Selection at a Distance Through a Large Transparent Touch Screen.

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.

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

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.

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.

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.

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

In the presentation of architectural projects, physical models are still commonly used as a powerful and effective representation for building design and construction. On the other hand, Augmented Reality (AR) promises a wide range of possibilities in visualizing and interacting with 3D physical models, enhancing the modeling process. To benefit both, we present a novel medium for architectural representation: a marker-less AR powered physical architectural model that employs dynamic digital features. With AR enhancement, physical capabilities of a model could be extended without sacrificing its tangibility. We developed a framework to investigate the potential uses of 3D-model- based AR registration method and its augmentation on physical architectural models. To explore and demonstrate integration of physical and virtual models in AR, we designed this framework providing physical and virtual model interaction: a user can manipulate the physical model parts or control the visibility and dynamics of the virtual parts in AR. The framework consists of a LEGO model and an AR application on a hand-held device which was developed for this framework. The AR application utilizes a marker-less AR registration method and employs a 3D-model-based AR registration. A LEGO model was proposed as the physical 3D model in this registration process and machine learning training using Vuforia was utilized for the AR application to recognize the LEGO model from any point of view to register the virtual models in AR. The AR application also employs a user interface that allows user interaction with the virtual parts augmented on the physical ones. The working application was tested over its registration, physical and virtual interactions. Overall, the adoption of AR and its combination with physical models, and 3D-model-based AR registration allow for many advantages, which are discussed in the paper.

While wearable devices have been developed that incorporate computing, sensing and display technology into a head-worn package, they often have limited input methods that might not be appropriate for natural 3D interaction which is necessary for Augmented Reality (AR) applications. In this paper we report on a prototype interface that supports natural 3D free-hand gestures on wearable computers. In addition to using hand gestures for AR interaction, we also look into allowing users to combine low resolution hand gestures in 3D with high resolution touch input. We show how this could be used in a wearable AR interface and present early pilot study results.

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.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

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).

One of the key problems with representing social networks in Augmented Reality (AR) is how to differentiate between contacts. In this paper we explore how visual and spatial cues based on social relationships can be used to represent contacts in social AR applications, making it easier to distinguish between them. Previous implementations of social AR have been mostly focusing on location based visualization with no focus on the social relationship to the user. In contrast, we explore how to visualise social relationships in mobile AR environments using proximity and visual fidelity filters. We ran a focus group to explore different options for representing social contacts in a mobile an AR application. We also conducted a user study to test a head-worn AR prototype using proximity and visual fidelity filters. We found out that filtering social contacts on wearable AR is preferred and useful. We discuss the results of focus group and the user study, and provide insights into directions for future work.


 
 
 
 
 
 
 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
 
 
 
 
 
 

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.

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.