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Journal articles on the topic 'Augmented reality technologies'
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Farid Kamal Heikal, Abdul Rahman. "Augmented Reality Technologies." International Journal of Artificial Intelligence and Emerging Technology 4, no. 1 (2021): 17–39. http://dx.doi.org/10.21608/ijaiet.2021.187259.
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Mujumdar, Omkar. "Augmented Reality." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (2022): 487–95. http://dx.doi.org/10.22214/ijraset.2022.47902.
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Abstract: Imagine a world with a technology that creates the 3 dimensional images of a virtual object around you with which you can interact, see, hear, smell, and even touch it. Technologies such as computer graphics, virtual reality, and augmented reality together can be used to implement this in real world. Augmented reality actually superimposes virtual objects into the real environment with the real objects for enriching the viewer’s experience Augmented reality with virtual reality in virtual space, also enhances the audience perception by displaying additional information. In this survey we present the different technologies that are involved in the implementation of augmented reality. These technologies are displays which are used for displaying or combining the virtual object by the real environment, tracking or gesture recognition helps in real time interaction part while the modelling is used to register the objects into 3D for enhancing the quality and perception of the viewer.
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Vladimirovna, Kodirova Yelena. "Training using virtual and augmented reality." International Journal of Pedagogics 5, no. 2 (2025): 161–63. https://doi.org/10.37547/ijp/volume05issue02-43.
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In the context of the rapid development of technologies and the digitalization of society, education faces new challenges. Traditional teaching methods often struggle to engage students and explain complex concepts. Virtual Reality (VR) and Augmented Reality (AR) represent innovative approaches that can significantly enhance the educational process. These technologies allow for the creation of interactive and engaging learning materials that promote a deeper understanding of the subject. In particular, in the field of informatics, where abstract concepts can be difficult to grasp, VR and AR open new horizons for learning.
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Dauitbayeva, A. O., A. A. Myrzamuratova, and A. B. Bexeitova. "INTERACTIVE VISUALIZATION TECHNOLOGY IN AUGMENTED REALITY." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 137–42. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.080.
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This article is devoted to the issues of visualization and information processing, in particular, improving the visualization of three-dimensional objects using augmented reality and virtual reality technologies. The globalization of virtual reality has led to the introduction of a new term "augmented reality"into scientific circulation. If the current technologies of user interfaces are focused mainly on the interaction of a person and a computer, then augmented reality with the help of computer technologies offers improving the interface of a person and the real world around them. Computer graphics are perceived by the system in the synthesized image in connection with the reproduction of monocular observation conditions, increasing the image volume, spatial arrangement of objects in a linear perspective, obstructing one object to another, changing the nature of shadows and tones in the image field. The experience of observation is of great importance for the perception of volume and space, so that the user "completes" the volume structure of the observed representation. Thus, the visualization offered by augmented reality in a real environment familiar to the user contributes to a better perception of three-dimensional object.
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Shterenberg, Sem D., Alexander S. Klygach, Alexey D. Shmatko, and Alexey V. Silin. "Augmented Reality in Dentistry." HERALD of North-Western State Medical University named after I.I. Mechnikov 17, no. 1 (2025): 27–34. https://doi.org/10.17816/mechnikov635097.
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Human-computer interaction is a dynamically developing field of science. The continuous improvement of technologies make it possible to create innovative user interface paradigms. The globalization of virtual reality has led to the introduction of a new term “augmented reality”. While current user interface technologies are focused mainly on human-computer interaction, augmented reality with the help of computer technologies offers the improvement of the interface between humans and the real world around them. Virtual and augmented reality technologies can be used in dentistry, including implantology and planning of maxillofacial procedures and surgeries. A scientific review shows that augmented reality glasses allow the surgeon (doctor) to perform guided surgery with or without tracking or with translucent screens. Currently, augmented reality is already finding applications in various areas of dentistry, but there is no widespread implementation of augmented reality technology in dentistry and medicine in general, as it is necessary to achieve a certain level of training of doctors. The article reviews the current technologies of augmented reality application in medical practice, presents recent advances in the development and application of augmented reality methods over the past 10 years in educational and practical medical activities. The basic principles of the augmented reality method are described and the main software and hardware solutions for the implementation of this method in medicine are analyzed. The development of augmented reality technologies opens new horizons and provides unique opportunities in various fields of medicine. However, due to low awareness of the operating options of new technologies, doctors have a lack of trust in them. To fully realize the potential of augmented reality in medical practice, it is necessary to adapt and implement the theoretical foundations of this technology in the training of specialists and help them see the real benefits of this innovative technology in their work.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, et al. "Application of augmented reality technologies for education projects preparation." CTE Workshop Proceedings 7 (March 20, 2020): 134–60. http://dx.doi.org/10.55056/cte.318.
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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Liao, Tony. "Augmented or admented reality? The influence of marketing on augmented reality technologies." Information, Communication & Society 18, no. 3 (2014): 310–26. http://dx.doi.org/10.1080/1369118x.2014.989252.
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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 (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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Zatserkovna, R. S., and L. S. Slotska. "Augmented reality technologies for packaging manufacturing." Book Qualilogy 1, no. 37 (2020): 48–53. http://dx.doi.org/10.32403/2411-3611-2020-1-37-48-53.
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Carmigniani, Julie, Borko Furht, Marco Anisetti, Paolo Ceravolo, Ernesto Damiani, and Misa Ivkovic. "Augmented reality technologies, systems and applications." Multimedia Tools and Applications 51, no. 1 (2010): 341–77. http://dx.doi.org/10.1007/s11042-010-0660-6.
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Renas, Rajab Asaad. "Virtual reality and augmented reality technologies: A closer look." International Research Journal of Science, Technology, Education, and Management 1, no. 2 (2021): 1–10. https://doi.org/10.5281/zenodo.5652297.
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Virtual Reality (VR) and Augmented Reality (AR) technologies are based on the creation of a completely new scene that cannot be touched by the bare hand but is sensually perceived through a combination of artificial visual and sound effects. Although the overall goal of these two technologies is similar, the artificial reality that can be created via VR or AR is not the same. VR is a computer-generated simulation of an alternate world or reality, primarily used in 3D movies and video games. Virtual reality creates a simulation that aims to close off the outside world or immerse the viewers, using computers and sensory equipment such as headphones and gloves. The HTC Vive, Samsung Gear VR glasses, and Google cardboard are some of the most popular devices used in VR. Virtual reality applications are not limited to entertainment and games only, but are also used in the field of education and medicine, for example, surgeons plan and train their operations, and it has also been used in the military field to simulate some military exercises under harsh conditions.
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Azevich, A. I. "AUGMENTED REALITY AND AUGMENTED VIRTUALITY AS IMMERSION LEARNING TECHNOLOGIES." CONTINUUM. MATHS. INFORMATICS. EDUCATION 18, no. 2 (2020): 79–84. http://dx.doi.org/10.24888/2500-1957-2020-18-2-79-84.
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Romanchenko, M., A. Romanchenko, and G. Pahnevskiy. "Perspectives on Augmented Reality (AR) Technologies in Vocational Education." Standards and Monitoring in Education 12, no. 5 (2024): 8–14. http://dx.doi.org/10.12737/1998-1740-2024-12-5-8-14.
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The article is devoted to the use of augmented reality in the activities of future graduates of educational institutions of professional education. The domestic and foreign approaches in this field are analyzed. Purpose: to increase awareness and quality of education of students and future specialists based on innovative technical achievements. Results: the directions of the development of augmented reality technologies used in educational institutions of professional education that train middle-level specialists are revealed. The difference between the concepts of augmented reality AR (augmented reality), augmented reality XR (extended reality) and mixed reality MR (mixed reality) is explained. The completed research allows students to comprehend the potential opportunities offered to specialists in order to improve professional skills, which provide an opportunity to significantly expand the boundaries of their capabilities.
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Lampropoulos, Georgios. "Intelligent Virtual Reality and Augmented Reality Technologies: An Overview." Future Internet 17, no. 2 (2025): 58. https://doi.org/10.3390/fi17020058.
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The research into artificial intelligence (AI), the metaverse, and extended reality (XR) technologies, such as augmented reality (AR), virtual reality (VR), and mixed reality (MR), has been expanding over the recent years. This study aims to provide an overview regarding the combination of AI with XR technologies and the metaverse through the examination of 880 articles using different approaches. The field has experienced a 91.29% increase in its annual growth rate, and although it is still in its infancy, the outcomes of this study highlight the potential of these technologies to be effectively combined and applied in various domains transforming and enriching them. Through content analysis and topic modeling, the main topics and areas in which this combination is mostly being researched and applied are as follows: (1) “Education/Learning/Training”, (2) “Healthcare and Medicine”, (3) “Generative artificial intelligence/Large language models”, (4) “Virtual worlds/Virtual avatars/Virtual assistants”, (5) “Human-computer interaction”, (6) “Machine learning/Deep learning/Neural networks”, (7) “Communication networks”, (8) “Industry”, (9) “Manufacturing”, (10) “E-commerce”, (11) “Entertainment”, (12) “Smart cities”, and (13) “New technologies” (e.g., digital twins, blockchain, internet of things, etc.). The study explores the documents through various dimensions and concludes by presenting the existing limitations, identifying key challenges, and providing suggestions for future research.
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Bhowmik, Achintya K. "Recent Developments in Virtual-Reality and Augmented-Reality Technologies." Information Display 33, no. 6 (2017): 20–32. http://dx.doi.org/10.1002/j.2637-496x.2017.tb01041.x.
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Sadanand, Gowda, Dey Tamal, and Ravindran Parthasarthi. "API for Augmented Reality and Virtual Reality." Recent Trends in Computer Graphics and Multimedia Technology 2, no. 2 (2020): 1–5. https://doi.org/10.5281/zenodo.4024216.
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<em>Augmented reality and Virtual reality are two of the most advanced technologies enhancing how humans consume digital media. AR and VR are being applied in various fields of technology related to Business, entertainment, scientific experiments, simulated training, medicine etc. Both technologies involve transfer of high-volume data consisting of visual and aural information and therefore require large bandwidth, very low latency, efficient encoding and optimal transmission to provide a seamless experience in real time. High latency during transmission can cause cybersickness (motion sickness) in VR and distorted data in AR. This can be eliminated by designing an API that analyzes the requirements and ensures smooth experience. Such API with 5G technology can achieve many use cases and can help AR and VR become more mainstream.</em>
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S., Bhavana, and Vijayalakshmi V. "AI Based Metaverse Technologies Advancement Impact on Higher Education Learners." WSEAS TRANSACTIONS ON SYSTEMS 21 (September 15, 2022): 178–84. http://dx.doi.org/10.37394/23202.2022.21.19.
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Avatars of real people inhabit the Metaverse. Some industry players have called it the ""next big bang"" for the Indian EdTech market, which is expected to reach $30 billion by 2032. Technology dominates 21st- century education, whether it’s university-based programmers, real-world technical training, or abstract concepts taught in schools and universities. In India’s education sector, researchers are still studying Augmented Reality. There are few Augmented Reality studies in education. This research evaluates and explains the impact of an Augmented Reality smartphone app on the learning passion of high school/college students. The study examines how augmented reality affects classroom motivation. Core motivation theory boosts classroom motivation. The attention, relevance, confidence, and satisfaction (ARCS) model affected how Augmented Reality was perceived and how the material was updated. This study evaluated Augmented reality smartphone apps using SEM model analysis. The study used the ARCS model to analyses Augmented Reality Education Apps, their effect on higher education, and their relationship with respect to Attention, relevance, satisfaction, and confidence are motivational variables with significant findings. The study found that using an augmented reality smartphone application would help students learn and be more motivated.
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Попель, Майя, and Марія Шишкіна. "The Cloud Technologies and Augmented Reality: the Prospects of Use." Педагогіка вищої та середньої школи 51 (December 13, 2018): 297–303. http://dx.doi.org/10.31812/pedag.v51i0.3677.
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Popel M.V. and Shyshkina M.P. The Cloud Technologies and Augmented Reality: the Prospects of Use.
 The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine.The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designingof the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.
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Ignat'ev, S., Z. Tret'yakova, and Marianna Voronina. "Augmented Reality in Descriptive Geometry." Geometry & Graphics 8, no. 2 (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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Raziapov, Ruslan. "Application of augmented reality methods in construction." Earthquake Engineering. Construction Safety, no. 4 (August 25, 2021): 19–27. http://dx.doi.org/10.37153/2618-9283-2021-4-19-27.
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The application of virtual augmented reality (AR) in the construction industry based on the use of information modeling technologies (BIM) has great prospects. An augmented reality space with a presence effect can facilitate better interaction between customers and specialists in various technical issues related to the implementation of the construction project. Combined with the concept of building information modeling, AR technologies can improve the general understanding of the construction process. Using the newest augmented reality technologies allows you to work out both the entire project and its individual details as accurately as possible. Object visualization in the real world can be improved by combining AR as well as BIM technologies, since the interactive capabilities provided by AR software and access to BIM information data allow you to more intuitively solve the tasks of maintenance and construction management. This article analyzes the current state of augmented reality technologies in construction, identifies the problems and prospects of using these innovative technologies in the construction sector, describes the methods of using the latest technologies under study in the construction sector, and also presents indicators affecting decision-making using augmented reality technologies. The article considers the possibility of reducing the implementation time of certain stages of investment and construction activities taking into account the introduction of augmented reality, provides examples of construction companies from different countries developing software and development companies using augmented reality technologies for marketing purposes, and concludes that augmented reality is promising in construction.
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Demitriadou, Eleni, Kalliopi-Evangelia Stavroulia, and Andreas Lanitis. "Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education." Education and Information Technologies 25 (July 31, 2019): 381–401. https://doi.org/10.1007/s10639-019-09973-5.
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Primary school students often find it difficult to understand the differences between two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of virtual and augmented reality to visualize 3D objects, we investigate the potential of using virtual and augmented reality technologies for teaching the lesson of geometric solids to primary school children. As part of the study 30 fourth, fifth and sixth class primary school students were divided into three groups that include a control group and two experimental groups. The first and second experimental groups used dedicated virtual and augmented reality applications to learn about geometric solids, while students from the control group used traditional printed material as part of the learning process. The results indicate that the implementation of new technologies in education of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was found between virtual and augmented reality technologies with regard to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics.
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Ulusoy, S. "THE USE OF AUGMENTED REALITY (AR) AND VIRTUAL REALITY (VR) IN TOURISM MARKETING." Bulletin of Dulaty University 14, no. 2 (2024): 212–25. http://dx.doi.org/10.55956/xrlv7458.
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Recent technological advancements have transformed the dynamics of interpersonal interaction and communication, creating novel avenues for engagement between companies and consumers. Virtual Reality (VR) and Augmented Reality (AR) have become pivotal innovations, offering individuals innovative tools to navigate this evolving landscape. The tourism and travel industry has notably embraced these immersive technologies. This study independently aims to explore the applications of AR and VR in tourism marketing, drawing insights from diverse sectors such as hotels, restaurants, applications, and tourism providers in Türkiye and globally. Through a comprehensive literature review, the study elucidates key concepts. Two cases, Dedeman İstanbul Hotel and Marriott International Hotels, were examined using a qualitative research approach focusing on case study analysis. The effectiveness of AR and VR technologies in promoting travel has been evaluated. These selected case studies, analyzed through inductive reasoning, serve to illustrate the varied and impactful use of AR and VR technologies in tourism marketing.
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Sanchita, Ashok Jadhav. "Augmented Reality in Science Education: Current Technologies and Potential for Secondary Education in India." International Journal of Multidisciplinary Research Transactions 6, no. 4 (2024): 1–29. https://doi.org/10.5281/zenodo.10900777.
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The field of education has witnessed significant advancements with the integration of technology, and one such innovation that holds promise for science education is augmented reality. Augmented reality technology has the potential to revolutionize the way science is taught in secondary education in India. Augmented reality provides students with an interactive and immersive learning experience by combining virtual objects with the real-world environment. This paper explores the current technologies in augmented reality and their potential applications in science education in India. It explores the current landscape of AR technologies, with a specific focus on DAQRI Elements 4D and Exploratorium AR, and their potential applications in secondary science education. Incorporating humanoid 4D+ technology into science education can take the benefits of augmented reality to a whole new level.
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Ignat'ev, S., Z. Tret'yakova, and Marianna Voronina. "Augmented Reality Technologies in Students Project Activities." Geometry & Graphics 8, no. 2 (2020): 51–57. http://dx.doi.org/10.12737/2308-4898-2020-51-57.
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This study’s relevance is determined by the absence of serious research, science-based, tested and verified programs and training materials related to the use of Augmented Reality (AR) technologies when getting students education in Engineering and Computer Graphics (ECG). The study’s aim was the introduction of AR-technologies in the project activities of first-year students. The study was conducted on the base of St. Petersburg Mining University. 48 first-year students of the Civil Engineering Faculty, pursuing a specialist's degree in “Construction of Unique Buildings and Structures”, participated in the project activity. The students' project activities results showed that at present, AR-technologies have gained popularity not only among designers and planners, but also among schoolteachers, as well as among lecturers and students of technical universities. A student team of St. Petersburg Mining University solved the design problem using AR-technology and created an informational 3-D model of the building structure. The existing methods related to students training have been completed and updated with the method of graphical presentation for the students' project activities results with the help of AR-technologies. As a result of the students’ project activities study, has been revealed the thoroughly obvious need for teaching a new generation of students to use AR-technologies. The aim is implementation of AR-technologies by students in the perspective, with continuous and subsequent self-education, as well as teaching future designers of rational use of AR-technologies to solve educational and practical problems, including areas of engineering and computer graphics. The study had showed that currently there is not enough of scientifically based learning materials for the organization of students' project activities using AR-technologies. Has been revealed the need for further scientific research in the field of AR-technologies implementation in the students’ project activities within the framework of ECG academic discipline. The paper materials can be useful for lecturers of all levels.
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Kirichenko, Anastasia V., Arina A. Zykova, and Valentina E. Hetman. "VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN SHIPBUILDING." Труды Санкт-Петербургского государственного морского технического университета, no. 4 (2022): 101–6. http://dx.doi.org/10.52899/24141437_2022_04_101.
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Yudin, Alexandr V., Artem N. Stratienko, Mukhriddin M. Madumarov, and Margaryta A. Myrnenko. "Construction of routes in augmented reality using GIS technologies." RUDN Journal of Engineering Researches 21, no. 3 (2020): 189–96. http://dx.doi.org/10.22363/2312-8143-2020-21-3-189-196.
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At present, one of the promising directions of development in the field of information technologies is augmented reality, which offers access to real-world data through the device's camera using an interactive data display approach. Augmented reality is widely applied in various areas of life: beginning from game applications, finishing with professional applications for briefing, training for personnel in a manufacturing sector, heavy mechanical engineering and the high-tech sector, thereby providing an opportunity to use virtual instructions for implementation of the qualified operations. Also, the main way to apply augmented reality is location service - the possibility to track the position of objects on the geographic information map in real time. The article discusses ways of constructing routes in augmented reality on the field of location service data and explores the peculiarities of application. Problems identified when applying the above method are analyzed. An example of route construction is given on the map with reference to location service data and on the stage of augmented reality with calculated coordinates of route points. Methods of converting geographical coordinates into coordinates of augmented reality scene are presented.
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VASCAN, Teodora. "The impact of augmented reality technologies for STEAM education." Acta et commentationes: Științe ale Educației 32, no. 2 (2023): 71–80. http://dx.doi.org/10.36120/2587-3636.v32i2.71-80.
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The modernization of the education system and the emergence of innovative learning technologies can contribute considerably to the improvement of the educational process. The use of augmented reality technologies improves the individual learning of students, their motivation, as well as helps to organize teamwork and achieve group cooperation. Since augmented reality in education is a new and understudied field of practice for STEAM education, this article analyzes the published publications on this topic, describes the concept of augmented reality, and presents an analysis of augmented reality technologies that are adapted to teaching natural and mathematical subjects Also, are proposed solutions that would allow AR elements to be created in robotics courses.
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Batyrova, Karshiya S., and Yaroslava G. Poshivaylo. "HISTORY OF AUGMENTED REALITY AND FURTHER TRENDS OF ITS USE IN CARTOGRAPHY." Vestnik SSUGT (Siberian State University of Geosystems and Technologies) 26, no. 5 (2021): 99–107. http://dx.doi.org/10.33764/2411-1759-2021-26-5-99-107.
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The article is devoted to the application of augmented reality (Augment Reality, AR) technologies in cartography. A review of the main stages of the formation of technologies and significant achievements in various spheres of human activity is carried out. An overview of the manufacturers of devices and technologies holding leading positions in the augmented reality market is made. Two main directions of AR application in cartography are highlighted: expansion of analog maps and improvement of navigation applications. A comparative analysis of navigation cartographic applications with augmented reality from the point of view of their functionality is given. A scheme of the use of AR technology in cartography is given, in which marker-based, markerless and spatial variants of augmented reality technology are considered. The conclusion about the need for wider introduction of augmented reality technologies into thematic cartography is made.
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Lee, Li Na, Mi Jeong Kim, and Won Ju Hwang. "Potential of Augmented Reality and Virtual Reality Technologies to Promote Wellbeing in Older Adults." Applied Sciences 9, no. 17 (2019): 3556. http://dx.doi.org/10.3390/app9173556.
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Older adults face significant loss and limitations in terms of mobility, cognitive ability, and socialization. By using augmented reality and virtual reality technologies they have the potential to overcome such loss and limitations, and to eventually improve their quality of life. However, this group is often excluded in augmented reality and virtual reality deployment. Further, limited studies address their challenges when using augmented reality and virtual reality. Therefore, for a critical review of augmented reality and virtual reality for older adults, we developed a framework to evaluate related factors, including physical, social, and psychological wellbeing. Through the critical review, we identified that most augmented reality and virtual reality studies focus on physical wellbeing of older adults but also make substantial efforts to increase their psychological wellbeing. Fun factors that would motivate them are also extensively considered. Further, social isolation continues to be a significant issue for older adults, but the appropriate content to increase their social wellbeing is insufficient, although many commercial products have been developed. The contribution of the present study is to provide a contextual framework and an evaluation framework for the critical review of augmented reality and virtual reality technologies to promote wellbeing in older adults. This study also suggests the augmented reality and virtual reality research direction for studies on this group by identifying the research gap through the critical review process. Lastly, this study investigates design directions of augmented reality and virtual reality for older adults by introducing challenges and design issues that emerged through the critical review.
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Зелінська, Сніжана, Альберт Азарян, and Володимир Азарян. "Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment." Педагогіка вищої та середньої школи 51 (December 13, 2018): 263–75. http://dx.doi.org/10.31812/pedag.v51i0.3674.
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Zelinska S.O., Azaryan A.A. and Azaryan V.A. Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment.
 The augmented reality technologies allow receiving the necessary data about the environment and improvement of the information perception. Application of the augmented reality technologies in the information and educative environment of the higher education establishment will allow receiving the additional instrumental means for education quality increasing. Application of the corresponding instrumental means, to which the platforms of the augmented reality Vuforia, ARToolKit, Kudan can be referred, will allow presenting the lecturers the necessary tools for making of the augmented reality academic programs.
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Nikonov, Oleh. "Concept of convergence of augmented reality technologies and artificial intelligence for spe-cial purpose vehicles." Bulletin of Kharkov National Automobile and Highway University, no. 95 (December 16, 2021): 235. http://dx.doi.org/10.30977/bul.2219-5548.2021.95.0.235.
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The use of artificial intelligence is a modern important trend in the creation of promising information and control systems of vehicles, including special purpose. The high demands on augmented reality software simply cannot rely solely on human programming to display virtual objects against the real world. Neural networks and machine learning can perform these tasks with much greater efficiency and can greatly improve the augmented reality experience. Goal. The purpose of the article is to develop the concept of convergence of augmented reality and artificial intelligence technologies for special purpose vehicles. Methodology. Artificial intelligence technologies contribute to the transformation of the economy, labor market, government institutions and society as a whole. The use of artificial intelligence technologies helps to reduce costs, increase production efficiency, quality of goods and services. Augmented reality technology offers more innovative methods of visualization by expanding the boundaries of reality, controlling the perspective of the object and visualization in a real context. Results. The concept of convergence of augmented reality and artificial intelligence technologies for special purpose vehicles based on a synergetic approach has been developed. An integrated intelligent information and control system for special purpose vehicles with augmented reality technology has been developed. Originality. Using the convergence of augmented reality and artificial intelligence technologies for special purpose vehicles. Practical value. Convergence is the foundation for achieving numerous positive social and economic effects. The use of augmented reality technology and artificial intelligence can significantly increase the efficiency of special purpose vehicles.
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Kaur, Amanpreet, Priyanka Datta, and Archana Mantri. "Educational Applications of Immersive Technology: A Technical Report." ECS Transactions 107, no. 1 (2022): 8163–74. http://dx.doi.org/10.1149/10701.8163ecst.
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Immersive technologies bring the physical world together with a virtual or digital reality to create new experiences. Augmented reality, virtual reality, and mixed reality are examples of immersive technologies. The technique of superimposing auditory, visual, or any other sensory data on top of the real world to improve one's experience is known as augmented reality. Unlike virtual reality, which creates its own virtual world, augmented reality adds to the one that already exists. In education, augmented reality includes elements that improve collaboration, creative skills, and problem-solving in order to better prepare pupils for the future. This paper survey research papers on augmented reality application developed for learning physics, chemistry, biology, and mathematics.
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Muñoz, Eduardo Gross, Ramon Fabregat, Jorge Bacca-Acosta, Néstor Duque-Méndez, and Cecilia Avila-Garzon. "Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training." Information 13, no. 5 (2022): 222. http://dx.doi.org/10.3390/info13050222.
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Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented.
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Muñoz, Eduardo Gross, Ramon Fabregat, Jorge Bacca-Acosta, Néstor Duque-Méndez, and Cecilia Avila-Garzon. "Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training." Information 13, no. 5 (2022): 222. http://dx.doi.org/10.3390/info13050222.
Full textAbstract:
Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented.
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Ushaa, Eswaran, and Eswaran Vishal. "Augmented reality and virtual reality technologies in surgical operating systems." i-manager's Journal on Augmented & Virtual Reality 1, no. 1 (2023): 9. http://dx.doi.org/10.26634/javr.1.1.20052.
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Augmented Reality (AR) and Virtual Reality (VR) technologies have been used to transform surgical operating systems by enhancing visualization, preoperative planning, intraoperative navigation, and surgical training. AR and VR are simulated imaging tools used in surgery. Using 2D and 3D image rendering from VR/AR tools, surgeons can mimic real surgical procedures and anatomy, thereby boosting preparedness and efficiency in the operating room. However, validity, cost, training requirements, and ethical concerns remain. This study provided a comprehensive review of AR/VR applications across surgical workflows. A conceptual framework was proposed which included safety, accuracy, regulation, education, and workflow integration. Future research must balance innovation with clinical prudence to realize the potential of AR/VR while managing risks. This review synthesizes insights that serve as a knowledge base for transforming surgical systems using immersive technologies.
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Van, Hay. "The Impact of Digital Technologies on the Development of Dance Employment in China." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 4 (2024): 85–90. http://dx.doi.org/10.12737/2306-1731-2024-12-4-85-90.
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The first attempts to create interactive devices that allow interacting with simulated reality or supplementing reality with superimposed information were made at the beginning of the XX century, the concept of mixed reality ("the continuum of reality-virtuality), the elements of which are AR and VR in the modern view, is quite young (24 years), as well as the market of technologies themselves virtual and augmented reality. And although the concepts and concepts of virtual and augmented reality have not undergone radical changes over the past 30 years, virtual and augmented reality technologies have gone through a significant evolutionary path both in terms of improving devices and software, and content, and have already experienced several growth spurts. Their use will not be limited only to the sphere of entertainment and games. Many experts believe that virtual and augmented reality technologies, along with BigData, cloud technologies, artificial intelligence and some others, will become key technologies of the quadruple industrial revolution.
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Khrusch, Svitlana. "Use of Augmented Reality Technologies in Modern Media Libraries." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 1 (2022): 144–50. https://doi.org/10.31866/2617-796X.5.1.2022.261298.
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The purpose of the study is to review the possible application of augmented reality technologies in modern media libraries and to argue the feasibility of using innovative developments in creating an updated information space for libraries. The research methodology is based on analysing existing innovative technologies used in libraries to modernize the media space, particularly the ways of applying augmented reality during the transformation of information centres in the media library. Scientific novelty. The paper presents an overview of existing ways of applying augmented reality technology in the information space organisation of modern media libraries, as well as offers new technological ways of library development and gives examples of AR use not only to promote reading or reference. Conclusions. The use of augmented reality technology in the development of media libraries is not a completely new trend. Everyone has long been familiar with augmented reality books, fairy tales, and educational materials. Nor is it an absolute innovation to use AR in research. Accepting today’s challenges, the library should not remain for all a common book depository, the only innovation where there is the use of modern digital technologies to access the resources of the collection. Due to the progress of the information society, the transformation of the library into a media library involves the creation of a radically new information space, which will provide a variety of information needs of users: from education to travel planning. This approach inevitably requires the use of digital technologies, including virtual and augmented reality technologies. The article considers various ways of using AR technologies, as well as the results of a student survey to create an innovative library space.
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Aldaihani, Faraj Mazyed Faraj. "From physical to virtual: The impact of mixed reality technologies on students' engagement in Kuwait universities using structural equation modeling." International Journal of Data and Network Science 7, no. 2 (2023): 523–32. http://dx.doi.org/10.5267/j.ijdns.2023.3.018.
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This paper sought to test the impact of mixed reality technologies on student engagement in Kuwait universities. Physical reality, augmented reality, augmented virtuality, and virtual reality have been relied upon as mixed reality technologies. Moreover, behavioural, cognitive, and emotional engagement were used as measures of students' engagement according to self-determination theory. The data used in the analysis were received from 812 students in various disciplines in Kuwaiti universities with a response rate of 86.19%. Structural equation modeling (SEM) was the statistical approach used in data analysis. The results indicated varying relative importance levels for mixed reality techniques, although the relative importance level for students' engagement was high. Besides, all mixed reality technologies had a positive impact on students' engagement, with the highest impact of augmented reality and the lowest impact of augmented virtuality. This paper provided contributions to the development of an empirical approach based on new technologies to improve student engagement in developing country universities. Accordingly, the paper emphasized the need for Kuwaiti universities to invest in augmented reality technologies, for example, interactive screens and 3D mobile applications to increase students' exploratory ability.
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Wyss, Corinne, Florian Furrer, Adrian Degonda, and Wolfgang Bührer. "Augmented Reality in der Hochschullehre: Überlegungen zu einer zukunftsweisenden Ausbildung von Lehrpersonen." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, no. 47 (AR/VR - Part 1) (April 6, 2022): 118–37. https://doi.org/10.5281/zenodo.8014028.
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Augmented Reality (AR) ist eine Technologie zur Ergänzung und Überlagerung der rea- len Welt mit virtuellen Informationen. Hierzu stehen verschiedene Technologien zur Ver- fügung. Zu diesen zählen nebst Smartphones auch Smartbrillen, Head-Mounted Displays und weitere Geräte. In den letzten Jahren erfuhr AR im Bildungsbereich vermehrt Beach- tung. Obwohl die Anzahl an Projekten und Publikationen hierzu inzwischen immens ge- stiegen 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 di- gitaler 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 Lehr- personenbildung. Es wird vorerst eine Begriffsklärung sowie ein Überblick über die zent- ralen Erkenntnisse zu AR im Bildungsbereich erarbeitet und erläutert, welches Potenzial und welche Herausforderungen der Technologie zugeschrieben werden. Darauf aufbau- end 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 weiterzu- entwickeln. <em>English version:</em> Augmented Reality (AR) is a technology that supplements and overlays the real world with virtual information. Various technologies are available for this purpose. These include smartphones, smart glasses, head-mounted displays, and other devices. In recent years, AR has received increased attention in the field of education. Although the number of projects and publications has increased considerably, there are still research gaps regarding didactic aspects of AR in teaching in general and in the field of teacher education. This is a crucial shortcoming, as teachers are the decisive factor for a high level of integration of digital media into school teaching and thus have a substantial influence on the digitisation of public schools. This article is therefore dedicated to this topic and deals with teaching and learning with AR applications in the context of teacher education. Initially, a clarification of concepts and an overview of the central findings on AR in education will be provided and the potential and challenges attributed to the technology will be outlined. Building on this, didactic considerations and concrete educational goals for the use of AR in teacher education are illustrated. The article is intended to provide a stimulating basis for reflecting on and further developing the use of AR in teacher education.
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Mushtaq, Momina, Rakesh Kumar Jha, Manish C. Sabraj, and Shubha Jain. "Attack Modeling and Security Analysis Using Machine Learning Algorithms Enabled with Augmented Reality and Virtual Reality." International Journal of Computer Network and Information Security 16, no. 4 (2024): 118–29. http://dx.doi.org/10.5815/ijcnis.2024.04.08.
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Augmented Reality (AR) and Virtual Reality (VR) are innovative technologies that are experiencing a widespread recognition. These technologies possess the capability to transform and redefine our interactions with the surrounding environment. However, as these technologies spread, they also introduce new security challenges. In this paper, we discuss the security challenges posed by Augmented reality and Virtual Reality, and propose a Machine Learning-based approach to address these challenges. We also discuss how Machine Learning can be used to detect and prevent attacks in Augmented reality and Virtual Reality. By leveraging the power of Machine Learning algorithms, we aim to bolster the security defences of Augmented reality and Virtual Reality systems. To accomplish this, we have conducted a comprehensive evaluation of various Machine Learning algorithms, meticulously analysing their performance and efficacy in enhancing security. Our results show that Machine Learning can be an effective way to improve the security of Augmented reality and virtual reality systems.
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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 (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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Vidak, Andrej, Iva Movre Šapić, Vladimir Dananić, and Jadranko Batista. "Coulomb’s Law: Augmented Reality Simulation." Physics Teacher 61, no. 3 (2023): 172–74. http://dx.doi.org/10.1119/5.0076101.
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Coulomb’s law is a typical representative of the inverse-square laws that appear in various learning contexts in physics. In the usual classroom setting, most students do not have the opportunity to experimentally discover the interdependence of variables described by this law. Recently, digital technologies have become more prevalent at all levels of education. Teachers and researchers are successfully using computer-based simulations to improve physics education. Augmented reality is one of the emerging digital technologies that have the potential to improve students’ understanding of a wide range of educational topics. Nevertheless, it is advisable that students and teachers are familiar with the most efficient use of selected digital tools before using augmented reality-enriched physics lectures. In this paper, we present our augmented reality simulation called CoulombsLawAR, which could be useful for teaching Coulomb’s law.
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Mariukhnich, Taras, and Volodymyr Mokliak. "Effectiveness of using augmented reality technology in the educational process." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 10, no. 4 (2024): 9–16. https://doi.org/10.52534/msu-pp4.2024.09.
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The relevance of studying augmented reality (AR) technology in education is driven by the rapid advancement of digital technologies and the need for modernising education. As society undergoes technological transformation, educational institutions must adapt to ensure high-quality education that meets modern labour market demands. Exploring AR’s implementation is crucial for developing innovative methods and tools that align with the needs of today’s students. The purpose of the study was to analyse augmented reality technology, identify its types, and examine the possibilities and benefits of introducing augmented reality technologies in educational institutions. The study was conducted using theoretical methods such as analysis, synthesis, generalisation, and systematisation. The article offered the author’s vision of the effectiveness of using augmented reality technology in the educational process based on the analysis of research by Ukrainian and foreign scholars who consider this technology to be a modern teaching tool. It analysed the classification of augmented reality systems by the type of transmitted information, receivers, user interaction, and mobility. Given that augmented reality technologies in education are currently in their infancy, the author presented foreign and Ukrainian experiences regarding the use of augmented reality technologies in education and outlined the possibilities and advantages of their use in the educational process. The integration of augmented reality technologies into the educational processes at Stanford, Harvard, and UK universities was highlighted. The practical significance of the study lies in identifying the real advantages and challenges associated with its implementation in the educational process. The results of the study will contribute to the development of methodological recommendations, educational tools, and applications that maximise the potential of augmented reality
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Sarsimbayeva, S. M. "DEVELOPMENT OF AUGMENTED REALITY APPLICATIONS ON THE VUFORIA PLATFORM AND USAGE IN THE EDUCATIONAL PROCESS." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (2020): 414–17. http://dx.doi.org/10.51889/2020-1.1728-7901.76.
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The article deals with the development of augmented reality applications on the Vuforia platform, the use this technology in the educational process for the purpose of visual modeling of educational material. The results of the analysis of existing approaches to the development of augmented reality applications, platforms, tool development environments such as Vuforia, with the ability to connect Unity, and the implementation of augmented reality technology are shown. The importance of using high-level augmented reality technologies, the prospects for using augmented reality technology, and the opportunities and advantages of using it in the educational process are highlighted. It is noted that the one of the promising areas of development of innovative educational technologies is the use of augmented reality in the learning process. An augmented reality application to Abay Kunanbayev's poems created on the basis of marker technology is proposed.
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Horban, Yurii, Nataliya Gaisynuik, Tetiana Dolbenko, Olena Karakoz, Nataliia Kobyzhcha, and Yuliia Kulish. "The Media Space of a Modern Library in the Context of Its Organizing by Virtual and Augmented Reality Technologies." International Journal of Information and Education Technology 13, no. 4 (2023): 718–23. http://dx.doi.org/10.18178/ijiet.2023.13.4.1858.
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Virtual and augmented reality technologies provide access to learning materials and improve the organization of a modern library’s media space. This article aims to identify the significance and role of virtual and augmented reality technologies in the modern library's media space organization. The research uses a university library case study methodology to empirically investigate virtual and augmented reality technologies. Virtual and augmented reality technologies provide research and improve learning outcomes by engaging students and learners with significant interest in such technologies. Libraries offer users the opportunity to create their VR content through available software. Students can test their VR content in the libraries’ labs. Libraries support access to a variety of virtual and augmented reality content. The content is accessed using “virtual reality headsets” for viewing and workstations with “authoring software and loanable 360 cameras” for creating. The library lab is a space to support students’ digital creativity and research through virtual and augmented reality. There are 3D Design Labs within the libraries as a medium to large group design learning spaces with virtual reality technology. Libraries form a media space where users can create videos, podcasts, portfolios, edit media, and book tours, and students and researchers can explore different scientific knowledge. In this way, technology ensures that risks in learning are minimized as opposed to hands-on seminars and classes.
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Shatokhin, Oleksii, Andrius Dzedzickis, Milda Pečiulienė, and Vytautas Bučinskas. "Extended Reality: Types and Applications." Applied Sciences 15, no. 6 (2025): 3282. https://doi.org/10.3390/app15063282.
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This review is dedicated to the fast developing area of robotic technology cohesion with extended reality techniques. This paper analyzes existing extended reality technologies, categorizing them as virtual reality, augmented reality, and mixed reality. These technologies differ from each other based on resulting graphics and are similar in terms of hardware, software, and functional issues. The research methodology is shown in a separate section, which declares the depth of the research, used keywords, and criteria for paper selection. A brief classification of extended realty issues provides a systematic approach to these techniques and reveals their applications in robotics, placing the focus on mobile robotic technology. The term extended reality covers technologies of virtual, augmented, and mixed reality, which are classified in this review. Each section of the reviewed field gives an original issue classification in a table format. Finally, the general outcome of the review is summarized in the discussion, and conclusions are drawn.
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Swathi, Peddyreddy. "Industry Applications of Augmented Reality and Virtual Reality." Journal of Artificial Intelligence, Machine Learning and Neural Network, no. 12 (November 30, 2021): 14–18. http://dx.doi.org/10.55529/jaimlnn.12.14.18.
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AI, Augmented Reality (AR), Virtual Reality (VIRTUAL REALITY), and also Blockchain is merely a number of the technologies that have affected merely exactly how our provider eat craft, songs, movie, along with exactly how our staff match, shop, in addition to taking a trip. Our pros stay at the center of a total electronic improvement. This paper provides implications and major industry applications of augmented reality and virtual reality.
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Arymbekov, B. S., K. M. Turekhanova, D. D. Alipbayev, and Y. R. Tursanova. "DEVELOPMENT OF AUGMENTED REALITY APPLICATION FOR PHYSICS AND GEOPHYSICS LABORATORY." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVIII-5/W2-2023 (June 13, 2023): 19–24. http://dx.doi.org/10.5194/isprs-archives-xlviii-5-w2-2023-19-2023.
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Abstract. Augmented reality technologies are widely applied not only for business, but also for education and various fields of science. Due to rapidly growing interest in emerging technologies, augmented reality is taking a leading position in almost all areas of education. Applying augmented reality in physics laboratory can make experiments more efficient in terms of understanding using visualization. The article contains process of development of augmented reality application for visualization and its methods for physics laboratory experiments in terms of maximum efficiency and ways to create visual effects. The article proposes a methodology for creating augmented reality application, which allows students to visualize physics laboratory experiments. This technology is a step towards the development of augmented reality practice, which will reduce the time, cost and difficulty of visualizing physics laboratory experiments.
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Shen, Wei. "Augmented Reality for E-Commerce." Applied Mechanics and Materials 433-435 (October 2013): 1902–5. http://dx.doi.org/10.4028/www.scientific.net/amm.433-435.1902.
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The combination of augmented reality and e-commerce has enabled the latter to be more digital, intelligent and humanized. The paper discusses relevant theories regarding augmented reality, elaborates the status of applications, key technologies and problems existing in e-commerce field, and analyzes the development prospect of mutual promotion between augmented reality and e-commerce.
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Рашевська, Наталія, and Володимир Соловйов. "Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers." Педагогіка вищої та середньої школи 51 (December 13, 2018): 247–54. http://dx.doi.org/10.31812/pedag.v51i0.3672.
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Rashevska N.V. and Soloviev V.N. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers.
 The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.