AR App Research Articles

Embodied learning of science concepts through augmented reality technology

AbstractAugmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.

Open LEARN: Open access linear accelerator education and augmented reality Navigator

PurposeTo create an open-access Linear Accelerator Education and Augmented Reality Navigator (Open LEARN) via 3D printable objects and interactive augmented reality assets. MethodsThis study describes an augmented reality linear accelerator (linac) model accessible through a QR code and a smartphone to address the challenges of medical physics and radiation oncology trainees in low-to-middle-income countries. ResultsMajor components of a generic linear accelerator are modeled as individual objects. These objects can be 3D printed for hands-on learning and used as interactive 3D assets within the augmented reality app. In the AR app, descriptions are displayed to navigate the components spatially and textually. Items modeled include the treatment couch, klystron, circulator, RF waveguides, electron gun, waveguide, beam steering assemblies, target, collimators, multi-leaf collimators, and imaging systems. The linear accelerator is rendered at nearly 100% of its actual size, allowing users to change magnification and view objects from different angles. ConclusionsThe augmented reality linear accelerators and 3D-printed objects make these complex machines easily accessible with smartphones and 3D-printing technologies, facilitating education and training through physical and virtual interaction.

Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning?

In this paper, the authors use a postdigital lens to examine augmented (AR) and virtual reality (VR) as potentially effective tools for networked learning. The postdigital perspective suggests that the ‘digital’ is so pervasive that it is no longer considered novel or noteworthy; rather, it is so embedded in our day-to-day lives that it now evades notice. This examination draws upon the concepts of analogue and digital to explore ontological and epistemological characteristics of AR and VR as well as how media and materials may shift on a continuum or manifest both characteristics concurrently. Two vignettes are used to create a shared context and atmosphere from which to consider the pedagogical use of these technologies. One vignette describes a VR app that invites the learners into a canoe where they are immersed into a lesson about Indigenous constellations; the second describes an AR app in which the learners direct their smartphones up at the sky also to learn about constellations. While the learning goals are similar, the experiences are differently nuanced. The paper offers a discussion of considerations that may be useful in designing learning experiences with these technologies. The authors discuss the analogue and digital characteristics as well as the freedoms and constraints relative to sites of learning, activities, learner configurations, and representations of learning. A postdigital analysis benefits from ‘shifting work’; that is, much can be learned from shifting between analogue and digital. Such shifting may surface failures, depletion of resources, and the emergence of new entities. The value of examining the digital, analogue, ontology, and epistemology of AR and VR is that it helps to make the human-technology relationship more perceptible. In becoming more aware of the taken-for-granted aspects of learning technologies, it is possible to more effectively design for learning.

Development of augmented reality as a learning tool to improve student ability in comprehending chemical properties of the elements

Abstract The research aims to develop an AR app as a learning tool to facilitate first-year university students in comprehending the concept of the chemical properties and investigate students’ performance in understanding the concept of the chemical properties of main group elements. The app was developed using Unity, Vuforia, Canva, and Blender. A mixed method was employed in the R&D adopting ADDIE development model. Twenty-two students of chemistry education department at a state university in Aceh, Indonesia participated in the need analysis and implementation stage. The data was collected through questionnaires, and a system usability scale. The students’ performance was evaluated through online Quizizz platform. The findings reveal a strong consensus among students regarding the necessity of AR for comprehending chemistry concepts. The students responded positively to the app’s attractiveness, ease of use, impact on their learning experience, alignment with teaching materials, and markers quality, yielding a mean score of 91.8 %. The application is ease to use with a SUS score of 84.9. The N-Gain score indicates positive impact to the students’ performance. AR app of periodic properties of elements demonstrates feasibility and serves as a viable alternative teaching tool for the concept of periodic properties of elements.

INTEGRATING AUGMENTED REALITY IN ENGLISH LANGUAGE TEACHING :TRENDS IN INDONESIA FROM 2019 TO 2023

Technology 5.0 leads to the technological implementation to help humans, including in terms of ELT. Augmented reality provides students to combine the virtual and real situations to maximize English language acquisition. Therefore, the implementation strategies of AR-ELT implementation need to be conducted. Besides, understanding the ways for implementing AR in ELT helps Indonesian teachers make informed decisions about when and how to implement AR technology into their English teaching. This research conducts systematic literature review to discover the level of education, how it is implemented, and what recommendation of AR-ELT implementation. The results show that elementary students with vocabulary teaching method as the most aspect taught. The implementation of AR-ELT can integrate appropriate teaching approach, blend it with the language learning between online and offline class, combining with another physical media, apply the AR-English implementation with non-English materials. The most important recommendation due to the implementation is that all parties in the institutions must support. Further Indonesian academics need to developed AR app and implement comprehensively in English language learning, so that academics do not only develop AR app without the implementation.

Unraveling the factors that influence connectedness and relationship performance with augmented reality apps

PurposeAugmented reality (AR) technology presents novel opportunities for marketers to captivate consumers, enhancing their experiences with brands. Although recent research underscores consumers' favorable responses to AR within retail contexts, there remains a paucity of studies examining the specific factors motivating these responses, i.e. reasons for, such as the appeal of entertainment, trendiness, customization, interaction and augmentation quality. Conversely, reasons against AR acceptance, such as perceived lack of realism, skepticism or perceived deception, are also underexplored.Design/methodology/approachGuided by the behavioral reasoning theory, the current study delves into consumers' personal values and beliefs, their reasons for and reasons against using AR apps and how these factors influence their engagement and relationship performance with AR apps. The data were collected from 343 AR app users to test the developed theoretical framework.FindingsResults reveal that while perceived value compatibility does not influence reasons for using AR apps, it negatively influences reasons against using AR apps and positively influences connectedness to AR apps. Interestingly, openness to change does not significantly influence users’ connection to AR apps, and no association was found between reasons-against and connectedness to AR apps and relationship performance. However, a positive relationship was observed between users’ connectedness to AR apps and their relationship performance.Originality/valueBy offering these insights, this study contributes to a foundational understanding of the behavioral intricacies and dynamic interaction patterns within the rapidly emerging AR user base.

The role of augmented reality app attributes and customer-based brand equity on consumer behavioral responses: an S-O-R framework perspective

PurposeAugmented reality (AR) provides consumers with added value by allowing them to experience products via mobile devices. An increasing number of brands have adopted AR apps, but little is known about how consumers respond to AR app attributes or what motivates them to use luxury brand AR apps. To fill this gap, this study aims to use the stimulus-organism-response (S-O-R) model to examine how AR app attributes (i.e. interactivity and virtuality) and customer-based brand equity (CBBE) (i.e. brand awareness and brand image) of luxury brands affect consumers’ behavioral intention to share about the app and use it for future purchases.Design/methodology/approachParticipants were recruited using a quantitative online survey (n = 214) and asked to use the Gucci mobile AR app before completing the survey. Partial least squares structural equation modelling (PLS-SEM) was used to analyze the data. All measures were adapted from existing literature.FindingsFindings indicate that AR app attributes lead to positive consumer experience, in turn, creating behavioral intention, while CBBE partially leads to positive consumer perceptions. Post hoc analysis confirms that consumers’ perceived values mediate the relationship between AR app attributes and consumers’ attitudes toward a luxury brand AR app.Originality/valueTheoretically, this study expands the application of the S-O-R model along with brand equity to AR adoption and luxury retail by demonstrating the intricate mechanism of how AR app attributes and CBBE promote consumers’ behavioral intentions toward luxury brand AR apps. Practitioners may create more interactive and immersive virtual product demonstrations and focus on establishing the overall brand image.

Survey of Techniques and Application in AR Integrated Home Furniture App

Abstract: This paper focuses on combining Augmented Reality technology with furniture stores to give customers the same shopping experience from the comfort of their homes. The mobile application uses the power of AR to allow users to place and view furniture in their positions in real time. Through a smartphone camera or tablet, users can see that there are many products available to add to their existing decor, such as a sofa, table, or chair, allowing them to make a purchasing decision. This AR furniture application not only simplifies the purchasing process, but also increases customer satisfaction by reducing the guesswork in the furniture purchasing process, and finally transforms the traditional rules of interior design into a conversational, interactive, and personal one. This paper studies the methodology and implementation of the AR app.

Understanding mobile augmented reality apps in Pakistan: an extended mobile technology acceptance model

PurposeAugmented reality (AR) adoption has boomed globally in recent years. The prospective of AR to seamlessly integrate digital information into the actual environment has proven to be a challenge for academics and industry, as they endeavor to understand and predict the influence on users' perceptions, adoption intentions and usage. This study investigates the factors affecting consumers’ behavioral intention to adopt AR technology in shopping malls by offering the mobile technology acceptance model (MTAM).Design/methodology/approachThis conceptual framework is based on mobile self-efficacy, rewards, social influence and enjoyment of existing MTAM constructs. A self-administered questionnaire, constructed by measuring questions modified from previous research, elicited 311 usable responses from mobile respondents who had recently used AR technology in shopping malls. This analysis was performed using SmartPLS3.0.FindingsGrounded on the findings of the study, it was found that, aside from factors such as mobile usefulness, ease of use and social influence, the remaining independent variables had the most significant impact on adopting AR technologies. Considering the limitations of this study, the paper concludes by discussing the significant implications and insinuating avenues for future research.Originality/valueTo better investigate mobile AR app adoption in Pakistan’s shopping malls, the researchers modified the newly proposed MTAM model by incorporating mobile self-efficacy theory, social influence, rewards and perceived enjoyment. However, the extended model has not been extensively studied in previous research. This study is the first to examine the variables that affect an individual’s intention to accept mobile AR apps by using a novel extended MTAM.

Experience of Student in the University of San Jose Recoletos (USJR) Senior High School (SHS) ICT Enhancement Curriculum Innovating an Augmented Reality App in 21st Century Classroom.

This study aims to know and determine the students’ experience in innovating an Augmented Reality App as material for learning and delivering lessons that can be used in the future classroom. AR may bridge the gap between the classroom and the physical experience. Augmented Reality is a supplementary tool in delivering the topic. An innovative AR app strengthens the technical or techy skills of students taking the ICT Enhancement subject in Senior High.

Evaluating the Impact of an Augmented Reality App on Geometry Learning in Kazakh Secondary Schools

Aim/Purpose: This paper aims to evaluate the influence of an augmented reality mobile application on improving secondary students’ visualization and comprehension of geometric concepts. Background: The study involved developing an AR app named Geometria to enhance geometry education. Methodology: In a specialized boarding school in Kokshetau, Kazakhstan, 82 tenth-graders were randomly split into control (n=42) and experimental groups (n=40), underwent either traditional instruction or lessons incorporating the AR Geometria app, and were subsequently assessed using a 20-question test spanning spatial relationships, 3D visualization, and advanced geometry concepts, complemented by a feedback questionnaire on the app’s impact and usability, all under consistent teacher supervision. Contribution: The research serves as an exploration into the realm of AR in education, offering a detailed assessment of how the Geometria application can revolutionize traditional teaching methodologies in secondary geometry education. Findings: Upon analysis, the experimental group demonstrated significant advancement in their geometry proficiency, especially in competencies like 3D visualization, suggesting that augmented reality tools like Geometria can substantially bridge the conceptual gaps often encountered in conventional teaching settings. Recommendations for Practitioners: Teacher training on augmented reality should be provided, equitable student access should be ensured, and ongoing feedback should be gathered. Recommendation for Researchers: Larger, longer-term studies across diverse educational settings and technologies should be conducted. Impact on Society: Geometry instruction can be strengthened through the effective use of augmented reality to improve STEM outcomes. Future Research: Future studies should focus on best practices for augmented reality implementation and comparisons to other technologies.

The role of emotions in augmented reality

AbstractAugmented reality (AR) can induce emotions among its users. However, emotional valence is often studied with a singular focus (e.g., enjoyment), which disregards and overlooks the multifaceted nature of emotional valence. Taking a multifaceted perspective of emotional valence, this study aims to broaden understanding of how induced emotions can drive consumers’ inclination to use AR. A multifaceted emotion measurement scale was modified and utilized (nStudy1: 224), followed by two experimental studies (nStudy2: 214;nStudy3: 200). These experiments entailed a design wherein the experimental group explored products using an AR app while the control group navigated the mobile website of the same company devoid of any AR features. Our findings indicate that the use of AR instigates expressive emotions, further eliciting emotion components spanning both affective and physiological dimensions. In instances of positive emotions, at least two out of the three elicited emotion components consistently led to a heightened desire to engage with AR. Negative emotions produce no significant effects. Taken collectively, the principal theoretical contribution of this study lies in its elucidation of the components and elicitation patterns of emotions tied to AR, whereas the practical standpoint of these findings underscores the necessity for both developers and marketers to comprehend the pivotal role that the induction of positive expressive emotions plays in designing effective AR apps. These insights should therefore pave the way for more intuitively engaging and emotionally satisfying AR experiences for consumers.

Augmented reality participatory platform: A novel digital participatory planning tool to engage under-resourced communities in improving neighborhood walkability

Engaging communities and utilizing local knowledge can alleviate the disparities faced by under-resourced neighborhoods with regard to providing sufficient opportunities for walkability. Digital technologies, and in particular smartphones, have created new opportunities to improve community engagement by expanding the inclusion of diverse stakeholders in decision-making. This paper introduces a novel digital participatory planning tool called the Augmented Reality Participatory Platform (ARPP). The platform uses mobile augmented reality (mobile AR) to engage residents, particularly in under-resourced communities, in identifying the design improvements necessary to enhance neighborhood walkability. ARPP consists of a mobile AR app, cloud database, and real-time mapping service. It provides a platform for two-way communication between residents of these communities and decision-makers, with potential benefits for both groups. ARPP enables residents to interact with street features and walkable design interventions in situ, generate walking-related spatial data, and share them and possible design solutions with decision-makers. The platform also assists decision-makers with presenting walkable street design alternatives developed based on community feedback to residents. To determine if ARPP is useful and user-friendly, experts and a group of residents from an under-resourced community evaluated the usability of the mobile AR app. We found that the app largely met the usability goals, and after we addressed must-solve issues identified by the experts, community participants faced very few issues when interacting with it. With recent technological advances in mobile AR and its potential for planning and design, integrating mobile AR into participatory planning is timely.

Assessment of Supporting Visual Learning Technologies in the Immersive VET Cyber-Physical Learning Model

Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different way than in the recent past. Education systems are no longer keeping up with the development of technology. Education systems need to adapt and introduce technologies that motivate students and ultimately contribute to higher learning goals. To this end, we need to develop modern learning models that support education and technological development. In previous research, we developed and evaluated a state-of-the-art learning model, the CPLM. We built on this with a new study, in which we assessed the difference between the cognitive activities of attention and meditation in students during the viewing of a classical educational video, a 360° video, and an AR app on a screen. We found that the 360° video had the greatest impact on students’ attention and is consequently suitable for initially motivating students in the proposed learning model. We made a proposal for a modern educational model and possibilities for further research.

Exploring the Impact of Augmented Reality on Customer Experiences and Attitudes: A Comparative Analysis with Websites

Augmented Reality is used by various customers’ concerned companies to augment their stimuli, shopping experiences, and customers’ purchasing behavior. Hence, AR driven enabling stimulates customer engagement and their shopping attitude by providing a vivid technology experience. Prior studies found that AR novelty, trust, and vividness influenced the customer usage attitude. There have extant literature presented in the context of AR applications, it is widely used through numerous gadgets but the author intends to explore holistic features that tend to grasp customers’ experiences and attitudes to find the variance between AR vs. Websites. AR potentially disrupted the real-world environment by providing hedonic visual benefits and eliminating the physical efforts that tend to stimulate customers who mesmerize with AR compared to a website. The author chose the Houzz AR app and its website to gather data and provide a better understanding of both scenarios. The author conducted two-field experiments to illustrate positive customer attitudes that satisfied their experience towards the AR app rather than the traditional website. AR app is vivid and novel to engage a customer and moderate their attitude towards the technology immersion. Finally, this study provides multiple implications such as unique visual illustrations, sensational features, and innovation resulting in satisfied customer experience, considering both features in real and virtual world environments.

Enhancing Size Perception with True-Size Viewing CAD plug-in and Cloud-enabled AR APP

Enhancing Size Perception with True-Size Viewing CAD plug-in and Cloud-enabled AR APP

MatAR: dynamic augmented reality platform for accessible molecular visualization.

Color blindness affects 5% of the world's population, and it can challenge the accessibility and inclusivity of science, technology, engineering and mathematics (STEM) education. Inspired by the fourth United Nations' (UN) sustainable development goal of quality education, we aim to provide sustainable and accessible resources for lifelong learning for all. In this work, we present MatAR, an educational augmented reality (AR) mobile app that enables colorblind learners to visualize 3D molecular structures by color pallet optimization. Leveraging Vuforia's cloud database, MatAR offers a sustainable solution for storing and accessing target images. Accessibility to AR applications for physics, chemistry, and materials science learning is currently limited. We believe that MatAR provides immersive visualization solutions for education and academic/industry research and has the potential to enhance the accessibility of STEM education for learners with color vision deficiencies and promote inclusive and equitable quality education, aligning with the united nations sustainable development goals.

Attention, stimulus and Augmented Reality for urban daily-life education in a social peripheral setting: the Streets that tell stories AR app

This paper aims to identify which design strategies can be considered when exploring different levels of stimulation of cognition and attention of the user in the development of educational location-based applications used in public urban space. We proposed the Stimulus Level Framework, divided into linear, circular and spiral stimuli, based on a theoretical reflection. It is a tool to help designers to think about educational and contextual digital experiences. Afterwards, we made a practical reflection about the proposed framework in a real context. An Augmented Reality project integrated with urban furniture of a historical street in the city of Fortaleza, Brazil, was proposed. Thinking about the design decisions based on the levels of the framework, helped in the process of data collection. It also helped in the proposition of elements that could stimulate the user's attention in different levels, having the technology as an element that unifies the whole experience.

The effectiveness of an augmented reality app in online civil engineering learning

ABSTRACT In this study, an AR-based mobile learning application is proposed to assist online civil engineering course learning during the COVID-19 pandemic. A quasi-experiment has been conducted, and feedback from both the teacher and students has been analysed to examine the effectiveness of the proposed approach in terms of learning achievements. The subjects were 46 sophomores who majored in civil engineering in one class taught by one instructor in a southern U.S. state university. The quasi-experimental results showed that the proposed approach could not significantly improve the students’ online learning achievements. However, the feedbacks brought some explanation to this non-significant result. They indicated that students found this mobile AR app to be an interesting, helpful, practical, and effective approach in their online learning that helped them gain more in-depth knowledge than traditional teacher-centred classroom instruction.

Effects of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course

AbstractBackgroundThe unimaginable power of emerging technologies has transformed education in terms of content creation and instructional design. Due to high value of AR/VR in education, teachers of the 21st century are expected to empower themselves professionally to be able to utilize these technologies in their instructional practices. Despite detailed examination of teachers' readiness for using AR in terms of perceptions, attitudes, and beliefs, very few studies have incorporated AR in teaching theoretical courses of graduate teacher education programs by utilizing constructivist pedagogical strategies.ObjectivesThe current study investigated the impact of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs in a graduate teacher training course.MethodsThirty‐one in‐service teachers participated in the study as the experimental (n=15) and control (n=16) groups. An AR app was developed for teaching 20 key concepts of the course Language Curriculum Design. The experimental group was instructed to work collaboratively with the app to learn the content, while the control group learned the concepts using the app in a lecture‐based class. Learning gains were assessed by midterm and final exams and a term project.Results and ConclusionsThe results showed that the experimental group outperformed the control group in learning the content and completing the project; and they had more positive technology implementation beliefs at the end of the experiment. Also, the participants were found to have positive attitudes towards the educational and pedagogical values of AR; and if the curricular and situational constraints are removed, they are highly motivated to use AR in their classes.ImplicationsThe findings demonstrated the feasibility of incorporating AR technology into teaching abstract concepts in Art and humanities disciplines; and how teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses.