Area Of Augmented Reality Research Articles

Let’s get to learn the particulate structure of matter with augmented reality!: a jigsaw IV technique lesson plan

The present study aimed to develop, introduce, and conduct an activity for the integration of augmented reality to the jigsaw IV technique in a planned and systematic manner. The activity developed for secondary school students is related to the “Pure Substances” subject which it is included in the “Particulate structure of matter” topic. The activity was arranged as; an attractive introduction, expert group studies, home team studies and assessment stages. Whereas augmented reality was used during the “home team study” stage for the jigsaw IV technique. Students are given the opportunity to examine a lot of resources during the “expert group study” and “home team study” stages to encourage them to be educated as science literate individuals. Whereas the students are subject to individual examinations during the assessment stage. This activity is an example for increasing the usage area of augmented reality in the education environment. Moreover, it is also considered that the activity will provide benefits in ensuring meaningful learning by embodying abstract concepts and helping students in improving 21st-century skills (e.g., cooperative study skills, learning to learn, communication, entrepreneurship, adaptation, leadership, social skills, and responsibility, etc.).

A Survey of Needs and Features for Augmented Reality Collaborations in Collocated Spaces

In this paper we contribute a literature review and organization framework for classifying the collaboration needs and features that should be considered when designing headset-based augmented reality (AR) experiences for collocated settings. In recent years augmented reality technology has been experiencing significant growth through the emergence of headsets that allow gestural interaction, and AR designers are increasingly interested in using this technology to enhance collaborative activities in a variety of physical environments. However, collaborative AR applications need to contain features that enhance collaboration and satisfy needs that are present during the group activities. When AR designers lack an understanding of what collaborators need during an interaction, or what features have already been designed to solve those needs, then AR creators will spend time redesigning features that have already been created, or worse, create applications that do not contain necessary features. While much work has been done on designing virtual reality (VR) collaborative environments, AR environments are a relatively newer design space, and designers are lacking a comprehensive framework for describing needs that arise during collaborative activities and the features that could be designed into AR applications to satisfy those needs. In this paper we contribute a literature review of 92 papers in the areas of augmented reality and virtual reality, and we contribute a list of design features and needs that are helpful to consider when designing for headset-based collaborative AR experiences.

Virtual Reality, Augmented Reality and Beyond: Laboratory of Computer Applications for Health Care at University of São Paulo

The Laboratory of Computer Applications for Health Care at University of São Paulo develop multidisciplinary research involving Computer Science areas and other knowledge fields such as Physiotherapy, Psychiatry, Radiology, and Cardiology. Most studies use concepts besides Computer Science, by aggregating knowledge to solve real problems. In this paper we present the main projects in Virtual Reality and Augmented Reality areas, highlighting serious games, computer-aided diagnosis and therapy, simulation and training. Besides the social and scientific impact inherent to the type of the developed research, some systems are available to health professionals in order to allow technology transfer and consequent technological and economic impact in daily activities of health tasks.

Mitigation of mutual exclusion problem in 5G new radio standards by token and non token based algorithms

The 5G new radio (NR) standards find application in the area of augmented reality, connecting massive internet of things devices and using mission critical applications with sub millisecond latency. A large volume of spectrum needs allocation to NR standards for realizing benefits. But this is not possible due to regulatory constraints. This creates a space for developing a new algorithm in spectrum sharing for the 5G NR standards. Conventional spectrum methods are affected by mutual exclusion issues. This paper discusses token-based and non-token based spectrum sharing methods which, it is believed, can help solving this problem. The results show that proposed techniques can efficiently mitigate the mutual exclusion problem seen in 5G NR standards.

The Effectiveness of Cognitive Elaboration Using Augmented Reality as a Training and Learning Paradigm

Until now, little research attention in the area of Augmented Reality (AR) has been paid to the cognitive benefits engendered by this emerging technology. AR, the synthesis of computer images and text in the real world (Azuma, 1997), affords a supplement to normal information acquisition that has yet to be fully explored and exploited. AR achieves a more smooth and seamless interface by complementing human cognitive networks, and aiding information integration through multi-modal sensory elaboration, by utilizing visual, verbal, proprioceptive, and tactile memory while the user is performing real world tasks. AR also incorporates visuo-spatial ability, which involves the representations of spatial information in memory. The use of this type of information is an extremely powerful form of elaboration. This study examined four learning paradigms: print (printed material) mode, observe (video tape) mode, interact (text annotations activated by mouse interaction) mode, and select (AR) mode. The results of the experiment indicated that the select (AR) mode resulted in better learning and recall when compared to the other 3 conventional modes of learning. Implications for training and curriculum design are discussed.