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Macgregor, S. Kim, Jonathan Z. Shapiro, and Richard Niemiec. "Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style." Journal of Educational Computing Research 4, no. 4 (1988): 453–65. http://dx.doi.org/10.2190/nbld-3eb6-4w47-yvgb.
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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.
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Mahtarami, Affan, and Eddo Ertino. "Marble Maze Game Design Using Augmented Reality Technology." Journal of Multimedia Trend and Technology 3, no. 3 (2024): 176–82. https://doi.org/10.35671/jmtt.v3i3.67.
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Augmented Reality (AR) combines computer-generated graphic objects with real objects, so that virtual collaboration occurs between the two types of objects. The main purpose of AR is the use of computers as devices to facilitate a job done by humans. Based on its characteristics, AR has great potential to be used as a computer game platform. The research reported in this paper raises the issue of utilizing AR as a computer game platform. The research was conducted in the form of developing a marble maze computer game using AR with an emphasis on the interaction aspect. The lighting conditions of the playing environment have a crucial influence. To get a consistent appearance, adequate lighting is needed. However, AR-based games are one of the interesting games to play. The game must be played in well-lit environments, with a flash light, or with a high-sensitivity camera in order to get around this. Nonetheless, the majority of volunteers acknowledged that they were open to playing games that used augmented reality.
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Rasidin, Rasidin. "Perancangan Aplikasi Pengenalan Objek 3D Komponen Komputer Menggunakan Augmented Reality Berbasis Android." Bulletin of Data Science 1, no. 1 (2021): 26–31. https://doi.org/10.47065/bulletinds.v1i1.865.
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Weak knowledge of computer scholars about the components of the preparation of computers often become a joke in the world of work. There are not many programmers and designers who do not know computer components, even though their interactions at the computer are above the average normal use. Augmented reality is a way to combine virtual worlds (virtual environment) into the real world (reality environment) by utilizing the camera in real time. This technique can help display the shape of objects in three-dimensional computer components into the real world. Text Recognition is a detection of writing into a computer system. The application of text recognition to the Augmented Reality technique can detect text as well as project objects of 3 dimensional components of computer components. This certainly makes it easier for users to find out computer components just by using text.
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Dr.Shubhangi, DC, Waheed Dr.M.A, Ayesha Amatul, and Gadgay Dr.Basavaraj. "Augmented Reality." JOURNAL OF SCIENTIFIC RESEARCH & TECHNOLOGY (JSRT) (www.jsrtjournal.com) 1, no. 1 (2023): 28–35. https://doi.org/10.5281/zenodo.7883842.
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The term "augmented reality" refers to the merging of the physical environment with digital elements. Computer-generated visuals are superimposed upon the actual environment to accomplish this. There are four main categories of augmented reality: marker-based, marker-less, projection-based, and superimposition-based. It may be used for a wide variety of practical purposes. The medical, educational, industrial, robotic, and even the entertainment industries have all found uses for augmented reality. Mixed reality encompasses the realm of augmented reality. One way to look at it is as a mirror image of virtual reality. The origins of augmented reality are discussed in this study
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Novak-Marcincin, Jozef. "Development of Molding Tool with Augmented Reality Technology Application." Applied Mechanics and Materials 442 (October 2013): 203–8. http://dx.doi.org/10.4028/www.scientific.net/amm.442.203.
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Augmented Reality (AR) is a developing area of virtual reality research. The world environment around us provides a wealth of information that is difficult to duplicate in a computer. This is evidenced by the worlds used in virtual environments. An augmented reality system generates a composite view for the user. It is a combination of the real scene viewed by the user and a virtual scene generated by the computer that augments the scene with additional information. In paper is presented the example of virtual and augmented reality application in area of molding tool assembly realized by author.
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Zheleva, Petya. "APPLICATION OF TECHNOLOGIES FOR VIRTUAL AND AUGMENTED REALITY WITH ARTIFICIAL INTELLIGENCE IN THE PROJECT ACTIVITY AT SCHOOL." Education and Technologies Journal 15, no. 2 (2024): 389–95. http://dx.doi.org/10.26883/2010.242.6195.
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Virtual and augmented reality (VR and AR) technologies can be extremely useful in the school environment, especially when combined with artificial intelligence (AI). The implementation of educational projects, through the integration of AI/artificial intelligence/ with virtual and augmented reality /VR, AR/ helps to:increase students’ interest in the learning material; formation of new competencies; increasing students’ motivation for independent educational and cognitive activity; activation of educational activity; formation of positive motivation for personal and professional growth; creating conditions for the development of personal qualities (crea vity, teamwork, etc.). AR is a technology that makes it possible to generate virtual environments that overlap a real environment in a direct or indirect way, allowing the interaction of reality with the visualization of virtual graphics. While virtual reality offers a simulation of a completely computer-generated perception, augmented reality is the integration of digital information with the user’s environment. Unlike virtual reality, which creates a completely artificial environment, augmented reality uses the existing environment and overlays new information on it.
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Li, Lin Tao. "Augmented Reality Based on Mobile Phones." Advanced Materials Research 926-930 (May 2014): 1882–85. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.1882.
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Augmented reality can create a learning environment to learners, combining the actual condition of let them around to see the real environment at the same time, also can see a computer, virtual information generated by mobile phones as the implementation of the augmented reality application platform, due to the mobility, portability, and human-computer interaction and so on, has strong advantage, and therefore more mobile learning application prospect, this paper discusses the structure of augmented reality based on mobile phone key technology and main function features, on the basis of to augmented reality based on mobile phone and its application in mobile learning has a deeper understanding.
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Papadopoulos, Theofilos, Konstantinos Evangelidis, Theodore H. Kaskalis, Georgios Evangelidis, and Stella Sylaiou. "Interactions in Augmented and Mixed Reality: An Overview." Applied Sciences 11, no. 18 (2021): 8752. http://dx.doi.org/10.3390/app11188752.
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“Interaction” represents a critical term in the augmented and mixed reality ecosystem. Today, in mixed reality environments and applications, interaction occupies the joint space between any combination of humans, physical environment, and computers. Although interaction methods and techniques have been extensively examined in recent decades in the field of human-computer interaction, they still should be reidentified in the context of immersive realities. The latest technological advancements in sensors, processing power and technologies, including the internet of things and the 5G GSM network, led to innovative and advanced input methods and enforced computer environmental perception. For example, ubiquitous sensors under a high-speed GSM network may enhance mobile users’ interactions with physical or virtual objects. As technological advancements emerge, researchers create umbrella terms to define their work, such as multimodal, tangible, and collaborative interactions. However, although they serve their purpose, various naming trends overlap in terminology, diverge in definitions, and lack modality and conceptual framework classifications. This paper presents a modality-based interaction-oriented diagram for researchers to position their work and defines taxonomy ground rules to expand and adjust this diagram when novel interaction approaches emerge.
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Starner, Thad, Steve Mann, Bradley Rhodes, et al. "Augmented Reality through Wearable Computing." Presence: Teleoperators and Virtual Environments 6, no. 4 (1997): 386–98. http://dx.doi.org/10.1162/pres.1997.6.4.386.
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Wearable computing moves computation from the desktop to the user. We are forming a community of networked, wearable-computer users to explore, over a long period, the augmented realities that these systems can provide. By adapting its behavior to the user's changing environment, a body-worn computer can assist the user more intelligently, consistently, and continuously than a desktop system. A text-based augmented reality, the Remembrance Agent, is presented to illustrate this approach. Video cameras are used both to warp the visual input (mediated reality) and to sense the user's world for graphical overlay. With a camera, the computer could track the user's finger to act as the system's mouse; perform face recognition; and detect passive objects to overlay 2.5D and 3D graphics onto the real world. Additional apparatus such as audio systems, infrared beacons for sensing location, and biosensors for learning about the wearer's affect are described. With the use of input from these interface devices and sensors, a long-term goal of this project is to model the user's actions, anticipate his or her needs, and perform a seamless interaction between the virtual and physical environments.
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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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Li, Lin Tao, and Shan Hong Zhu. "The Research of Mobile Learning." Advanced Materials Research 926-930 (May 2014): 4673–76. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4673.
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Augmented reality can create a learning environment to learners, combining the actual condition of let them around to see the real environment at the same time, also can see a computer, virtual information generated by mobile phones as the implementation of the augmented reality application platform, due to the mobility, portability, and human-computer interaction, etc, has strong advantage, and therefore more mobile learning application prospect, this paper discusses the structure of augmented reality based on mobile phone key technology and main function features, on the basis of to augmented reality based on mobile phone and its application in mobile learning has a deeper understanding.
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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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Szalav�ri, Z., D. Schmalstieg, A. Fuhrmann, and M. Gervautz. "?Studierstube?: An environment for collaboration in augmented reality." Virtual Reality 3, no. 1 (1998): 37–48. http://dx.doi.org/10.1007/bf01409796.
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Sprinks, James, Liz Dowthwaite, Gary Priestnall, and Jessica Wardlaw. "MarsCAPE: Mars Communicated Through an Augmented, Physical Environment." IEEE Computer Graphics and Applications 40, no. 2 (2020): 43–56. http://dx.doi.org/10.1109/mcg.2020.2967319.
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Vaishnavi, D. Deolekar, and M. Deshmukh Pratibha. "Case Study of Augmented Reality Applications in Medical Field." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2691–94. https://doi.org/10.31142/ijtsrd15714.
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Computerized applications are used at greater extent that helps the training in medical field. Augmented reality applications possess an interactive virtual layer on top of reality. The use of augmented reality applications acts as a boon to medical education because they combine digital parts with the practical learning environment. The aim of this research is to investigate the scope of augmented reality applications in medical professionals training 1 This technology is different from virtual reality, in which the user is immersed in a virtual world generated by the computer. The AR system brings the computer into the user world by augmenting the real environment with virtual objects. 2 In Augmented Reality, physical and artificial objects are mixed together in a hybrid space where the user can move without constraints. This paper aims to provide information of current technologies and benefits of augmented reality and to describe the benefits and open issues. 3 Vaishnavi D. Deolekar | Pratibha M. Deshmukh "Case Study of Augmented Reality Applications in Medical Field" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd15714.pdf
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Uderbayeva, Nurgul. "The Effectiveness of Using Virtual and Augmented Reality Technologies for Teaching Computer Science in Schools." International Journal of Information and Education Technology 14, no. 11 (2024): 1566–73. http://dx.doi.org/10.18178/ijiet.2024.14.11.2187.
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Currently, using new technologies in education provides great opportunities for schools. This research aims to determine the effectiveness of using Virtual reality and Augmented reality technologies for teaching Computer science in schools. Furthermore, using Virtual and Augmented Reality in teaching computer science has been proposed as a pedagogical approach. The article theoretically analyzes the use of virtual reality and augmented reality technologies, and determines the effectiveness of practical applications of Virtual reality created in the Unity environment, as well as Augmented reality created in the Vuforia environment for teaching Computer science at school with the non-parametric method of Pearson’s chi-squared. Workbooks and digital educational materials for teaching computer science have been produced in the pedagogical model’s methodological section. The participants of the research were students from schools in the Republic of Kazakhstan, whose total number was 151. They were divided into two groups: a control one and an experimental one. For teaching students in the control group, only traditional educational materials were used, while students in the experimental groups took part in the experiment involving the use of Virtual and Augmented reality applications. At the end of the research, both groups were assigned a test according to three motivational, content, and technical categories, which enabled them to compare the results. As a result, the effectiveness of using virtual reality and augmented reality to teach Computer Science to students at school was determined with the non-parametric method of Pearson’s chi-squared. Compared to traditional teaching methods, research has demonstrated that virtual and augmented reality helps students learn computer skills better. This has led to improvements in motivation, content comprehension, and technical proficiency in computer science education in schools.
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Čejka, Jan, Fabio Bruno, Dimitrios Skarlatos, and Fotis Liarokapis. "Detecting Square Markers in Underwater Environments." Remote Sensing 11, no. 4 (2019): 459. http://dx.doi.org/10.3390/rs11040459.
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Augmented reality can be deployed in various application domains, such as enhancing human vision, manufacturing, medicine, military, entertainment, and archeology. One of the least explored areas is the underwater environment. The main benefit of augmented reality in these environments is that it can help divers navigate to points of interest or present interesting information about archaeological and touristic sites (e.g., ruins of buildings, shipwrecks). However, the harsh sea environment affects computer vision algorithms and complicates the detection of objects, which is essential for augmented reality. This paper presents a new algorithm for the detection of fiducial markers that is tailored to underwater environments. It also proposes a method that generates synthetic images with such markers in these environments. This new detector is compared with existing solutions using synthetic images and images taken in the real world, showing that it performs better than other detectors: it finds more markers than faster algorithms and runs faster than robust algorithms that detect the same amount of markers.
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Neumann, Ulrich, Suya You, Jinhui Hu, Bolan Jiang, and Ismail Oner Sebe. "Visualizing Reality in an Augmented Virtual Environment." Presence: Teleoperators and Virtual Environments 13, no. 2 (2004): 222–33. http://dx.doi.org/10.1162/1054746041382366.
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An Augmented Virtual Environment (AVE) fuses dynamic imagery with 3D models. An AVE provides a unique approach to visualizing spatial relationships and temporal events that occur in real-world environments. A geometric scene model provides a 3D substrate for the visualization of multiple image sequences gathered by fixed or moving image sensors. The resulting visualization is that of a world-in-miniature that depicts the corresponding real-world scene and dynamic activities. This paper describes the core elements of an AVE system, including static and dynamic model construction, sensor tracking, and image projection for 3D visualization.
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Saran, V., J. Lin, and A. Zakhor. "AUGMENTED ANNOTATIONS: INDOOR DATASET GENERATION WITH AUGMENTED REALITY." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W13 (June 5, 2019): 873–79. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w13-873-2019.
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<p><strong>Abstract.</strong> The proliferation of machine learning applied to 3D computer vision tasks such as object detection has heightened the need for large, high-quality datasets of labeled 3D scans for training and testing purposes. Current methods of producing these datasets require first scanning the environment, then transferring the resulting point cloud or mesh to a separate tool for it to be annotated with semantic information, both of which are time consuming processes. In this paper, we introduce <i>Augmented Annotations</i>, a novel approach to bounding box data annotation that solves the scanning and annotation processes of an environment in parallel. Leveraging knowledge of the user’s position in 3D space during scanning, we use augmented reality (AR) to place persistent digital annotations directly on top of indoor real world objects. We test our system with seven human subjects, and demonstrate that this approach can produce annotated 3D data faster than the state-of-the-art. Additionally, we show that Augmented Annotations can also be adapted to automatically produce 2D labeled image data from many viewpoints, a much needed augmentation technique for 2D object detection and recognition. Finally, we release our work to the public as an open-source iPad application designed for efficient 3D data collection.</p>
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Gladston, Angelin, and Aadharshika Duraisamy. "Augmented Reality Indoor Navigation Using Handheld Devices." International Journal of Virtual and Augmented Reality 3, no. 1 (2019): 1–17. http://dx.doi.org/10.4018/ijvar.2019010101.
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Any user can navigate outdoors by using online maps with the help of a GPS signal, but navigation in an indoor environment is difficult as the GPS signals can be weak inside a building. In this article, a system for providing a solution for indoor navigation with the help of augmented reality technology based on a computer vision approach is developed so as to provide navigational assistance to users in any new or unknown environment. This is done with an android based mobile phone application. This can be done by using augmented reality technology along with a computer vision-based approach to find where the user is and what is present in front of the user. Using this information, the user can get to navigate inside the building.
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Gagnon, Holly C., Carlos Salas Rosales, Ryan Mileris, Jeanine K. Stefanucci, Sarah H. Creem-Regehr, and Robert E. Bodenheimer. "Estimating Distances in Action Space in Augmented Reality." ACM Transactions on Applied Perception 18, no. 2 (2021): 1–16. http://dx.doi.org/10.1145/3449067.
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Augmented reality ( AR ) is important for training complex tasks, such as navigation, assembly, and medical procedures. The effectiveness of such training may depend on accurate spatial localization of AR objects in the environment. This article presents two experiments that test egocentric distance perception in augmented reality within and at the boundaries of action space (up to 35 m) in comparison with distance perception in a matched real-world ( RW ) environment. Using the Microsoft HoloLens, in Experiment 1, participants in two different RW settings judged egocentric distances (ranging from 10 to 35 m) to an AR avatar or a real person using a visual matching measure. Distances to augmented targets were underestimated compared to real targets in the two indoor, RW contexts. Experiment 2 aimed to generalize the results to an absolute distance measure using verbal reports in one of the indoor environments. Similar to Experiment 1, distances to augmented targets were underestimated compared to real targets. We discuss these findings with respect to the importance of methodologies that directly compare performance in real and mediated environments, as well as the inherent differences present in mediated environments that are “matched” to the real world.
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Jiang, Jie, and Yang Kuang. "The Research of Assembling Computer Based on Augmented Reality." Applied Mechanics and Materials 713-715 (January 2015): 1171–74. http://dx.doi.org/10.4028/www.scientific.net/amm.713-715.1171.
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In this paper, author uses the camera as a capture tool for video, and then uses the ARToolKit, develops a assembling computer experiment based on augmented reality. It can run leave from the hardware environment, save equipment, reduce equipment loss and save the experimental cost. If this method is applied to high cost or dangerous operating experiment, it is helpful.
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Gomes, José Duarte Cardoso, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes. "Augmented Reality in Informal Learning Environments." International Journal of Creative Interfaces and Computer Graphics 7, no. 2 (2016): 39–55. http://dx.doi.org/10.4018/ijcicg.2016070104.
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Augmented Reality (AR) allows computer-generated imagery information to be overlaid onto a live real world environment in real-time. Technological advances in mobile computing devices (MCD) such as smartphones and tablets (internet access, built-in cameras and GPS) made a greater number of AR applications available. This paper presents the Augmented Reality Musical Gallery (ARMG) exhibition, enhanced by AR. ARMG focuses the twentieth century music history and it is aimed to students from the 2nd Cycle of basic education in Portuguese public schools. In this paper, we will introduce the AR technology and address topics as constructivism, art education, student motivation, and informal learning environments. We conclude by presenting the first part of the ongoing research conducted among a sample group of students contemplating the experiment in educational context.
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Huang, Tien-Chi. "Seeing creativity in an augmented experiential learning environment." Universal Access in the Information Society 18, no. 2 (2017): 301–13. http://dx.doi.org/10.1007/s10209-017-0592-2.
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Owusu-Antwi, Kwasi, and Fortune Edem Amenuvor. "Understanding the Metaverse: A Review of Virtual Worlds and Augmented Reality Environments." Current Journal of Applied Science and Technology 42, no. 23 (2023): 42–48. http://dx.doi.org/10.9734/cjast/2023/v42i234172.
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This review paper attempts to provide a comprehensive understanding of the metaverse by analyzing virtual worlds and augmented reality environments. The metaverse is a virtual space in which users can interact with a computer-generated environment and other users in real time. With the rapid growth of technology, virtual reality (VR) and augmented reality (AR) have attracted major attention, providing immersive and engaging experiences. The paper looks at the key elements of virtual worlds and augmented reality environments, such as their technological foundations, user experiences, and societal implications. The paper also considers the potential societal impact of the metaverse, delving into areas such as education, entertainment, business, and communication. This study gives insights into the current state of the metaverse, challenges, and future possibilities by assessing current examples and trends. This paper can assist individuals, industries, and policymakers to better understand and navigate the evolving landscape of virtual worlds and augmented reality environments, allowing for more informed decisions and strategies in this rapidly evolving domain.
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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 (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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B C, Dr Arjun. "Beyond Books: Exploring AR in Education with Unity3D." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01738.
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Augmented Reality (AR) is a technology that enables the blending of digital information, such as 3D models, images, or videos, into our real-world environment in real time. Unlike virtual reality, which creates an entirely artificial environment, AR enhances reality by overlaying digital elements. Augmented Reality (AR) is a technological innovation that combines the physical and digital worlds. It overlays contextual and interactive digital information onto the environment we see, creating an immersive experience. AR can revolutionize various fields such as computer science, human-computer interaction, psychology, medicine, and education. Although the concept of AR dates back to the 1960s, recent advancements in sensor technologies, computational power, and mobile devices have made it more accessible. As AR gains popularity, researchers explore its potential in different fields and study the cognitive processes involved in AR interactions. Understanding the fundamental principles of AR systems is key to unlocking its transformative capabilities. As we go further, we will explore the dimensions of augmented reality, including its evolution, current scientific applications, and prospects for scientific inquiry and innovation. Key Words: Augmented Reality (AR), Digital Integration, Immersive Experience, Interdisciplinary Research, Technological Innovation
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Schmalstieg, Dieter, Anton Fuhrmann, Gerd Hesina, et al. "The Studierstube Augmented Reality Project." Presence: Teleoperators and Virtual Environments 11, no. 1 (2002): 33–54. http://dx.doi.org/10.1162/105474602317343640.
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Our starting point for developing the Studierstube system was the belief that augmented reality, the less obtrusive cousin of virtual reality, has a better chance of becoming a viable user interface for applications requiring manipulation of complex three-dimensional information as a daily routine. In essence, we are searching for a 3-D user interface metaphor as powerful as the desktop metaphor for 2-D. At the heart of the Studierstube system, collaborative augmented reality is used to embed computer-generated images into the real work environment. In the first part of this paper, we review the user interface of the initial Studierstube system, in particular the implementation of collaborative augmented reality, and the Personal Interaction Panel, a two-handed interface for interaction with the system. In the second part, an extended Studierstube system based on a heterogeneous distributed architecture is presented. This system allows the user to combine multiple approaches— augmented reality, projection displays, and ubiquitous computing—to the interface as needed. The environment is controlled by the Personal Interaction Panel, a twohanded, pen-and-pad interface that has versatile uses for interacting with the virtual environment. Studierstube also borrows elements from the desktop, such as multitasking and multi-windowing. The resulting software architecture is a user interface management system for complex augmented reality applications. The presentation is complemented by selected application examples.
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Scharver, Chris, Ray Evenhouse, Andrew Johnson, and Jason Leigh. "Designing cranial implants in a haptic augmented reality environment." Communications of the ACM 47, no. 8 (2004): 32–38. http://dx.doi.org/10.1145/1012037.1012059.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. "Using the Proteus virtual environment to train future IT professionals." Освітній вимір 53, no. 1 (2019): 181–98. http://dx.doi.org/10.31812/educdim.v53i1.3842.
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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Ismail, Ajune Wanis, and Mohd Shahrizal Sunar. "Multimodal fusion: progresses and issues for augmented reality environment." International Journal of Computational Vision and Robotics 7, no. 3 (2017): 240. http://dx.doi.org/10.1504/ijcvr.2017.10004045.
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Kim, Soram, Seungyun Lee, Hyunsuk Kang, Sion Kim, and Minkyu Ahn. "P300 Brain–Computer Interface-Based Drone Control in Virtual and Augmented Reality." Sensors 21, no. 17 (2021): 5765. http://dx.doi.org/10.3390/s21175765.
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Since the emergence of head-mounted displays (HMDs), researchers have attempted to introduce virtual and augmented reality (VR, AR) in brain–computer interface (BCI) studies. However, there is a lack of studies that incorporate both AR and VR to compare the performance in the two environments. Therefore, it is necessary to develop a BCI application that can be used in both VR and AR to allow BCI performance to be compared in the two environments. In this study, we developed an opensource-based drone control application using P300-based BCI, which can be used in both VR and AR. Twenty healthy subjects participated in the experiment with this application. They were asked to control the drone in two environments and filled out questionnaires before and after the experiment. We found no significant (p > 0.05) difference in online performance (classification accuracy and amplitude/latency of P300 component) and user experience (satisfaction about time length, program, environment, interest, difficulty, immersion, and feeling of self-control) between VR and AR. This indicates that the P300 BCI paradigm is relatively reliable and may work well in various situations.
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M D, Abhay Kumar. "Augmented Reality for Implementation of Virtual Watch." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (2021): 1090–93. http://dx.doi.org/10.22214/ijraset.2021.36536.
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Augmented reality is an interactive experience of a real-world environment where the objects or images that reside within the world are enhanced or supplemented by computer-generated perceptual information. Augmented Reality adds a thing to the existing world. It is an enhancement to the real world where we mix the real world with the virtual objects. In this paper, we are proposing a methodology that builds a preview of the virtual watch object alongside the real environment. Using this methodology users can place the virtual watch on their wrist and visualize it in their personal space. This eventually reduces the challenging task of walking into a showroom and trying different watches, as the user gets a clear preview before purchasing the actual item. This methodology is best suited for this technology-driven environment.
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Perez, Alicia A., Maartje Hidalgo, Irina Lediaeva, Mustapha Mouloua, and P. A. Hancock. "Considerations for the Usability and Implementation of Augmented Reality in Production Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (2019): 2180–84. http://dx.doi.org/10.1177/1071181319631453.
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Implementation of augmented reality (AR) devices in production floors is becoming increasingly popular for its creative potential in facilitating training and development. From a human factors perspective, there is thus a need to further examine the usability issues and design guidelines of these emerging augmented reality technologies especially with regard to various manufacturing industries. Such assessment efforts will serve to ensure that the fit between human and machine allows for user self-actualization and a safe and productive work environment. Despite the widespread interest in augmented reality, there is no clear set of principles yet established. Many usability models are based on traditional desktop-based computer applications which means unique augmented reality characters are overlooked including the physical ergonomics, expanded field of view, and device mobility features. Here, we review the fit of user-centered usability models to propose a set of criteria to serve as a guideline to implement augmented reality technologies efficiently in the production environment.
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N., Jayashree, Riyas. M. Mohamed, S. Nagulan., manoj. J. Selva, and K. .J Vipin. "AR (Augmented Reality) Lens." World Journal of Advanced Research and Reviews 18, no. 1 (2023): 299–303. https://doi.org/10.5281/zenodo.8167464.
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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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C, Saranya, and Jenifer A. "EDUVISTA 2.0 “THE FUTURE WAY OF LEARNING”." International Research Journal of Computer Science 09, no. 07 (2022): 166–69. http://dx.doi.org/10.26562/irjcs.2022.v0907.006.
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A direct or indirect real-world representation of an environment whose components are augmented by computer produced information, ideally across many sensory modalities, is what virtual and augmented reality (AR) is all about. Augmented reality is a type of reality that is augmented digitally by the presence of virtual items in our range of vision. The basic goal of augmented reality is to incorporate elements of the digital world into a person's imagination of the actual world. This is accomplished by the integration of immersive sensations that are viewed as natural features of an environment, rather than simply displaying data. The application will mostly benefit pupils who are learning. Students can learn through interacting with virtual objects and learning materials, and by assisting students in actively interacting in the lab while completing various experiments in order to boost their understanding and learning rather than reading. Augmented Reality is a breakthrough technology that could considerably ease execution of complex operations. Augmented Reality mixes virtual and actual reality, making available to the user new tools to ensure efficiency in the transfer of knowledge for several processes and in several environments. Various solutions based on Augmented Reality have been proposed by the research community: particularly in maintenance operations Augmented Reality tools have offered new perspectives and have promised dramatic improvements. On the other side Augmented Reality is an extremely demanding technology and, at the present day, it is still affected by serious flaws that undermine its implementations in the industrial context.
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Liu, Damon Shing-Min, Chun-Hao Yung, and Cheng-Hsuan Chung. "Developing Physics Simulation in Augmented Reality." International Journal of Virtual Reality 11, no. 2 (2012): 45–52. http://dx.doi.org/10.20870/ijvr.2012.11.2.2842.
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Use of a physics engine to drive a virtual scene is becoming more common. Physics simulations aim to model the behaviors of objects in space so as to provide realistic motions in computer animation, thereby enriching the interaction and user experience in augmented reality. In this paper, we present a cross-platform environment in which handheld and desktop-computer users can collaborate with each other in a shared scene to accomplish physically realistic experiences during the course of interaction. In realizing the system, we explore and exploit several novel techniques, including bare-hand manipulation, a client/server computing framework, a tangible mobile phone interface, and a distributed scene graph structure. To demonstrate the effectiveness of the system, we developed JengAR, a simulation of the well-known tower building game
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Agrawal,, Abhyudit. "A Mixed Reality Environment for Mathematics." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 03 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem29739.
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Throughout history, mathematicians and geometricians have relied on visualizations to convey abstract concepts effectively, including describing, discussing, studying, and teaching Mathematics. In Mathematics education, visualizations are still used whenever possible to support teaching, inspire students, and satisfy their need to see abstract Mathematical facts. In recent years, the integration of virtual reality (VR) and augmented reality (AR) in contemporary Mathematics education offers a fascinating and extremely motivating new tool for teachers, allowing students to visualize Mathematics in three dimensions. This article provides an overview of immersive environments developed in recent years to support geometry education, focusing on the combined use of VR and AR. By examining various methodologies and outcomes, we explore the potential of mixed reality in transforming how students engage with mathematical concepts. The procedures and outcomes of the methods of applications are discussed and described below. Keywords—Augmented Reality, Virtual Reality, computer generated environment, geometry education, sentenced-based math problems, interactive playgrounds
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Hutahaean, Harvei Desmon, S. Muhammad Aulia Rahman, and Muhammad Dominique Mendoza. "Development of interactive learning media in computer network using augmented reality technology." Journal of Physics: Conference Series 2193, no. 1 (2022): 012072. http://dx.doi.org/10.1088/1742-6596/2193/1/012072.
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Abstract Technological development affect on aspects of education that impact on learning activities. In computer networks learning, there is still rarely media use which has an impact on students’ understanding of how to install computer networks. Current mobile phones have many features that can be used to play games, watch videos, listen to music, personal assistant, find information, GPS, and many more. One of the interesting technologies that can be developed on mobile phones is Augmented Reality. Augmented Reality (AR) is a technology that combines two-dimensional or three-dimensional virtual objects into a real three-dimensional environment and then projects these virtual objects in real time. This research discusses the development of learning media Augmented reality of computer network installation. The purpose of this research is to develop augmented reality learning media and build media that makes it easier for students to understand the process of installing computer networks that becomes an alternative as a learning media. The method used is Research and Development (R&D).
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Mojidra, Rushil, Jian Li, Ali Mohammadkhorasani, Fernando Moreu, Caroline Bennett, and William Collins. "Computer Vision and Augmented Reality for Human-Centered Fatigue Crack Inspection." Sensors 24, no. 11 (2024): 3685. http://dx.doi.org/10.3390/s24113685.
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A significant percentage of bridges in the United States are serving beyond their 50-year design life, and many of them are in poor condition, making them vulnerable to fatigue cracks that can result in catastrophic failure. However, current fatigue crack inspection practice based on human vision is time-consuming, labor intensive, and prone to error. We present a novel human-centered bridge inspection methodology to enhance the efficiency and accuracy of fatigue crack detection by employing advanced technologies including computer vision and augmented reality (AR). In particular, a computer vision-based algorithm is developed to enable near-real-time fatigue crack detection by analyzing structural surface motion in a short video recorded by a moving camera of the AR headset. The approach monitors structural surfaces by tracking feature points and measuring variations in distances between feature point pairs to recognize the motion pattern associated with the crack opening and closing. Measuring distance changes between feature points, as opposed to their displacement changes before this improvement, eliminates the need of camera motion compensation and enables reliable and computationally efficient fatigue crack detection using the nonstationary AR headset. In addition, an AR environment is created and integrated with the computer vision algorithm. The crack detection results are transmitted to the AR headset worn by the bridge inspector, where they are converted into holograms and anchored on the bridge surface in the 3D real-world environment. The AR environment also provides virtual menus to support human-in-the-loop decision-making to determine optimal crack detection parameters. This human-centered approach with improved visualization and human–machine collaboration aids the inspector in making well-informed decisions in the field in a near-real-time fashion. The proposed crack detection method is comprehensively assessed using two laboratory test setups for both in-plane and out-of-plane fatigue cracks. Finally, using the integrated AR environment, a human-centered bridge inspection is conducted to demonstrate the efficacy and potential of the proposed methodology.
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Yovcheva, Zornitza, Dimitrios Buhalis, Christos Gatzidis, and Corné P. J. M. van Elzakker. "Empirical Evaluation of Smartphone Augmented Reality Browsers in an Urban Tourism Destination Context." International Journal of Mobile Human Computer Interaction 6, no. 2 (2014): 10–31. http://dx.doi.org/10.4018/ijmhci.2014040102.
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Today, exposure to new and unfamiliar environments is a necessary part of daily life. Effective communication of location-based information through location-based services has become a key concern for cartographers, geographers, human-computer interaction and professional designers alike. Recently, much attention was directed towards Augmented Reality (AR) interfaces. Current research, however, focuses primarily on computer vision and tracking, or investigates the needs of urban residents, already familiar with their environment. Adopting a user-centred design approach, this paper reports findings from an empirical mobile study investigating how tourists acquire knowledge about an unfamiliar urban environment through AR browsers. Qualitative and quantitative data was used in the development of a framework that shifts the perspective towards a more thorough understanding of the overall design space for such interfaces. The authors analysis provides a frame of reference for the design and evaluation of mobile AR interfaces. The authors demonstrate the application of the framework with respect to optimization of current design of AR.
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Chen, Kuen Meau, and Ming Jen Wang. "Using the Interactive Design of Gesture Recognition in Augmented Reality." Applied Mechanics and Materials 311 (February 2013): 185–90. http://dx.doi.org/10.4028/www.scientific.net/amm.311.185.
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Due to the rapid development of computer hardware, the mobile computer systems such as PDAs, high-end mobile phones are capable of running augmented reality (AR, hereafter) system nowadays. The mouse and keyboard based user interfaces of the traditional AR system may not be suitable for the mobile AR system because of different hardware interface and use environment. The goal of this research is to propose a novel computer-vision based human-computer interaction model, which is expected to greatly improve usability of the mobile augmented reality. In this research, we will conduct an experiment on testing the usability of a new gesture-based interface and propose a product evaluation model for e-commerce applications based on the gesture interface. In the end, we expected the new interaction model could encourage more commercial applications and other research projects. In this paper, we propose a new interface interaction model called PinchAR. The focus of PinchAR is on adapting the interface design to the changing hardware design. This paper summarizes the PinchAR project, that is, the design of an intuitive interaction model in an AR environment. Also included in this paper are the results of the PinchAR experiments.
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Albrecht, Robert, and Tapio Lokki. "Auditory Distance Presentation in an Urban Augmented Reality Environment." ACM Transactions on Applied Perception 12, no. 2 (2015): 1–19. http://dx.doi.org/10.1145/2723568.
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Alkurdi, Ahmad A. H. "Educational Augmented Reality Solar System." Academic Journal of Nawroz University 9, no. 3 (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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Kazbekova, G. N., K. M. Berkimbayev, and N. M. Zhunissov. "The use of virtual environment in education." Bulletin of the National Engineering Academy of the Republic of Kazakhstan 92, no. 2 (2024): 75–83. http://dx.doi.org/10.47533/2024.1606-146x.28.
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The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of a life. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions. Many universities train students in the field of information technology. Recently, profiling of readiness for the development of virtual reality applications and computer games has begun. The provision of practical classes is accompanied by specific real time tasks, which gives students the opportunity to improve their skills in the use of software and technological devices. The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.
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Rau, Pei-Luen Patrick, Jian Zheng, and Zhi Guo. "Immersive reading in virtual and augmented reality environment." Information and Learning Sciences 122, no. 7/8 (2021): 464–79. http://dx.doi.org/10.1108/ils-11-2020-0236.
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Purpose This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment. Design/methodology/approach In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality. Findings Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task. Originality/value The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.
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Shewail, Ashraf Saad, Hala H. Zayed, and Neven A. M. Elsayed. "Real-time indoor tracking for augmented reality using computer vision technique." IAES International Journal of Artificial Intelligence (IJ-AI) 13, no. 2 (2024): 1845. http://dx.doi.org/10.11591/ijai.v13.i2.pp1845-1857.
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In recent times, there has been an increase in the stability and integration of augmented reality (AR) technology in everyday applications. AR relies on tracking techniques to capture the characteristics of the surrounding environment. Tracking falls into two categories: outdoor and indoor. While outdoor tracking predominantly relies on the global positioning system (GPS), it is performance indoors is hindered by imprecise GPS signals. Indoor tracking offers a solution for navigating complex indoor environments. This paper introduces an indoor tracking system that combines smartphone sensor data and computer vision using the oriented features from accelerated and segments test and rotated binary robust independent elementary features (ORB) algorithm for feature extraction, along with brute force match (BFM) and k-nearest neighbor (KNN) for matching. This approach outperforms previous systems, offering efficient navigation without relying on pre-existing maps. The system uses the A* algorithm to find the shortest path and cloud computing for data storage. Experimental results demonstrate an impressive 99% average accuracy within a 7-10 cm error range, even in scenarios with varying distances. Moreover, all users successfully reached their destinations during the experiments. This innovative model presents a promising advancement in indoor tracking, enhancing the accuracy and effectiveness of navigation in complex indoor spaces
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Ashraf, Saad Shewail, H. Zayed Hala, and A. M. Elsayed Neven. "Real-time indoor tracking for augmented reality using computer vision technique." IAES International Journal of Artificial Intelligence (IJ-AI) 13, no. 2 (2024): 1845–57. https://doi.org/10.11591/ijai.v13.i2.pp1845-1857.
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In recent times, there has been an increase in the stability and integration of augmented reality (AR) technology in everyday applications. AR relies on tracking techniques to capture the characteristics of the surrounding environment. Tracking falls into two categories: outdoor and indoor. While outdoor tracking predominantly relies on the global positioning system (GPS), it is performance indoors is hindered by imprecise GPS signals. Indoor tracking offers a solution for navigating complex indoor environments. This paper introduces an indoor tracking system that combines smartphone sensor data and computer vision using the oriented features from accelerated and segments test and rotated binary robust independent elementary features (ORB) algorithm for feature extraction, along with brute force match (BFM) and k-nearest neighbor (KNN) for matching. This approach outperforms previous systems, offering efficient navigation without relying on pre-existing maps. The system uses the A* algorithm to find the shortest path and cloud computing for data storage. Experimental results demonstrate an impressive 99% average accuracy within a 7-10 cm error range, even in scenarios with varying distances. Moreover, all users successfully reached their destinations during the experiments. This innovative model presents a promising advancement in indoor tracking, enhancing the accuracy and effectiveness of navigation in complex indoor spaces.
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Arifitama, Budi, Ghali Hanan, and Muhammad Halim Rofiqi. "Mobile Augmented Reality for Campus Visualization Using Markerless Tracking in an Indonesian Private University." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 11 (2021): 21. http://dx.doi.org/10.3991/ijim.v15i11.20697.
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<p>Marker in augmented reality plays a major part to initiate a virtual object in an augmented environment. Choosing a correct and reliable marker would increase the chance of creating a more stable augmented object especially for visualizing a building structure. Unfortunately, most research on visualizing building structure uses a marker-based tracking approach where users must always bring a pre-printed paper as a tracking media. This creates a problem for every time users demonstrate a specific augmented structure object, they still need to bring a printed marker to show the augmented object. The purpose of this research is to investigate the applicability of markerless-based tracking as a solution whether it can substitute the marker-based tracking on augmented reality problems. Simultaneous Localization and Mapping (SLAM) is used as a markerless tracking method where it tracked and mapped the surface environment using feature extraction, then set an anchor at the specified location where the augmented object visualization appears. The results of the research found that from a total of 30 object detection tests, 21 objects are successfully detected and 9 undetected objects, this shows that markerless-based tracking is applicable and can substitute marker-based tracking for a structural campus visualization.</p>
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Bagossi, Sara, and Osama Swidan. "Learning Second-order Covariation with GeoGebra and Augmented Reality." International Journal for Technology in Mathematics Education 30, no. 4 (2023): 213–18. http://dx.doi.org/10.1564/tme_v30.4.2.
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Second-order covariation is a form of mathematical reasoning that needs to be characterized both concerning students' cognitive processes and the design of tasks that promote it. This contribution aims to shed light on these two issues by comparing data related to the same learning experiment performed in two different learning environments: GeoGebra and augmented reality. The data analysis focuses on a characterization of the forms of second-order covariation emerging from students' learning process. Findings reveal how the two environments enable students to engage in second-order covariation: in the GeoGebra environment the students engaged in second-order covariation while using the digital tool; in the augmented reality environment, secondorder covariation fully emerged only after the students performed the experiment. Possible interpretations for this result are discussed.