GreenLens AR: A Wearable Augmented Reality Application for Enhancing 5R Plastic Waste Education

Augmented Reality (AR) is an innovative technology that has gained significant scholarly attention. It uses computer-generated sensory inputs like visuals, sounds, and touch to enhance how we perceive the real world, providing a transformative impact on human sensory experiences. Motivated by the possibilities of augmented reality (AR) in the realm of the educational learning environment, this research aims to document the evolving landscape of augmented reality (AR) applications in education and training, with a specific emphasis on the incorporation of persuasive system design (PSD) elements. The study also explores the diverse technologies and methodologies for developing these applications. A systematic literature review was conducted, analyzing 44 articles following the protocol for PRISMA assessments. Four research questions were formulated to investigate trends in AR applications. Between 2016 and 2023, publications on AR applications doubled, with a significant focus on the educational field. Marker-based AR methods dominated (68.49%), while markerless methods constituted 31.51%. Unity and Vuforia were the most used platforms, accounting for 77.27% of applications. Most research papers assessed application effectiveness subjectively through custom-made questionnaires. University students were identified as the primary target users of AR applications. Only a few applications integrated persuasive elements, even for adult users. This highlights the need for further studies to fully grasp the possibilities of combining persuasive system design with augmented reality applications in education

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

This research identified a research gap when measuring hospitality employees’ personal privacy and organizational trust when using wearable Augmented Reality (AR) with business applications. The study introduces “privacy trust assurance” to evaluate hospitality professionals’ motivations and their adoption of wearable AR applications in the hospitality industry. This study includes a field survey featuring a wearable AR device for business applications to improve operational efficiency and empower professionals by offering immersive training, communication, and collaboration applications that enhance productivity and organizational improvement while addressing the concerns of staffing, labor management, and training in the hospitality industry. The results show that AR privacy trust assurance when using wearable AR technology among hospitality businesses significantly influences professionals’ intentions to adopt it in the workplace. The engagement motivational constructs of flow experience and emotional involvement, directly and indirectly, impact AR privacy, trust assurance, and behavioral intentions. AR privacy trust assurance is crucial in triggering positive emotions that indirectly influence behavioral intentions to adopt wearable AR business applications. As GenAI applications are being integrated into wearable AR and the Metaverse, there is a vital need for continued investigation into AR privacy trust assurance in the hospitality and tourism industries and academia.

Augmented reality is a technology that enhances human perception with additional, artificially generated sensory inputs. This creates new experiences enriching human vision by combining natural with digital elements. Augmented reality development dates back to the early sixties but it is only in the last decade, thanks to improvements to hardware and software, when it has begun to be rapidly incorporated in several fields, including education. This study presents a systematic review of the literature on the use of augmented reality applications in primary and secondary schools, with a specific focus on collaborative, multi-user and interactive applications. The aim of the study is to investigate the characteristics of such applications, the processes that led to their adoption, and their effectiveness in enhancing the learning experience. This study synthesises a set of 100 publications from 2015 to 2020 and performs a qualitative analysis of their content. The review describes the current state of the art in research in augmented reality for education and provides future research lines, as well as trends for the future of such applications in educational settings, analysing the relevance of the multi-user interaction challenge within the augmented reality ecosystem.

Purpose Recent advancements in wearable computing offer opportunities for art galleries to provide a unique experience. However, to ensure successful implementation of this new technology in the visitor industry, it is essential to understand user requirements from a visitor’s point of view. Therefore, the aim of this paper is to investigate visitors’ requirements for the development of a wearable smart glasses augmented reality (AR) application in the museum and art gallery context. Design/methodology/approach Interviews with 28 art gallery visitors were conducted and an affinity diagram technique was used to analyze the interviews. Findings The findings reveal that wearable AR is in its infancy and that technical and design issues have to be overcome for a full adoption. It reveals that content requirement, functional requirement, comfort, experience and resistance are important when developing and implementing the wearable AR application in the museum and art gallery contexts. Originality/value Mapping user requirements in the wearable smart glasses AR context using an affinity diagram is a new approach and therefore contributes to the creation of knowledge in the tourism domain. Practically, the area of wearable technologies and AR within the tourism and visitor industry context is still relatively unexplored, and the present paper provides a first foundation for the implementation of wearable smart glasses AR applications in the museum and art gallery context.

Technology is ever changing and ever growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as: computers, tablets, and smartphones. AR technology can also be utilized through wearable components, for example, glasses. Throughout this literature review on AR the following aspects are discussed at length: research explored, theoretical foundations, applications in education, challenges, reactions, and implications. Several different types of AR devices and applications are discussed at length, and an in-depth analysis is done on several studies that have implemented AR technology in an educational setting. This review focuses on how AR technology can be applied, the issues surrounding the use of this technology, viewpoints of those who have worked with AR applications; it also identifies multiple areas to be explored in future research.

Arloopa is an augmented reality application that enables the integration of digital content such as images, sounds, texts into real world environments. By another definition the Arloopa app is an AR visualization tool that brings the physical and digital worlds together as one. Arloopa is an augmented reality (AR) and virtual reality (VR) app and game development company which provides advanced AR and VR services, such as: cloud-based augmented reality services, custom branded augmented reality app and game development, virtual reality app and game development, 2D and 3D content creation. In this study, the integration of Arloopa application into educational environments and application examples are presented within the scope of augmented reality applications course at a government university in Turkey. In addition, in this research, the presentation of the Arloopa application within a course unit and tips will be given to be used in future research on the integration of the application into education. At the end of the process, an interview form was prepared to determine opinions from the students about the Arloopa application and the use of augmented reality applications in education in general. The interview form prepared by the researcher was applied to 27 students within the scope of the course. According to the results obtained; the students found the use of augmented reality applications in education useful in terms of making the lesson fun, providing permanence in learning, and improving creativity skills. Despite all these positive aspects, the fact that some apps are salaried is accepted as the biggest limitation.

In recent years, teachers have started to integrate augmented reality (AR) technology as a potential learning tool into classroom activities. The main concern is the quality of the existing applications rather than brand-newness. Therefore, this chapter focuses on the components of a good educational AR application based on the experiences of teachers and to examine the current situation on the integration of AR to learning environments. Qualitative methodology was used in this study. The sample consisted of 24 teachers working in public schools in Turkey. The data were collected via semi-structured interviews and analyzed through the thematic analysis. The results showed that the components of a good AR application in education were gathered under four main themes: “analysis process,” “design process,” “teaching-learning process,” and “evaluation components.” Implications for the design and use of the AR applications in educational settings were also included in the study.

Machine learning (ML) is enabling augmented reality (AR) to gain popularity in various fields, including gaming, entertainment, healthcare, and education. ML enhances AR applications in education by providing accurate visualizations of objects. For AR systems, ML algorithms facilitate the recognition of objects and gestures from kindergarten through university. The purpose of this survey is to provide an overview of various ways in which ML techniques can be applied within the field of AR within education. The first step is to describe the background of AR. In the next step, we discuss the ML models that are used in AR education applications. Additionally, we discuss how ML is used in AR. Each subgroup’s challenges and solutions can be identified by analyzing these frameworks. In addition, we outline several research gaps and future research directions in ML-based AR frameworks for education.

The use of technological elements in education has become one of the elements of learning in the 21st century (21st Century Learning) Incorporated Augmented Reality is one of the branches of technology that is increasingly being applied in education. Augmented Reality is a technology that applies virtual information to the physical world in a three-dimensional form, which produces an interactive and comprehensive experience for the user. The highlighting objective of this systematic study is to identify the use of Augmented Reality applications in education and its impact on student academic achievement. The methodology of this study is based on online research highlighting from databases such as Scopus and Web of Science (WOS). The keywords used in the search are Augmented Reality in education, impact, learning, and academic achievement. This systematic study highlighted the use of augmented reality in a range of primary education level up to tertiary education level in learning fields, such as language studies, science, mathematics, and higher education. The study also found that the application of augmented reality can help improve student visualization skills, student problem-solving skills and help improve students' academic achievement. This aided researchers and educators to use the augmented reality application in education, while also providing future study related to the implementation of augmented reality and appropriate learning strategies for effective use of augmented reality technologies. The study also found that both teachers and also students have positive perception towards the use of augmented reality applications in learning process.

As technology advances, mobile devices have gradually turned into wearable devices. Furthermore, virtual reality (VR), augmented reality (AR), and mixed reality (MR) are being increasingly applied in medical fields such as medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Research results demonstrate the ability of VR, AR, and MR to ameliorate the inconveniences that are often associated with traditional medical care, reduce incidents of medical malpractice caused by unskilled operations, and reduce the cost of medical education and training. What is more, the application of these technologies has enhanced the effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted the efficiency of medical execution. The present study introduces VR, AR, and MR applications in medical practice and education with the aim of helping health professionals better understand the applications and use these technologies to improve the quality of medical care.

As technology advances, mobile devices have gradually turned into wearable devices, and Virtual Reality (VR), Augmented Reality (AR) as well as Mixed Reality (MR) have been applied more and more widely. For example, VR, AR and MR are applied in the medical fields like medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Related research result has proved that VR, AR and MR ameliorate inconvenience of traditional medical care, reduce medical malpractice caused by unskilled operation, and lower the cost of medical education and training. Moreover, the application has enhanced effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted efficiency of medical execution. This study introduces VR, AR, and MR applications in medical practices and education, and aims to help health professionals know more about these applications, becoming interested to improve the quality of medical care via the technology.

<p style="text-align:justify">It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.</p>

With the rapid development of information technology, computer-assisted learning and instruction integrated with information technology, these technologies have been widely used in the traditional classroom. The concept of augmented reality is to place computer graphics on the real environment. It provides an interactive and intuitional interface to help users for observing the three-dimensional virtual objects in the real world. Currently, most of augmented reality (AR) applications focus on the research issues, such as military, medicine, and game. This study investigates the educational development and application of AR system in recent years. This study also analyzes the acceptance and effectiveness of augmented reality as well as the trend in education.

Augmented reality is defined as the technology in which virtual objects are blended with the real world and also interact with each other. Although augmented reality applications are used in many areas, the most important of these areas is the field of education. AR technology allows the combination of real objects and virtual information in order to increase students’ interaction with physical environments and facilitate their learning. Developing technology enables students to learn complex topics in a fun and easy way through virtual reality devices. Students interact with objects in the virtual environment and can learn more about it. For example; by organizing digital tours to a museum or zoo in a completely different country, lessons can be taught in the company of a teacher as if they were there at that moment. In the light of all these, this study is a compilation study. In this context, augmented reality technologies were introduced and attention was drawn to their use in different fields of education with their examples. As a suggestion at the end of the study, it was emphasized that the prepared sections should be carefully read by the educators and put into practice in their lessons. In addition it was also pointed out that it should be preferred in order to communicate effectively with students by interacting in real time, especially during the pandemic process.