Augmented Reality: An Overview and Its Applications in Aeromedical Field

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

استخدام تکنولوجیا الواقع المعزز (AR) والواقع المختلط (MR) بالصحافة الإلکترونیة عبر المستحدثات التقنیة

Reality check

PurposeThe purpose of the present study is to synthesize the extant literature on augmented reality and virtual reality in the apparel industry using bibliometric and network visualization techniques. This paper also highlights the existing gaps in the literature and sets out the future research trajectory.Design/methodology/approachThis study investigated research articles in the domain of augmented and virtual reality in the apparel industry to assess global trends in research production in this area, and top contributors to research by way of authors, journals, countries and institutions. The study carried out an analysis of 239 research articles from the Scopus database during the period 1995 to 2021. The study used open-source bibliometric tools such as Biblioshiny and VOSviewer to analyze the research literature over the search period and also identify emerging research avenues.FindingsThe bibliometric analysis reveals that there is significant interest in this research domain. A total of 673 authors contributed to the 239 research articles analyzed and the number of multi-author documents exceeded those by single authors. Research in this domain is led by China with the maximum number of articles in the data set followed by the USA and France. However, the USA has received the highest number of citations. Donghua University from China is the largest contributor to research in this domain with 13 articles in the data set. The keyword co-occurrence analysis indicates that “virtual reality” has the most number of co-occurrences and linkages with other keywords. Other important keywords include “augmented reality,” “virtual try-on” and “cloth simulation.” The network visualization exercise also revealed significant collaboration between different countries in this research domain.Practical implicationsThe gaps highlighted in this study will act as a reference point for researchers to conduct future studies in the field of augmented and virtual reality in apparel industry. Practitioners will also gain a comprehensive understanding of this research domain.Originality/valueThis study, to the best of the authors’ knowledge, is the first attempt to integrate the disjoint literature of augmented and virtual reality in apparel industry through a mapping of the intellectual structure of this research domain. The study also contributes by way of providing a snapshot of future research avenues in the knowledge domain of augmented and virtual reality in the apparel industry.

User Experience and Engagement in the Reality–Virtuality Continuum: A Special Issue Guest Editorial

The application of augmented reality (AR) is receiving great interest in e-commerce, m-commerce, and brick-and-mortar-retailing. A growing body of literature has explored several different facets of how consumers react to the upcoming augmented shopping reality. This systematic literature review summarizes the findings of 56 empirical papers that analyzed consumers’ experience with AR, acceptance of AR, and behavioral reactions to AR in various online and offline environments. The review synthesizes current knowledge and critically discusses the empirical studies conceptually and methodologically. Finally, the review outlines the theoretical basis as well as the independent, mediating, moderating, and dependent variables analyzed in previous AR research. Based on this synthesis, the paper develops an integrative framework model, which helps derive directives for future research on augmented shopping reality.


 
 
 
 
 
 
 This study addresses the need for improved orientation among Muhammadiyah University of Sidoarjo (UMSIDA) students, particularly newcomers unfamiliar with the layout of Campus 2. Leveraging the Multimedia Development Life Cycle (MDLC) Method, researchers developed and compared Augmented Reality (AR) and Mixed Reality (MR) applications, utilizing Faculty of Science and Technology brochures to render 3D representations of UMSIDA Campus 2 buildings. An online questionnaire garnered feedback from 25 UMSIDA students, with 88% expressing approval for the AR-based introduction application. To better assess its impact on prospective student enrollment, PMB Team members were consulted, resulting in 66.7% favoring the MR application for its enhanced engagement. Notably, both AR and MR applications were deemed equally useful by 66.7% of respondents. Consequently, these applications will be integrated into a comprehensive solution for further evaluation and optimization. This research underscores the potential of immersive technologies in enhancing campus navigation and highlights the significance of user preference in educational applications of augmented and mixed reality.
 Highlight:
 
 Utilizing MDLC Method: The study leverages the Multimedia Development Life Cycle (MDLC) Method for the development and comparison of Augmented Reality (AR) and Mixed Reality (MR) applications, targeting improved campus orientation for UMSIDA students.
 User Preference in Immersive Technologies: Feedback from UMSIDA students and PMB Team members revealed a preference for the Mixed Reality (MR) application, emphasizing the significance of user preference in educational applications of augmented and mixed reality.
 Integration for Enhanced Effectiveness: The AR and MR applications will be integrated into a comprehensive solution, highlighting the commitment to ongoing evaluation and optimization to further enhance campus navigation for UMSIDA students.
 
 Keyword: Orientation, Augmented Reality, Mixed Reality, Campus Navigation, Immersive Technologies
 
 
 
 
 
 

Advancements in technology are expanding the field of pediatric dermatology, with augmented reality (AR) and virtual reality (VR) emerging as promising tools for various applications [1-3]. These technologies are particularly beneficial for managing pediatric patients, who often face unique challenges such as fear, anxiety, and a limited understanding of medical procedures. AR and VR offer innovative solutions to address these challenges while enhancing diagnostic accuracy and treatment outcomes. One significant application of AR and VR in pediatric dermatology is their ability to alleviate procedural anxiety. Children undergoing dermatological interventions, such as laser therapy or biopsies, often experience heightened stress. VR-based distraction therapies, such as “Teddy VR,” put children in calming virtual environments, such as underwater scenes or interactive games. These interventions have demonstrated significant reductions in pain and anxiety, promoting cooperation during procedures. Another critical application is in patient education. Technology applications, such as SkinVision, utilize AI to monitor skin and detect early signs of skin cancer. These tools can be adapted for pediatric use to educate children and their parents about skin health. They enhance understanding of diagnoses and treatment plans, ultimately improving adherence to prescribed therapies. For example, AR overlays could illustrate the progression of untreated eczema, helping families prioritize the consistent use of moisturizers and steroids. DermAI, an AI-powered app, extends advanced dermatological care to children by offering engaging tools to visualize and understand skin conditions. With machine learning algorithms, it ensures accurate skin disease detection customized to pediatric needs. Features like AR can overlay and illustrate untreated eczema progression, emphasizing the importance of consistent treatment. These interactive tools help families to better adhere to therapies, promoting early skin health and awareness (Table 1). AR and VR also have potential in medical training customized to pediatric dermatology. Pediatric skin conditions often present atypically, requiring specialized diagnostic skills [4]. AR-enhanced tools and VR platforms provide dermatology residents and practitioners with realistic simulations of pediatric cases, enhancing their ability to recognize and manage these conditions in a risk-free environment. This approach increases clinical competence and reduces errors in real-world settings. Furthermore, AR and VR are transforming teledermatology by bridging the gap between remote consultations and in-person visits. AR applications enable real-time visualization of pediatric skin lesions, while VR platforms create immersive teleconferencing environments that provide a sense of presence for both clinicians and patients. These technologies are especially valuable in underserved regions with limited access to pediatric dermatologists. Despite their potential, AR and VR face challenges that must be addressed for widespread adoption. Cost remains a significant barrier, as high-quality VR headsets and AR applications require substantial investment. Additionally, the need for specialized training to operate these tools may discourage clinicians from integrating them into their practices. Ethical concerns, including data privacy and the potential for over-reliance on technology, must also be carefully considered [5]. The integration of artificial intelligence (AI) could further enhance AR and VR applications in pediatric dermatology. Combining AR-based lesion visualization with AI algorithms could enable real-time risk assessments for skin cancer and personalized treatment plans. These advancements help transform the standard of care for pediatric patients. In conclusion, AR and VR can potentially expand pediatric dermatology by improving patient experiences, enhancing education, and advancing diagnostic and therapeutic capabilities. Addressing cost, training, and ethics challenges will be essential for their successful implementation. As these technologies continue to evolve, their integration into routine practice could redefine pediatric dermatology, offering innovative solutions to long-standing challenges. The authors declare no conflicts of interest. We confirm that the manuscript has been read and approved by all the authors, that the requirements for authorship as stated earlier in this document have been met, and that each author believes that the manuscript represents honest work.

The rapid development of Augmented Reality (AR) and Virtual Reality (VR) technologies has profoundly influenced various sectors, including graphic design. These immersive technologies are transforming the way designers create and interact with visual content, providing innovative methods to engage audiences. This paper explores the applications of AR and VR in graphic design, with a specific focus on their roles in advertising, product visualization, security features, and product packaging optimization. In advertising, AR and VR offer brands unique opportunities to create interactive and memorable experiences. AR-enhanced print ads can turn static images into dynamic content when viewed through a smartphone, while VR campaigns immerse users in a brand’s narrative, offering a level of presence and engagement unattainable by traditional media. These technologies capture attention and cultivate deeper connections with consumers by delivering personalized and interactive experiences. For product visualization, AR and VR enable designers to develop detailed and interactive 3D models. These models can be examined and manipulated within a virtual space, providing a comprehensive view of the product from all angles. Additionally, AR allows customers to visualize products in their own environments before purchasing, thereby improving decision-making processes and enhancing satisfaction. This capability is particularly beneficial in industries like automotive, real estate, and fashion, where contextual visualization significantly influences buying decisions. AR and VR can also enhance security features in product packaging. By embedding AR markers or VR verification steps, brands offer consumers a way to authenticate products, reducing the risk of counterfeiting and ensuring that customers receive genuine products. Furthermore, AR and VR technologies optimize product packaging design through virtual prototyping and simulation. This allows designers to test different packaging concepts cost-effectively and efficiently, leading to better design outcomes and reduced material waste. Despite the promising applications, adopting AR and VR in graphic design presents challenges, including the need for new skills and knowledge, potential high costs of implementation, and the necessity for continuous technological updates. However, as AR and VR technologies evolve, they possess immense potential to redefine user interaction within graphic design. AR and VR are expanding the boundaries of graphic design by offering innovative ways to create immersive and engaging experiences, enhance security features, and optimize product packaging. These technologies will significantly shape the future of user interaction, positioning graphic design professionals at the forefront of technological advancements.

The Convergence Effect: Real and Virtual Encounters in Augmented Reality Art

The purpose of the article is to explore the transformation of artistic practices under the influence of virtual and augmented reality. The methodology is based on the application of the dialectical method, which allows to reveal the specifics of virtual / augmented / mixed realities through the prism of the dialectic of interaction between technology and man. The scientific novelty of the results is the analysis of the essence of the transformation of artistic practices under the influence of virtual and augmented reality, in particular, introduced into scientific circulation data on art projects using innovative technologies of augmented and mixed reality as a clear example of integration of the latter into art. Transboundary is considered from two points of view - the convergence of art and its reconstruction. It is stated that the implementation of projects using AR and VR technology is currently impossible without the appropriate logistics and computer technology skills. The indirectness of translation and perception of cultural experience by digital devices that determine a new technological format of personality inculturation is considered. Conclusions. These changes affect all spheres of society, erasing the spatio-temporal boundaries and involving people in an interactive creative process. Art responds most dynamically and reflects all changes in society, and modern cultural institutions are forced to take into account these trends and on this basis to form strategies for development and interaction with various stakeholders based on the use of virtual (VR), augmented (AR) reality. The difference between virtual art and other forms of art using computer technology is that its basis is not representation, but communication. Thus, numerous creative projects, implemented with the help of augmented and mixed reality, demonstrate the active use of technology in art, in the process of creating a movie, virtual exhibitions, etc.

The purpose of the article is to consider augmented reality as a method of attracting attention and providing quality education. The article describes the features of augmented and virtual realities. It describes the use of augmented reality (AR) in the learning process of painting students in the study of the discipline "Copying and technique of easel painting". The significance and effectiveness of modern technologies in creating copies of paintings in the museum environment is revealed. AR is a technology that allows combining virtual objects with the real world, creating unique opportunities for learning and forming creative thinking. Mobile devices have gained popularity as an educational tool, and many educational institutions are utilizing them in educational activities to enhance learning. The use of augmented reality as a means of teaching art and comprehending its "depth" is explored. Many museums use virtual reality, augmented reality or interactive exhibits to make the visit more interesting and engaging for visitors. It is important to remember that a successful audience expansion strategy requires constant analysis and adaptation. AR and VR are also pushing the boundaries of art education by providing opportunities to learn and interact with artists and works of art from around the world. Through these technologies, students can visit virtual museums and galleries, study and analyze artworks, and interact with the artists themselves. The use of augmented and virtual reality technologies in education helps to improve the accessibility of learning for all categories of students. Thanks to the ability to study remotely, students can receive quality education regardless of their location or physical limitations. This is especially important for people with disabilities to whom traditional forms of learning may be inaccessible or partially accessible. One of the main advantages of using augmented and virtual reality technologies in art education is the possibility of creating an immersive educational environment. With the help of virtual reality, students can immerse themselves in and interact with the virtual world, allowing them to better understand different art concepts and techniques. It is concluded that augmented reality in the educational process improves the quality of education and allows the student to more easily master and consolidate the educational material.

The global trend of population aging has increased demand for healthcare professionals, particularly those assisting individuals with mobility impairments. To aid these people, rehabilitation robotics, such as smart walkers (SW), can be used to enhance motor capabilities. However, repetitive and painful tasks in rehabilitation can reduce patient engagement and motivation. To help enhance motivation during rehabilitation, tools such as augmented reality (AR) and virtual reality (VR) can be used. In this way, this paper presents a study aimed at evaluating the differences between using AR and VR in locomotion assisted by a SW. Fourteen healthy volunteers were recruited to perform a 3-minute walk, collecting items while assisted by an SW in both AR and VR environments. The results showed a slight increase of 6.2 % more items collected in the AR environment. In terms of enjoyment, volunteers reported greater enjoyment using AR, with Physical Activity Enjoyment Scale (PACES) questionnaire scores increasing by 5.6 % points in AR compared to VR, with a statistically significant difference ($\mathrm{p}$-value $\text{= 0. 0 3}$). These findings suggest that while both AR and VR provide enjoyment during the task, AR may offer a more enjoyable experience and promote greater confidence using the SW. This paper highlights the potential of AR as a valuable tool to improve user engagement in robotic rehabilitation, suggesting that integrating AR with robotic systems could enhance rehabilitation outcomes.

The article discusses one of the most promising areas of information technology development in the modern world – applications with augmented and virtual reality. The main advantages are identified and the existing difficulties of using an application with augmented and virtual reality are noted. Creating applications with augmented reality will allow the company to better promote its products, due to greater user interaction. The advertiser places items in popular user locations (shops, shopping centers, parks, etc.), which allows the advertiser to increase traffic to a particular place, and users, for their activity, get real benefits. Increases in store sales, which are places with in-game items, increase by an average of 10 %. A comparative analysis of statistical data on the number and type of downloads within this group of applications. The main features of the formation of the price segment of applications with augmented and virtual reality in the global market of information technologies are established. The key factors of sustainable development of the application market by augmented and virtual reality are identified. Creating applications with augmented reality will allow the company to initially invest heavily in a mobile product, but receive huge savings in the future, since the application itself will constitute an enterprise’s advertising campaign and present the advertised product or service to the user at a new level.