Foresight of the global digital trends

Creating Augmented Reality (AR) applications can be an arduous process. With most current authoring tools, authors must complete multiple authoring steps in a time-consuming process before they can try their AR application and get a first impression of it. Especially for laypersons, complex workflows set a high barrier to getting started with creating AR applications. This work presents a novel authoring approach for creating mobile AR applications. Our idea is to provide authors with small, ready-to-use AR applications that can be executed and tested directly as a starting point. Authors can then focus on customizing these AR applications to their needs without programming knowledge. We propose to use patterns from application domains to further facilitate the authoring process. Our idea is based on the learning nugget approach from the educational sciences, where a nugget is a small and self-contained learning unit. We transfer this approach to the field of AR authoring and introduce an AR nugget authoring tool. The authoring tool provides pattern-based self-contained AR applications, called AR nuggets. AR nuggets use simple geometric objects to give authors an impression of the AR application. By replacing these objects and further adaptions, authors can realize their AR applications. Our authoring tool draws from non-immersive desktop computers and AR devices. It synchronizes all changes to an AR nugget both to an AR device and a non-immersive device. This enables authors to use both devices, e.g., a desktop computer to type text and an AR device to place virtual objects in the 3D environment. We evaluate our proposed authoring approach and tool in a user study with 48 participants. Our users installed the AR nugget authoring tool on their own devices, worked with it for 3 weeks, and filled out a questionnaire. They were able to create AR applications and found the AR nugget approach supportive. The users mainly used the desktop computer for the authoring tasks but found the synchronization to the AR device helpful to experience the AR nuggets at any time. However, the users had difficulties with some interactions and rated the AR nugget authoring tool in a neutral field.

This study investigates the benefits of augmented reality (AR) in the tourism industry and its impact on data security. The background of the research highlights that information technology is becoming increasingly important in the tourism industry, with augmented reality (AR) being a major focus for enhancing visitor experiences. In this context, concerns about user data protection arise since AR applications may require personal information such as user location and travel preferences. A comparative research method was used to compare two popular augmented reality (AR) applications: Smartify, Arts and Culture, Zome, Augmented Reality, Maps AR, Guideo, and AR Trial. The results indicate that most applications have adequate data security policies, including data transfer encryption and user control over their data. Zome was found to be the best in terms of data security and user privacy, scoring 90% in the assessment. This research underscores the importance of using AR applications to maintain data security and user privacy in the tourism industry and suggests further research to learn more about the data privacy practices of AR applications.

Primary school students often find it difficult to differentiate two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of Virtual Reality (VR) and Augmented Reality (AR) to visualize 3D objects, we evaluate the potential of VR and AR technologies for teaching the lesson of geometric solids to primary school children. To the best of our knowledge there are no previous cases in the literature describing a comparative evaluation of VR and AR technologies in education, and more specifically in the field of mathematics for primary school children. An experimental evaluation was staged to test the following hypothesis: Hypothesis 1: VR and AR applications make the teaching of mathematics more interactive and interesting and they also contribute to a more efficient learning and understanding of mathematical concepts. Hypothesis 2: The use of VR applications is more effective when compared to AR applications for mathematics teaching activities. For the needs of the experimental evaluation, we designed a lesson plan comprised of three activities: Classification of shapes into solid or plane shapes, identification of solid shapes appearing in a typical city environment, and classification of solid shapes. The lesson plan was implemented based on the traditional method that utilizes printed material, three related VR and three AR applications. The developed VR and AR applications for the current research do not require specialized equipment. For the AR applications, the users only need to use their mobile device or tablet and for VR applications they only need to use a mobile phone and low-cost virtual reality glasses. As part of the study 30 fourth, fifth and sixth class primary school students were divided equally into the control group who used the traditional teaching method, and the AR and VR groups who used AR and VR applications respectively. Participants were provided with questionnaires before (pre-test) and after the test (post-test) to measure factors such as user attention, presence, enjoyment, science knowledge, auditory knowledge, and visual knowledge. According to the results, new technologies in education in the form of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was observed between virtual and augmented reality technologies with regards to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. Based on statistical evidence Hypothesis 1 was accepted and Hypothesis 2 was rejected. The current research is one of the first attempts ever to compare VR and AR technologies for Mathematics teaching activities in primary school. The findings of our research can provide valuable feedback to educators and developers who plan to use or develop VR or AR technologies for educational activities. Given that these days VR and AR applications, like the ones used in the experimental evaluation, do not require highly specialized equipment, the introduction of AR and VR based activities both for in-class and extra curriculum activities provide a promising way for more efficient Mathematics training activities.

Training and education have become increasingly crucial in obtaining new skills in a variety of fields, especially in assembly and disassembly operations. The main issue in mechanical engineering, particularly in the assembly department, was that automobile engine components assembly was found to be complicated and challenging to assemble using an existing method, where they only rely on a video-based method. The purpose of this paper is to create interactive Virtual Reality (VR) and Augmented Reality (AR) applications that allow users to efficiently assist and complete the assembly tasks. In this work, the authors designed and developed a fully immersive VR application using an HTC Vive headset and two AR applications (marker-less AR application and marker-based AR application) using EPSON MOVERIO BT-300 (AR Smart Glasses). Fourteen engineering students from Universiti Putra Malaysia were selected for the experiment. They were divided into four groups: video-based group, VR-based group, marker-less AR group, and marker-based AR group. They are required to complete all four experiments (video-based experiment, VR-based experiment, marker-less AR experiment, and marker-based AR experiment). The results showed that the marker-less AR application is the best impressive method (37% better), the VR application is the second impressive method (23% better) followed by the marker-based AR application is the third impressive method (3% better) compared to the existing video-based guideline. Therefore, the students favored AR and VR applications rather than the existing method to be used in automobile engine assembly tasks.

Purpose: The aim of the study was to analyze the effect of augmented reality (AR) applications on in-store shopping experience in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: AR applications in South African retail stores enhance the in-store shopping experience by improving consumer engagement, convenience, and satisfaction. These technologies allow customers to visualize products in real-time, access detailed information, and receive personalized recommendations, thus reducing perceived purchase risks and aiding decision-making. Overall, AR differentiates brands, attracts more foot traffic, and fosters customer loyalty by offering unique and memorable shopping experiences. Unique Contribution to Theory, Practice and Policy: Technology acceptance model (TAM), flow theory, uses and gratifications theory (UGT) may be used to anchor future studies on effect of augmented reality (AR) applications on in-store shopping experience in South Africa. Retailers should integrate AR applications to create more interactive and engaging in-store experiences. Policymakers should establish clear guidelines on data privacy and protection related to AR applications. This includes ensuring that personal data collected through AR experiences is securely stored and used ethically.

The public and private sectors will undergo a significant transformation with the use of blockchain technology, and this potential of blockchain technology will be influential in all areas of life. In addition, blockchain technology can help ease the integration of the Internet of Things, augmented reality, and artificial intelligence applications. The question of how such a technology that is in the process of development will be applied in areas such as taxation, notary operations, and banking, arises simultaneously. Studies related to blockchain technology have mainly been carried out in the fields of finance, logistics, banking, and education. However, there is a paucity of studies on blockchain technology in the tourism industry which has an important role in the global economy. Therefore, the potential of using blockchain technology in the tourism industry is evaluated in this chapter. For this purpose, the features, advantages, and disadvantages of blockchain technology are explained. The potential uses of blockchain technology in the tourism industry are then discussed.

Augmented reality (AR) and mixed reality (MR) are used in many disciplines, especially education, science, health, safety and engineering. It is based on the visualization and interaction of virtual graphic designs in the natural environment with its own hardware and software. In this study, the effect of augmented and mixed reality applications in the training of open-pit mining machines is examined. In the application called AR Book, a booklet containing machine visuals and technical information was created. In the project developed in the Unity real-time development engine, the database created in the Vuforia AR engine and 3D machine models matched with them were used. An image-target-based augmented reality application was implemented in this booklet using Android devices. In another application, a ground-plane-based application was developed for the mixed reality device MS Hololens 2. With the Hand Interactions feature, machines positioned in the natural environment can be controlled with drag, rotate and scale operations, enlarged to gigantic sizes and examined. The evaluations of the training group regarding the use of AR and MR applications together with traditional education were sought. They were also asked to make comparisons between the mobile device and Hololens 2. There have been highly positive results in integrating imaging technologies into education.

This work's starting point is the observation of the heterogeneity of algorithms and data sources involved in Augmented Reality (AR) applications. The idea is to be able to design AR applications taking advantage of modules offered as services from different developers and using data from different sources. In addition, an increasing number of AR applications is deployed within mobile devices and involve pervasive computing. Thus, a framework aiming to allow developers to create state of the art applications should also offer the built-in ability to develop transparently distributed applications and pervasive services. This paper presents the design of a framework to create AR applications using services and data from different sources in a transparent and efficient way. The goal of the framework is to offer ability to build composite applications combining locally running functionality and remote AR services. This framework is the result of the extension of a previously developed component based framework named ARCS (Augmented Reality Component System). With this extension, any component of ARCS (eg. feature detection, matching, rendering) becomes accessible to any non-ARCS application and any ARCS based application has transparent access to available web services and data sources. The framework design goals and assessment criteria are based on AR applications requirements defined through a dedicated methodology. Proof applications are also presented to show how the framework answers state of the art AR applications needs.

This study collected literature on augmented reality (AR) from academic and patent databases to plot the historic development trajectory of AR and forecast its future research and development trends. A total of 3193 and 13,629 papers were collected from academic and patent databases, respectively. First, a network was established using references from the academic literature; main path analysis was conducted on this reference network to plot the overall development trajectory. Subsequent cluster and word cloud analyses revealed the following five major groups of AR research topics: AR surgical navigation applications, AR education applications, AR applications in manufacturing, AR applications in architecture, and AR applications in visual tracking. Subsequently, the relationships between the overall development trajectory and the five AR research topics were compared. Next, the title and abstract of AR-related academic and patent papers were subjected to text mining to identify keywords with a high frequency of occurrence. The results can provide a reference for industry, government, and academia when planning future development strategies for the AR field. This research adopted an integrated analysis procedure to plot the trajectory of AR technology development and applications successfully and effectively, predict future patent research and development directions and produce technological forecasts.

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.

Augmented reality technologies undertake focus role which provide opportunity to harmonize the earthilyreality with virtual field and evaluate their integral elements.The very first examples of augmented realityapplications are viewers on the head,simulators,wearable tools,pocket PCs,desktop PCs and cameras whichare integrated externally but augmented reality applications have gain a great acceleration by developingtechnologies such as internet,becoming popular for the mobile devices and their mobile applicationsaccordingly and especially by the appearance of the smart wears and increase on their functions.Augmentedreality applications that are often used in defence,industry,medicine,trade and entertainment are now startedto be used in the education.Augmented reality applications achieve deep learning of the systems or objectswhich are hard to learn by attracting attention and cares of the students by providing their different viewsduring teaching and learning process.Also these applications supports students to use their creativity byexpanding their imagination.Especially if we consider today’s students are digital natives(Y and Z generation) who grow up in the multimedia world and inside the technology,it is a reality that augmented reality applications which have rich content in the learning-teaching environments can have a role that increase themotivations of the students instead of a classic course book. In the light of these information, in this study theresearch and application samples of augmented reality which is now used widely in teaching and learningprocess the effect of augmented reality on teaching and learning is handled.Keywords: Augmented reality, augmented reality applications in education

State-of-the-art tools for creating augmented reality (AR) applications often depend on a specific programming language and the deployed target devices. The typing syntax of a program is error-prone, and device dependency makes it difficult to share newly created AR applications. This paper presents BlocklyAR, a novel web-based visual programming interface for creating and generating an AR application. This tool is intended for non-programmers (young learners and enthusiasts) who are interested in making an AR application. The goals of this tool are: (1) to help young learners and enthusiasts express their programming ideas without memorizing syntax, (2) to enable users to perceive their expressions, (3) to enable learners to generate an AR application with minimal effort, and (4) to support users by allowing them to share newly created AR applications with others. BlocklyAR uses Blockly for creating a palette of commands and AR.js for transcribing commands into AR experience. The applicability of BlocklyAR was demonstrated through a use case where an existing AR application was recreated by using our tool. The result showed that our tool could yield an equivalent product. We evaluated the visual tool with the help of 66 users to gather perspectives on the specific benefits of employing BlocklyAR in producing an AR application. The technology acceptance model was adapted to assess an individual’s acceptance of information technology.

This study examines the impact of augmented reality (AR) and artificial intelligence (AI)-based applications on enhancing listening skills in early childhood. Listening is a foundational skill in language development and is crucial for acquiring social and cognitive abilities. Integrating digital technologies into educational processes offers an innovative approach to support children's attention spans and listening habits. In this context, the study investigates how AR and AI-supported applications can engage children, increase their focus duration, and develop their listening skills. The AR applications used in the study facilitated children's interaction with auditory and visual stimuli, thereby providing a multisensory learning experience. AI-based storytelling, on the other hand, helped children extract meaning from stories and focus on details while listening. The findings reveal that AR and AI technologies effectively strengthen children's listening skills and improve their attention spans. These technologies not only contribute to language development but also foster active participation and motivation in the learning process. In conclusion, integrating AR and AI applications into early childhood education has the potential to enhance children's linguistic and cognitive skills. The study's findings suggest that technology-supported learning environments offer a valuable complement to traditional methods and provide innovative solutions in children's education.

This study aims to investigate the effectiveness of using Augmented Reality (AR) applications in enhancing preschool children's vocal pronunciation skills through a qualitative approach. With the rapid development of information and communication technology, there is a need to understand how this technology can be utilized in the context of preschool education. The use of AR, which combines virtual elements with the real world, offers a more engaging and interactive learning method. This study involves direct observation of the interaction of 18 preschool children with AR applications and interviews with them to obtain their views and experiences regarding vocal pronunciation learning using this technology. The results show that AR applications can increase children's interest in learning and help improve their vocal pronunciation skills. It is hoped that the findings of this study can guide educators and policymakers on effectively utilizing technology in preschool education, as well as stimulating children's interest and language skills holistically.

Medical augmented reality (AR) applications where virtual renderings are aligned with the real world allow to visualize internal anatomy of the patient to a medical caregiver wearing an AR headset. Accurate alignment of virtual and real content is important for applications where the virtual rendering is used to guide the medical procedure such as a surgery. Compared to 2D AR applications, where the alignment accuracy can be directly measured on the 2D screen, 3D medical AR applications require alignment measurements using phantoms and external tracking systems. In this paper we present an approach for landmark-based alignment, validation and accuracy measurement of a 3D AR overlay of medical images on the real-world subject. This is done by performing an initial MRI of a subject’s head, an AR alignment task of the virtual rendering of the head MRI data to the subject’s real-world head using virtual fiducials, and a second MRI scan to test the accuracy of the AR alignment task. We have performed these 3D medical AR alignment measurements on seven volunteers using a MagicLeap AR head-mounted display. Across all seven volunteers we measured an alignment accuracy of $4.7 \pm 2.6$ mm. These results suggest that such an AR application can be a valuable tool for guiding non-invasive transcranial magnetic brain stimulation treatment. The presented MRI-based accuracy validation will furthermore be an important versatile tool to establish the safety of medical AR techniques. Index Terms: Mixed / augmented reality; Visualization design and evaluation methods