AR). but the teacher of SMKN 1 Karanganyar does not know Augmented Reality so they do not have the skills to make Augmented Reality as an alternative learning media. Therefore it is needed Augmented Reality (AR) technology training for learning media. Community service activities have a goal that teachers can understand Augmented Reality (AR) and have the skills to make learning media using augmented reality. Community service uses a monological and dialogical approach. This augmented reality training activity was participated by 21 productive teachers from SMK N 1 Karanganyar. After the training, 95% of productive teachers of SMK N 1 Karanganyar have improved their skills so they already know about Augmented Reality (AR) and how to make Augmented Reality (AR) as an alternative learning media.
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Makhataeva, Zhanat, and Huseyin Varol. "Augmented Reality for Robotics: A Review." Robotics 9, no. 2 (April 2, 2020): 21. http://dx.doi.org/10.3390/robotics9020021.
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Augmented reality (AR) is used to enhance the perception of the real world by integrating virtual objects to an image sequence acquired from various camera technologies. Numerous AR applications in robotics have been developed in recent years. The aim of this paper is to provide an overview of AR research in robotics during the five year period from 2015 to 2019. We classified these works in terms of application areas into four categories: (1) Medical robotics: Robot-Assisted surgery (RAS), prosthetics, rehabilitation, and training systems; (2) Motion planning and control: trajectory generation, robot programming, simulation, and manipulation; (3) Human-robot interaction (HRI): teleoperation, collaborative interfaces, wearable robots, haptic interfaces, brain-computer interfaces (BCIs), and gaming; (4) Multi-agent systems: use of visual feedback to remotely control drones, robot swarms, and robots with shared workspace. Recent developments in AR technology are discussed followed by the challenges met in AR due to issues of camera localization, environment mapping, and registration. We explore AR applications in terms of how AR was integrated and which improvements it introduced to corresponding fields of robotics. In addition, we summarize the major limitations of the presented applications in each category. Finally, we conclude our review with future directions of AR research in robotics. The survey covers over 100 research works published over the last five years.
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Alkurdi, Ahmad A. H. "Educational Augmented Reality Solar System." Academic Journal of Nawroz University 9, no. 3 (August 28, 2020): 324. http://dx.doi.org/10.25007/ajnu.v9n3a839.
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Augmented reality (AR) has been the main focus for several technology corporations in the past few years. AR is the integration of computer generated objects with the users’ environment. The advancement of hardware enables devices to create and place virtual objects in our setting. AR concepts have provided great capabilities for the educational, entertainment and health sector.
People, specifically Primary school children comprehend visual material much more efficiently than imaginary or textual subjects. Augmented reality helps in visualizing and picturing different subjects in classrooms whereas traditionally students would have to imagine the subjects at hand.
ARKit is a powerful framework developed for iOS that enables iOS based devices to provide AR capabilities. This framework supports the placement of computer generated object in to our world in a seamless and effortless manner.
The proposed system is an augmented reality mobile application which illustrates the movement of the solar system. It also incorporates functionality to show specific information about planets for educational purposes. the system is a gateway for developing similar educational applications for school children.
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Tong Lee, Kah, and Albert Quek. "TARogic: Tangible augmented reality game." International Journal of Engineering & Technology 7, no. 2.14 (April 6, 2018): 101. http://dx.doi.org/10.14419/ijet.v7i2.14.11463.
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Augmented Reality (AR) has been around for the past decade. It has been applied in many fields and one of the common fields is in education. In this paper, we have make use of Tangible Augmented Reality technology in creating an interactive game called TARogic that teaches students on the basic of programming logics. Tangible Augmented Reality is a combination of Augmented Reality (AR) technology and Tangible User Interface (TUI), which uses real environment objects to interact with the Augmented Reality (AR) environment. In this project, we have created a hardware console that uses USB drive as a tangible element to interact with the game. The USB drive is plug on to the console (Arduino module) to transfer the information of the game input to a smartphone via Bluetooth. The output is displayed on the smartphone in the form of Augmented Reality (AR) game objects and environment. By qualitative user evaluation of two groups of participants, 10 for each groups, 60% of the participants were positive with the overall learning experience using TARogic.
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Werlberger, Alexander. "Augmented Reality: Schlüsseltechnologie für Ingenieure?" Konstruktion 72, no. 10 (2020): 42–44. http://dx.doi.org/10.37544/0720-5953-2020-10-42.
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CAD-Modelle als Hologramme. Manipulierbar und kollaborativ bearbeitbar. AR Engineering ist eine neue Methode im Ingenieurswesen, die Augmented Reality-Software und -Hardware verwendet, um 3D-CAD-Daten in einer realen Umgebung zu visualisieren, zu bearbeiten und zu kreieren. Wie Ingenieure bereits heute die Technologie einsetzen und welchen Mehrwert Augmented Reality (AR) im Praxiseinsatz bietet, zeigt der folgende Beitrag.
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Echigo, Tomio. "Augmented Reality (AR) in Sports Video." Journal of The Institute of Image Information and Television Engineers 71, no. 3 (2017): 250. http://dx.doi.org/10.3169/itej.71.250.
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И.В., Макгуинн,. "Augmented reality App review for teachers." Russkii iazyk za rubezhom, no. 6(295) (December 29, 2022): 42–47. http://dx.doi.org/10.37632/pi.2022.295.6.006.
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Цифровизация проникает во все сферы человеческой деятельности. Образовательная отрасль все больше заимствует IT-технологии, из которых дополненная реальность (AR) является самой трендовой и инновационной. В этой статье мы познакомимся с подробностями нейробиологического исследования, проведенного британскими учеными, о том, как мозг реагирует на дополненную реальность, и с их результатами и выводами. На основе существующих на международном рынке AR-приложений мы, классифицируя их в группы, рассмотрим наиболее актуальные, на наш взгляд, примеры их использования в образовательном процессе. Отметим смену роли преподавателя при обучении будущего поколения новым технологиям, а также обратим внимание на подводные камни дополненной реальности как технологии обучения. Digitalization enters all spheres of human activity. The educational sector is increasingly borrowing IT technologies of which augmented reality [AR] is the most trendy and innovative. In this article, we will look at the details of a neuroscience study conducted by British scientists on how the brain responds to augmented reality and their findings. Based on the AR applications existing on the international market, we, grouping them, will consider the most relevant, in our opinion, examples of their use in the educational process. We note the change in the role of a teacher in educating the future generation with new technologies and pay attention to the «pitfalls» of augmented reality as a learning technology.
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Carl, Barbara, Miriam Bopp, Benjamin Saß, Mirza Pojskic, Benjamin Voellger, and Christopher Nimsky. "Spine Surgery Supported by Augmented Reality." Global Spine Journal 10, no. 2_suppl (April 2020): 41S—55S. http://dx.doi.org/10.1177/2192568219868217.
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Study Design: A prospective, case-based, observational study. Objectives: To investigate how microscope-based augmented reality (AR) support can be utilized in various types of spine surgery. Methods: In 42 spinal procedures (12 intra- and 8 extradural tumors, 7 other intradural lesions, 11 degenerative cases, 2 infections, and 2 deformities) AR was implemented using operating microscope head-up displays (HUDs). Intraoperative low-dose computed tomography was used for automatic registration. Nonlinear image registration was applied to integrate multimodality preoperative images. Target and risk structures displayed by AR were defined in preoperative images by automatic anatomical mapping and additional manual segmentation. Results: AR could be successfully applied in all 42 cases. Low-dose protocols ensured a low radiation exposure for registration scanning (effective dose cervical 0.29 ± 0.17 mSv, thoracic 3.40 ± 2.38 mSv, lumbar 3.05 ± 0.89 mSv). A low registration error (0.87 ± 0.28 mm) resulted in a reliable AR representation with a close matching of visualized objects and reality, distinctly supporting anatomical orientation in the surgical field. Flexible AR visualization applying either the microscope HUD or video superimposition, including the ability to selectively activate objects of interest, as well as different display modes allowed a smooth integration in the surgical workflow, without disturbing the actual procedure. On average, 7.1 ± 4.6 objects were displayed visualizing target and risk structures reliably. Conclusions: Microscope-based AR can be applied successfully to various kinds of spinal procedures. AR improves anatomical orientation in the surgical field supporting the surgeon, as well as it offers a potential tool for education.
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Pandey, Rajiv Kumar. "Learning with Augmented Reality." International Journal for Research in Applied Science and Engineering Technology 11, no. 12 (December 31, 2023): 811–20. http://dx.doi.org/10.22214/ijraset.2023.57463.
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Abstract: Modern society is increasingly permeated by realities parallel to the real one. The so-called virtual reality is now part of both current habits and many activities carried out during the day. Virtual reality (VR) is, in turn, related to the concept of augmented reality (AR). It represents a technology still in solid expansion but which was created and imagined several decades ago. This paper presents an overview of augmented reality, starting from its conception, passing through its main applications, and providing essential information. Part of the article will be devoted to hardware and software components used in AR systems. The last part of the paper highlights the limitations related to the design of these systems, the shortcomings in this area, and the possible future fields of application of this extraordinary technological innovation.
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Cheng, Kun-Hung. "Exploring Parents’ Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality With Their Children." Journal of Educational Computing Research 55, no. 6 (January 2, 2017): 820–43. http://dx.doi.org/10.1177/0735633116686082.
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With the increasing attention to the role of parents in children’s learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents’ conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents’ conceptions of and approaches to AR learning. Further analysis identified the relationships between parents’ conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child–parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.
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Vogt, Maximilian, and Julian Felix Spatzier. "Wirtschaftliche Betrachtung von Augmented Reality." Zeitschrift für wirtschaftlichen Fabrikbetrieb 118, no. 6 (June 1, 2023): 436–42. http://dx.doi.org/10.1515/zwf-2023-1083.
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Abstract Der Fachkräftemangel infolge des demografischen Wandels und die mangelnde Widerstandsfähigkeit von Wertschöpfungsketten stellen aktuelle Herausforderungen der Industrie dar. In diesem Zusammenhang gilt die Digitalisierung manueller Tätigkeiten mittels immersiver Technologien, wie z.B. Augmented Reality (AR), als resilienzförderlich. In diesem Beitrag wird daher eine ganzheitliche Methodik vorgestellt, um systematisch Einsatzszenarien von AR-basierten digitalen Assistenzsystemen wirtschaftlich zu evaluieren, und das Vorgehen anhand von Use Cases in der additiven Produktion demonstriert.
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Ford, Steven, Michael Miuccio, Luke Shirley, Fiona Duruaku, and Pamela Wisniewski. "Mobile Augmented Reality Design Evaluation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 66, no. 1 (September 2022): 1275–79. http://dx.doi.org/10.1177/1071181322661382.
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Augmented reality (AR) usage has increased substantially in recent years due to the proliferation of smart phone technology. Retail companies have leveraged augmented reality by allowing users to view products in their space before they buy. Because usability is related to return on investment (Marcus, 2005; Nielsen et al., 2013), ensuring the usability of these products is vital. One way to accomplish this is through heuristic analyses (Tan et al., 2009). While there are many time-tested sets of heuristics (Nielsen, 1994; Schneiderman & Plaisant, 2004), these often fail to address many of the interactions that are unique to AR (Derby & Chaparro, 2021). In this paper, we demonstrate the viability of supplementing traditional heuristic analyses (Nielsen, 1994) with a new heuristic checklist designed specifically for augmented and mixed reality (Derby & Chaparro, In Press) by evaluating a retail AR program.
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Bździuch, Sławomir. "Interdisciplinary Take on Augmented Reality." Journal of Education, Technology and Computer Science 33, no. 3 (December 22, 2022): 69–76. http://dx.doi.org/10.15584/jetacomps.2022.3.7.
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This publication attempts to show the interdisciplinary nature of augmented reality. With the development of technology and the widespread use of smartphones, there has been a great development of AR technology. This technology, due to its universal nature, is used in various spheres of everyday life. Discussing the interdisciplinary nature of this technology within the scope of this publication, the author focused on the possibilities of its use in education, medicine and marketing. By pointing out practical examples of the use of AR, the author will show how this technology is entering everyday life. The choice of the areas indicated is intended to show that AR technology will be used by the majority of society in the future. This is due to the fact that this technology has great prospects for development with particular emphasis on the areas mentioned.