Assemblr EDU Augmented Reality Puzzle for Elementary Learning

A liver surgeon's knowledge of anatomy is critical. Due to the patient's small field of vision, patient specific, complex nerve system, and other factors, even a minor loss can result in irreversible damage. Surgeons could benefit from the use of augmented reality (AR) technology, which would bring three-dimensional image data into the operating room. AR visualization can improve surgical procedures, facilitate intraoperative planning, and enhance surgical guidance for the anatomy of interest, all of which contribute to the application's minimal invasiveness. This literature review on image guidance in liver surgery provides the reader with information about AR techniques. To ascertain the current state of Augmented reality technology's application in liver surgery, a PubMed and Embase search were conducted using the following keywords: < (Augmented reality) AND (liver surgery) > and < 'Augmented reality' AND 'liver surgery' > (publication date from January 1991 until Jun 2022). The query yielded a total of 205 publications-excluded papers in other languages, virtual reality (VR), and reviews leaving 135 studies for review. After removing duplication, the titles and abstracts of those studies were manually reviewed. Finally, 31 pertinent studies were determined to be pertinent to the subject. Generally, augmented reality technology includes preoperative planning and three-dimensional reconstruction, intraoperative three-dimensional navigation, and registration. Visualization may be aided by virtual three-dimensional reconstruction models of the liver from Computed Tomography/Magnetic Resonance Imaging scans. The results demonstrate that by utilizing augmented reality technology, blood vessels and tumor structures in the liver can be visualized during surgery, allowing for precise navigation during complicated surgical procedures. Augmented reality has been demonstrated to be safe and effective in both minimally invasive and invasive liver surgery. With recent advancements and significant effort by liver surgeons, augmented reality technologies have the potential to increase hepatobiliary surgical procedures dramatically. However, further clinical trials will be necessary to evaluate augmented reality as a tool for reducing post-operative morbidity and mortality. The impact of these cutting-edge computerized image guidance techniques on clinically relevant outcome parameters should be assessed in the future.

General Background: Literacy development in elementary education requires innovative instructional media that support students in developing language skills, particularly descriptive writing. Specific Background: In many elementary classrooms, descriptive writing instruction remains dominated by conventional teaching methods with limited use of engaging learning media, which results in low student motivation and difficulty in generating ideas and organizing descriptive texts. Knowledge Gap: Existing studies have utilized puzzle or magic box media separately, yet limited research integrates both approaches into a single manipulative learning medium designed to guide the stages of descriptive writing. Aims: This study aims to develop and examine the prototype, validity, practicality, and effectiveness of puzzle-based Magic Box media for improving descriptive writing skills of fifth-grade elementary school students at SD Inpres Bonto-Bonto, Indonesia. Results: Using a Research and Development approach with the Four-D model (Define, Design, Develop, Disseminate), the developed media achieved high validity scores from media experts (93% and 81%) and material experts (96% and 80%). Practicality results showed learning implementation of 97%, teacher responses of 100%, and student responses averaging 99%. Effectiveness results indicated improved descriptive writing performance with an average score of 87 in limited trials and 88.44 in extensive trials, with all students achieving learning completion. Novelty: The innovation lies in integrating layered puzzles and QR Codes within a single manipulative medium that guides students from observation and vocabulary selection to sentence and paragraph construction. Implications: The puzzle-based Magic Box provides an interactive, structured, and hybrid learning medium that supports descriptive writing development, student engagement, and integrated digital literacy in elementary education. Highlights• Integrates layered puzzle activities with QR-based digital resources in a single manipulative learning medium.• Demonstrates high feasibility with expert validation scores above eighty percent across design and material aspects.• Produces strong student performance outcomes with complete learning mastery in classroom trials. KeywordsPuzzle-Based Magic Box; Descriptive Writing Skills; Elementary School Students; Instructional Media Development; Four-D Model

The Covid-19 pandemic has hit Indonesia since the beginning of 2020 and is still continuing. The education sector has experienced a considerable impact, face-to-face learning must be replaced with all-online activities. Many problems arise from online learning, such as inadequate infrastructure, an ineffective learning system and difficulties in understanding the material. Medical education has an impact on the current situation because most of the learning uses infrastructure and direct practice, it is necessary to have alternative learning methods that can improve the quality of learning. Currently, video conference media technology can assist learning activities so that instructors can still explain material to students through virtual media. For medical students who need practice and infrastructure facilities, this technology is still not enough to support their learning media. The idea came up “Application of Learning Module in Health Field based on Extended Reality (sub chapter: Augmented Reality)” This application combines Virtual Reality, Augmented Reality, and Mixed Reality. Augmented reality is a technology that is suitable to be implemented in medical learning because students do not need to prepare anything to perform simulations, just devices and internet networks. For feeding and drinking to the elderly, some items are needed to start the practicum, with this augmented reality there is no need to prepare all of these items, and also reduce contact with other people during a pandemic like this. Users can connect to each other in different devices and environments according to their respective devices. In this application, Augmented Reality acts as a technology that combines the real and virtual worlds by adding virtual objects into the real world. Users can use devices that have cameras such as cellphones or laptops so they can see virtual objects. This virtual object can be seen by all users and each user is able to interact with it in real time. As for the temporary test results, it was found that Augmented Reality has been tested and integrated with other immersive technologies with Web-XR. Interaction in Augmented Reality on Web-XR using a touch screen as well as several nursing SOP have been created and simulated using Augmented Reality technology. As for the final test in this final project, Augmented Reality technology based on WebXR has been running smoothly according to the specifications of the device used to open WebXR. If the device used to access WebXR has a high specification, then WebXR will run optimally, otherwise when the device specification is low, WebXR will not run optimally. The interaction used in WebXR-based Augmented Reality is touchscreen. The author tested this system to the user, the user here is a medical student. testing proves that this system is very helpful in terms of efficiency, users don't need to prepare tools repeatedly when they want to do simulations, just open WebXR and users can do the simulations provided. In testing the system, the author uses the PIECES framework (Performance, Information, Economics, Control and Security, Efficiency, Service) and produces an average score of 4.1. Then the user is categorized as satisfied with the system that was built.

The development of digital technology has brought significant changes in the way companies build relationships with their consumers. One innovation that is increasingly popular in the world of digital marketing is the use of Augmented Reality (AR) technology. This study aims to analyze how AR can be used to optimize customer engagement through interactive and immersive experiences. This study uses a descriptive qualitative approach with literature study methods, observation of IKEA Place app features, and semi-structured interviews with a number of active app users. IKEA Place was chosen as a case study because it is one of the pioneers in the application of AR in marketing furniture products. The results showed that AR technology in the application was able to increase consumer confidence in the product, facilitate visualization before purchase, and create a fun and personalized experience. In addition, the emotional engagement built through AR interactions also encourages long-term consumer loyalty. This finding indicates that AR is not only a visual aid, but also an effective experiential marketing strategy. The contribution of this research lies in the focus of analyzing consumer emotional engagement through AR interaction, which has not been widely reviewed in previous studies. The main difference from other studies is the specific selection of the IKEA Place case study, as well as the data triangulation approach (literature, observation, and interviews) to describe the user experience holistically. This research not only highlights the technology, but emphasizes the role of AR in building long-term relationships with consumers through meaningful and personalized experiences. This research provides recommendations for digital businesses to adopt AR to create added value and competitive differentiation in the digital economy era.

Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer. Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases. Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used. Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study. Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.

Purpose This article examines how augmented reality (AR) and three-dimensional (3D) visualization influence consumers’ evaluations of luxury goods. Design/methodology/approach Three experimental studies were conducted to compare AR and 3D visualization of luxury goods, focusing on their effects on consumer evaluations, psychological distance, and perceived exclusivity. Findings The study finds that AR lowers evaluations of luxury goods by shortening psychological distance and diminishing perceived exclusivity, whereas 3D visualization maintains this exclusivity and thereby supports higher evaluations. AR visualization does not have the same negative effect on ordinary products. Practical implications For luxury brands, the findings indicate that although AR reduces psychological distance, it may simultaneously diminish perceived exclusivity. Therefore, brands must strategically deploy visualization technologies to preserve their premium image. Originality/value This research provides new insights into how AR and 3D visualization specifically impact luxury goods, highlighting potential conflicts between these digital technologies and the exclusivity of luxury brands.

Augmented Reality (AR) is already used as the primary visualization and user interaction tool in several scientific and business areas. At the same time new AR technologies and frameworks considerably facilitate both the development of innovative applications and also their wide adoption in different domains of everyday life. In the area of healthcare AR solutions make use of mobile or wearable devices and glasses to support, among others, education and healthcare professionals training. The aim of this paper is to present a prototype mHealth app for education, which uses AR and computer vision technologies for pharmaceutical substances recognition on drug packaging. The conceptual design of the system includes three main components which are responsible for a) Text recognition, b) Drug identification and c) AR operations for interactivity. The prototype application is available in Android or iOS platforms and has been evaluated in real-world scenarios. Camera and screen of the mobile phones fulfill the text recognition and AR operations, which eliminates the need for special equipment, while PubChem and 3D Model databases provide assets required for the drug identification and AR visualizations. The results highlight the value of AR for educational purposes, especially when combined with advanced image recognition technologies to build interactive AR encyclopedias.

The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.

This study examines augmented reality, which imposes on the world around us virtual objects, characters, filters, or other effects through a special camera. Currently, augmented reality is considered potential for pedagogical programs and it is beginning to gain momentum and be actively used. The use of augmented reality technology opens up new opportunities that increase productivity and efficiency in various industries, improve communication and knowledge transfer and make distance learning more comfortable and realistic. However, the factor of reducing the cost of production or the educational process due to the introduction of augmented reality is not yet fully disclosed and requires a detailed analysis, part of which is conducted in this paper. The existing types of augmented, virtual and mixed reality technologies were analyzed, their comparison was made, the current place in the market was determined, as well as their influence and role in modern education. The paper presents examples of the use of augmented reality technology in various fields, including in production, which demonstrates a significant increase in efficiency and confirms the relevance. An overview of the premises and laboratories, which now use virtual and augmented reality technologies for the educational process. The article also describes the shortcomings of the educational process, which can be corrected by introducing augmented reality technology. The economic benefit of using augmented reality in the educational process on a real example was calculated, due to which the expediency of this implementation was proved. Elements of the educational process are considered, the replacement of which with augmented reality will make education cheaper, and this means more accessible. An example of markers used for an augmented reality application in the field of aircraft construction is given. The tendency of the application of augmented reality and use in the educational process for the next years is analyzed, the branches in which it can be applied are considered and the expediency of its use is confirmed.

Physics Physics learning media is currently starting to increase according to the times. Android-based learning applications are currently starting to develop towards augmented reality (AR) technology. This study aims to develop a product in FULAN (Fun physics learning using augmented reality) learning media as a learning medium on magnetic electricity material. This type of research is development research. The subjects involved in this study were a learning media expert and physics education expert, and physics teacher candidate students at Sultan Ageng Tirtayasa University. The data processed in this study were collected through expert validation sheets, student response questionnaires with a Likert scale. The collected data were analyzed descriptively. The model used in this study is the ADDIE model, which consists of five stages, namely assessment analysis, design, development, implementation, and evaluation. The results of this study are: the learning media made obtained a score of 81% from instructional media experts, 85% from physics education experts, and 88% from student responses. FULAN learning media using Augmented Reality technology as a creative, innovative teaching aid can increase student enthusiasm in studying magnetic electricity material. Based on these results, it can be concluded that the FULAN learning media is suitable for use in learning physics.

Demands and needs for learning media are now increasingly complex. These demands become a challenge to build an interactive instruction system that is designed and implemented as a basic arithmetic learning media prototype in Mathematics. Every student's learning interest in Mathematics, especially basic concept of Arithmetic, might be increased by stimulating the visual senses with an Augmented Reality technology. It allows students to interact with the learning media as a visual object that is incorporated into the real world through video display. The prototype that has been developed in this research used Augmented Reality Technology that is integrated with the basic concept of arithmetic involving its operands and operators as physical marker and visual objects that appear on the Smartphone screen with a real-world background captured by the camera. This application was developed by applying Linked List Concept to store a temporary sequence of markers that are successfully read by the device then processed in sequences as simple arithmetic operations. The results of the implementation testing show a low risk of complexity and meet all the designed functions. Then the application is ready to be tested for usability as a learning media.

In recent years, Augmented Reality (AR) technology has been adopted in various fields. The development of handheld devices (HHD) such as smartphones and tablets gives people more chances to use AR technology in their daily lives. However, AR applications using head-mounted devices (HMD) such as Microsoft HoloLens or Magic Leap provide stronger presence experiences than HHD, so that users can immerse themselves better in AR scenarios. While currently there already exist prototypical examples of HMD in museum contexts, widely used interaction patterns are not yet well established, although they would play an important role for accessibility by large user groups. This paper explores existing and potential interaction patterns for guided tours in museums, led by the question how to reconcile AR interaction patterns on HHD and HMD. We use an existing museum showcase for handheld AR from the project “Spirit” to transfer its interaction patterns to an HMD, such as the MS HoloLens. Technical constraints and usability criteria regarding the potential overlaps and applicability have been analyzed in this paper.

Cross-Cultural Education: The Effects of AR Technology and Learning Styles on Learning Achievements of Sculpture Course

In the rapidly evolving educational landscape, recent technological advances have ushered in a new era of possibilities for innovative learning methodologies. This research integrates Brain-Based Learning principles with Augmented Reality (AR) technology as Arabic language teaching media. This research includes qualitative research with the type of literature. Data sources come from literature related to Augmented Reality and Brain-Based Learning. The data analysis method uses the content analysis method. The results of the study show: 1) optimisation of brain performance through the integration of Augmented Reality encourages the creation of innovative and fun learning experiences. 2) student engagement is significantly increased through active involvement of multiple senses and results in measurable improvement in learning outcomes. There are several challenges that need to be considered, namely: accessibility-related issues related to application design, the complexity of using AR systems, AR application development needs to go through iterative development cycles to accommodate diverse platform users, and the lack of pedagogical approaches when integrating AR applications into learning activities. The findings contribute to the discourse on technology integration in language education and offer practical insights for educators and policymakers who want to improve the overall effectiveness of Arabic language learning through innovative and brain-centred approaches. Abstrak Dalam lanskap pendidikan yang berkembang pesat, kemajuan teknologi baru-baru ini telah mengantarkan era baru kemungkinan metodologi pembelajaran inovatif. Penelitian ini berfokus pada integrasi prinsip Pembelajaran Berbasis Otak dengan teknologi Augmented Reality (AR) sebagai media pengajaran bahasa Arab. Penelitian ini termasuk penelitian kualitatif dengan jenis kepustakaan. Sumber data bersumber dari literature terkait Augmented Reality dan Pembelajaran Berbasis Otak. Metode analisis data menggunakan metode analisis isi. Hasil penelitian menunjukkan: 1) optimalisasi kinerja otak melalui integrasi Augmented Reality mendorong terciptanya pengalaman belajar yang inovatif dan menyenangkan. 2) keterlibatan siswa meningkat secara signifikan melalui keterlibatan aktif berbagai indera dan menghasilkan peningkatan yang terukur dalam hasil belajar. Ada beberapa tantangan yang perlu diperhatikan, yaitu: permasalahan terkait aksesibilitas berkaitan dengan perancangan aplikasi, kompleksitas penggunaan sistem AR, pengembangan aplikasi AR perlu melalui siklus pengembangan yang berulang untuk mengakomodasi pengguna platform yang beragam, dan kurangnya pendekatan pedagogi saat mengintegrasikan aplikasi AR ke dalam kegiatan pembelajaran. Temuan ini tidak hanya berkontribusi pada wacana tentang integrasi teknologi dalam pendidikan bahasa tetapi juga menawarkan wawasan praktis bagi para pendidik dan pembuat kebijakan yang ingin meningkatkan efektivitas pembelajaran bahasa Arab secara keseluruhan melalui pendekatan inovatif dan berpusat pada otak.

Maps are crucial for presenting and disseminating geographic information, serving as vital instruments for reconstructing historical spaces and conveying historical memories. However, existing mapping platforms lack accessible and dynamic media that can effectively enhance public understanding of historical spatiotemporal contexts. Augmented Reality (AR) technology and Narrative Theory have introduced innovative dimensions to map presentation, although a coherent framework for AR story maps remains underexplored. This study proposes a narrative and interaction framework (NIM) for AR story maps, integrating Historical Geographic Information System (HGIS), cartography, Narrative Theory, and AR technology. The NIM framework encompasses three dimensions: “Spatiotemporal Narrative,” “Human – Computer Interaction,” and “Map Object Container.” Using the Nanjing safety zone as a case study, this paper illustrates the practical application of NIM through narrative design, data digitization, and AR interaction. The resulting product is a dynamic and disseminable map, which offers an engaging way to communicate historical contexts. Finally, a map cognition experiment illustrated the advantages and potential of AR maps in historical storytelling. Overall, this study sheds light on the theoretical and practical applications of AR maps in cartography and narrative studies.