Augmented Reality Module Research Articles

Exploring challenges, innovations, and technological integration in medical education after COVID-19 pandemic: An In-depth analysis

Background: The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Methods: A systematic review was performed by searching relevant studies until June 2023 using the PubMed, MEDLINE, and EMBASE databases. The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Results: The systematic review of the literature found 47 studies that satisfied the inclusion criteria, addressing different facets of technology’s influence on medical education during the post-COVID-19 pandemic period. The analysis reveals a dynamic landscape where challenges catalyzed advancements. Educational institutions swiftly adapted to the new normal by embracing technology-driven solutions. Virtual patient interactions, augmented reality modules, and AI-driven personalized learning emerged as effective tools. These innovations not only addressed immediate challenges but also laid the groundwork for a more flexible and inclusive medical education ecosystem. Conclusions: The challenges experienced throughout the COVID-19 pandemic have significantly influenced the transformation of medical education in the post-pandemic era. By analyzing challenges and proposing innovative solutions, the crucial significance of technology is underscored, emphasizing the necessity for a comprehensive and adaptable approach to shape the trajectory of future medical education. J MEDICINE 2024; 25: 166-172

Development of Augmented Reality Module in Teaching Internet of Things (IoT) at TVET Institutions: A Needs Analysis

Development of Augmented Reality Module in Teaching Internet of Things (IoT) at TVET Institutions: A Needs Analysis

The rapid generation of E-learning tools under resource constraints approach

Enhancing the efficiency of Ukraine's security and defense sector is one of the key prerequisites for maintaining state sovereignty and achieving victory in the war. This is particularly relevant to the training and education system for specialists of the State Service of Special Communications and Information Protection of Ukraine (SSSCIP). The active phase of Russia's war against Ukraine has significantly exacerbated the contradiction between the necessity to improve the efficiency of this system on one hand and the stringent requirement to economize resources (financial, human, and temporal) on the other. Resolving this contradiction is feasible through the intensive implementation of various e-learning tools and technologies, along with associated pedagogical methodologies. One of the factors limiting the effectiveness of e-learning is the complexity of the traditional process of creating these tools. The negative impact of this factor can be mitigated by developing approaches for the rapid generation of e-learning tools. Thus, there is a need to develop an integrated approach that enables the quick creation of educational content and e-learning tools through the use of innovative technologies. Such tools should save time and enhance the efficiency of learning material assimilation. The primary requirements for this approach include the rational use of limited resources and the adaptability of outcomes to the needs of each specialist. The article proposes an integrated approach to the rapid generation of e-learning tools for studying hardware and software devices and systems. This approach includes the following stages: developing a paper version of the learning material, which is the foundation for further enhancements; supplementing the paper version with an eBook based on H5P, which ensures interactivity and flexibility in learning; introducing a simulator module that allows for the emulation of device operation, stimulates student engagement, and deepens understanding of the material; adding an augmented reality module that visualizes complex concepts and provides opportunities for practical knowledge application. The implementation of the integrated approach to the rapid generation of e-learning tools is demonstrated using the educational module "Fortinet FG-60E Firewall." This module exemplifies how the integrated approach can be applied to prepare specialists in Ukraine's security and defense sector under wartime conditions. Survey results from participants who utilized the developed integrated learning approach indicate its high effectiveness.

Development of Astronomy Learning Modules on the Subject of the Solar System Integrated with Augmented Reality Videos

The rapid development of science and technology makes the teaching and learning process easier. In using technology, media is needed that can provide practicality in supporting learning. The aim of this research is to develop learning media in the form of an integrated Augmented Reality (AR) module for learning physics on the topic of the solar system. Objective: This research develops learning media in the form of modules that are integrated with Augmented Reality (AR) in physics learning on the topic of the solar system. Method: Development research by following Level 1 R&D Research Steps. With minimum standards for good/feasible product validation. As a result of the development results, the module is worthy of being viewed from the media and the context of the content of the solar system material. Apart from that, supporting applications that are capable of producing augmented reality based animations are also feasible both in terms of image selection so that the resulting animations are also in the feasible category. In terms of use, the integrated augmented reality module in physics learning has the potential to improve the quality of student learning

Creating augmented reality-based experiences for aviation weather training: Challenges, opportunities, and design implications for 3D authoring

This paper examines opportunities and challenges of integrating augmented reality (AR) into education and investigates requirements to enable instructors to author AR educational experiences. Although AR technology is recognised for its potential in educational enhancement, it poses challenges for instructors creating AR-based experiences due to their limited digital skills and the complexity of 3D authoring tools. Semi-structured interviews with 17 aviation instructors identified current pedagogical approaches, gaps, and potential applications of AR in aviation weather education. Additionally, results highlighted the benefits of AR and obstacles to its integration into education, followed by outlining design priorities and user needs for educational AR authoring. For AR authoring toolkit development, this study recommended incorporating interactive AR lesson modules, early development of user requirements, and prebuilt AR modules. Findings will guide the development of a 3D authoring toolkit for non-technologist instructors, enabling wider AR use in aviation weather education and other educational fields.

Application of Augmented Reality Module for Alkane Derivatives to Improve Students' Spatial Ability and Mastery of Concepts

Chemistry learning, which includes three levels of representation (macroscopic, sub-microscopic, and symbolic), can shape students' mental models of chemistry. The augmented reality module for alkane derivatives (ARMAD) was developed and implemented to improve students' spatial abilities and mastery of concepts through understanding the three levels of chemical representation. The one-group pre-test and post-test design was implemented with 60 students as participants in a senior high school in Sukabumi, West Java. Spatial ability was measured using five multiple-choice questions and three essay questions for visual-spatial, spatial orientation, and spatial relationships. Concept mastery data was collected using 20 multiple-choice questions. Improved spatial ability and concept mastery were calculated using the normalized-gain test and the Wilcoxon test. The mean score of N-gain spatial ability is in the high category with a score of 0.87 and in the medium category for mastering the concept of alkanes with a score of 0.59. The results of the Wilcoxon test on spatial ability data and mastery of concepts showed that there is a significant difference

Mobile-Based augmented reality (AR) module for guided operations of CNC surface roughness machine

Immersive technologies are gaining considerable traction in manufacturing industries to address issues linked with the shortage of skilled workforce. Augmented Reality (AR) is one of the technologies with great potential to address this problem due to simplified hardware requirements and adaptability to various domains. The present work utilizes AR technology in the context of machine operation guidance to solve the problem of skilled human resources for operating delicate manufacturing machines. A mobile-based AR application has been developed using the Vuforia engine and Unity 3D platform for a CNC surface roughness machine. The AR module is designed to assist and guide novice operators in efficiently executing various machine setting, operation, and software utilization tasks. The subjective and objective evaluation of the developed system has been carried out to capture user feedback and review. It has been demonstrated that the developed mobile-based AR module offers extensive utility, ease of operation, and practical utility.© 2023 Society of Manufacturing Engineers (SME). Published by Elsevier Ltd. All rights reserved.This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/)Peer-review under responsibility of the Scientific Committee of the NAMRI/SME.

Near and Far Interaction for Outdoor Augmented Reality Tree Visualization and Recommendations on Designing Augmented Reality for Use in Nature

The application of augmented reality in nature and in the context of environmental education is not common. Moreover, augmented reality is often used mainly for visualization, which puts the user in a rather passive state. To promote a more active user experience, we have created an interactive AR environment for outdoor scenarios. In this article, we investigate how near and far interaction using a head-mounted display can be combined with visualization on a tree. We compare both interaction techniques to decide which is more suitable for future use. We present some educational use cases and investigate the interaction with virtual leaves on the ground in combination with a virtual-real interaction with a physical tree. Parameters such as type of interaction, different real environments, and task performance time as well as the combination and interconnection between them are discussed and studied. In addition, process visualizations in nature, such as clouds and rain, and tree root growth are included in the augmented reality modules and are evaluated in user tests followed by questionnaires. The results show that both near and far interaction can be beneficial for a future educational application. We further present a number of outdoor-specific recommendations for AR design and usage to support future researchers and AR practitioners outdoors in the nature.

The Development of Mobile AR-Based Module for Teaching and Learning Pneumatic System: A Needs Analysis

Practical skills and theoretical knowledge are vital competencies that technical and vocational trainees need to master before joining the industrial workforce to perform tasks efficiently. Therefore, comprehensive instructional materials and training equipment are essential to ensure that the skills and knowledge are delivered effectively to trainees. This study aimed to identify the need to develop a mobile augmented reality module to teach and learn pneumatic systems in Malaysian vocational colleges. Descriptive research was conducted to determine the module’s need, involving 13 subject-matter experts from various vocational colleges. A set of questionnaires consisting of three main themes: the need for the module, the module’s user interface design, and the module’s usability criteria with 49 items was used. The data collected were analysed using the Fuzzy Delphi Method. All three constructs showed high levels of expert consensus of more than 75% and a threshold value of ≤ 0.2. Therefore, experts agreed that there was a need to develop a mobile AR-based module for teaching and to learn pneumatic systems with the stated user interface designs and usability criteria.

The Effect of Using Augmented Reality Module in Learning Geometry on Mathematics Performance among Primary Students

There are many Augmented Reality (AR) applications in smart devices, but their use in education is less focused and does not meet the current syllabus. AR has a great potential to be used in education, especially in introducing abstract concepts. To use augmented reality in education, students and teachers must follow teaching and learning guidelines. Therefore, this study implied the development of an educational module with augmented reality in Geometry, specifically under Space, following the standards-based curriculum for primary school (KSSR) Year 4 lessons. This study aims to determine the effects of using a module with AR (GeomAR3) on student performance in learning Geometry compared to a traditional module (Geom3). This study was conducted quantitatively following a quasi-experimental design with a pre- and post-test. Fifty-nine (59) Year 4 students were involved in the study from a school selected through purposive sampling, with 29 of them as an experimental group and the remaining 30 as a control group. The point of assessing student performance is seen through the implementation instrument, such as a pre-test, a post-test, and a delayed post-test. The study data were analysed using Multivariate Analysis of Covariance (MANCOVA) with the pre-test score as a covariate. The results show a significant difference in student performance on the overall mean score for the post-test (F (1,59) = 33.848, p = 0.000; eta squared = 0.377) and the delayed post-test (F (1,59) = 14.740, p = 0.000; eta squared = 0.208), with the experimental group significantly better than the control group. In conclusion, the use of modules with AR was found to improve students’ achievement in learning Geometry due to the factor of the ability to visualize clearly, strengthen students’ long-term memory, and gain conceptual understanding through the experience shown by AR.

PELATIHAN AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN INTERAKTIF KEPADA GURU-GURU TK ISLAM AL-MA’ARIF SINGOSARI MALANG

The use of interactive learning media in the pandemic period is deemed necessary to be developed better, besides being able to increase the desire to learn from students who already feel bored just doing learning at home, interactive modules are considered more effective in delivering material. However, there are still many kindergarten teachers who are not optimal in applying interactive modules. This is because there is still rarely counseling or training in making interactive modules. So, it is necessary for counseling to be carried out by lecturers from Electronic Engineering who in the process will be assisted by students to introduce and teach the process of making to the application of augmented reality modules that can be used as interactive learning media for early childhood. It is hoped that after the counseling is held, learning media using augmented reality can be applied to subjects that require 3D visuals in delivering material.

Neurorehabilitation Through Synergistic Man-Machine Interfaces Promoting Dormant Neuroplasticity in Spinal Cord Injury: Protocol for a Nonrandomized Controlled Trial.

BackgroundSpinal cord injury (SCI) constitutes a major sociomedical problem, impacting approximately 0.32-0.64 million people each year worldwide; particularly, it impacts young individuals, causing long-term, often irreversible disability. While effective rehabilitation of patients with SCI remains a significant challenge, novel neural engineering technologies have emerged to target and promote dormant neuroplasticity in the central nervous system.ObjectiveThis study aims to develop, pilot test, and optimize a platform based on multiple immersive man-machine interfaces offering rich feedback, including (1) visual motor imagery training under high-density electroencephalographic recording, (2) mountable robotic arms controlled with a wireless brain-computer interface (BCI), (3) a body-machine interface (BMI) consisting of wearable robotics jacket and gloves in combination with a serious game (SG) application, and (4) an augmented reality module. The platform will be used to validate a self-paced neurorehabilitation intervention and to study cortical activity in chronic complete and incomplete SCI at the cervical spine.MethodsA 3-phase pilot study (clinical trial) was designed to evaluate the NeuroSuitUp platform, including patients with chronic cervical SCI with complete and incomplete injury aged over 14 years and age-/sex-matched healthy participants. Outcome measures include BCI control and performance in the BMI-SG module, as well as improvement of functional independence, while also monitoring neuropsychological parameters such as kinesthetic imagery, motivation, self-esteem, depression and anxiety, mental effort, discomfort, and perception of robotics. Participant enrollment into the main clinical trial is estimated to begin in January 2023 and end by December 2023.ResultsA preliminary analysis of collected data during pilot testing of BMI-SG by healthy participants showed that the platform was easy to use, caused no discomfort, and the robotics were perceived positively by the participants. Analysis of results from the main clinical trial will begin as recruitment progresses and findings from the complete analysis of results are expected in early 2024.ConclusionsChronic SCI is characterized by irreversible disability impacting functional independence. NeuroSuitUp could provide a valuable complementary platform for training in immersive rehabilitation methods to promote dormant neural plasticity.Trial RegistrationClinicalTrials.gov NCT05465486; https://clinicaltrials.gov/ct2/show/NCT05465486International Registered Report Identifier (IRRID)PRR1-10.2196/41152

Operator training framework for hybrid environments: An Augmented Reality module using machine learning object recognition

As market demands are characterized by more customized products with shorter lifecycles, it is obligatory for modern operators to manage recurrent product or manufacturing system changes. In contrary to previous years, adaptation to such changes prerequires memorization of more information, and familiarization with more complex systems and resources in a shorter period of time. This manuscript presents a novel operator training framework based on Augmented Reality (AR) technology. More specifically, intuitive instructions enhanced with machine learning-based physical object detection are used for making steeper learning curves and providing hands-on experience to operators. The implemented application also supports a walkthrough mode where users can get familiarized with Information and Communication Technologies (ICT) data streams besides fenceless Human-Robot coexistence in collaborative schemes. An automotive case study is used for evaluating the performance of the training framework through a Human-Robot Collaboration (HRC) assembly scenario.

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Introduction: Augmented reality (AR) technology has demonstrated potential on various areas of healthcare practice. Its role on medical education is starting to emerge. This study aimed to investigate students’ perspectives on using AR as learning tools in undergraduate pharmacy education.Methods: Four AR micro modules on post-stroke management and chronic obstructive pulmonary disease (COPD) were developed for third year undergraduate pharmacy students to study. Students played the role of pharmacists in the AR micro modules. They collected information to identify patient’s chief complaints, history, risk factors, comorbidities, and other problems, and provided recommendation on patient’s treatment plans. Teacher guided the discussions and addressed student’s enquiries. Student’s feedback was collected by pre- and post-intervention survey.Results: A total of 54 students participated in the current study. The was no significant change in students’ perceived knowledge on post-stroke management and COPD, as well as their confidence in providing patient counselling on relevant topics. Students expressed that their learning experience with AR was not positive. Technical problems were the major difficulties that students encountered.Conclusion: There was no significant difference in pharmacy students perceived clinical knowledge and confidence on patient’s counselling after completing the AR modules. Technical issues were the major hurdles that hindered student’s learning experience with AR.

Supporting Visualization Analysis in Industrial Process Tomography by Using Augmented Reality-A Case Study of an Industrial Microwave Drying System.

Industrial process tomography (IPT) based process control is an advisable approach in industrial heating processes for improving system efficiency and quality. When using it, appropriate dataflow pipelines and visualizations are key for domain users to implement precise data acquisition and analysis. In this article, we propose a complete data processing and visualizing workflow regarding a specific case—microwave tomography (MWT) controlled industrial microwave drying system. Furthermore, we present the up-to-date augmented reality (AR) technique to support the corresponding data visualization and on-site analysis. As a pioneering study of using AR to benefit IPT systems, the proposed AR module provides straightforward and comprehensible visualizations pertaining to the process data to the related users. Inside the dataflow of the case, a time reversal imaging algorithm, a post-imaging segmentation, and a volumetric visualization module are included. For the time reversal algorithm, we exhaustively introduce each step for MWT image reconstruction and then present the simulated results. For the post-imaging segmentation, an automatic tomographic segmentation algorithm is utilized to reveal the significant information contained in the reconstructed images. For volumetric visualization, the 3D generated information is displayed. Finally, the proposed AR system is integrated with the on-going process data, including reconstructed, segmented, and volumetric images, which are used for facilitating interactive on-site data analysis for domain users. The central part of the AR system is implemented by a mobile app that is currently supported on iOS/Android platforms.

Can AI-assisted microscope facilitate breast HER2 interpretation? A multi-institutional ring study.

The level of human epidermal growth factor receptor-2 (HER2) protein and gene expression in breast cancer is an essential factor in judging the prognosis of breast cancer patients. Several investigations have shown high intraobserver and interobserver variability in the evaluation of HER2 staining by visual examination. In this study, we aim to propose an artificial intelligence (AI)-assisted microscope to improve the HER2 assessment accuracy and reliability. Our AI-assisted microscope was equipped with a conventional microscope with a cell-level classification-based HER2 scoring algorithm and an augmented reality module to enable pathologists to obtain AI results in real time. We organized a three-round ring study of 50 infiltrating duct carcinoma not otherwise specified (NOS) cases without neoadjuvant treatment, and recruited 33 pathologists from 6 hospitals. In the first ring study (RS1), the pathologists read 50 HER2 whole-slide images (WSIs) through an online system. After a 2-week washout period, they read the HER2 slides using a conventional microscope in RS2. After another 2-week washout period, the pathologists used our AI microscope for assisted interpretation in RS3. The consistency and accuracy of HER2 assessment by the AI-assisted microscope were significantly improved (p < 0.001) over those obtained using a conventional microscope and online WSI. Specifically, our AI-assisted microscope improved the precision of immunohistochemistry (IHC) 3 + and 2 + scoring while ensuring the recall of fluorescent in situ hybridization (FISH)-positive results in IHC 2 + . Also, the average acceptance rate of AI for all pathologists was 0.90, demonstrating that the pathologists agreed with most AI scoring results.

Development and use of augmented reality models to teach medicinal chemistry

Background and purposeStudents in the doctor of pharmacy curriculum have varied backgrounds in their chemical training and also their ability to make mental conversions from two-dimensional chemical representations, on lecture slides or textbook images, to three-dimensional cognitive understanding. In order to bridge the gap, augmented reality (AR) models were developed to provide an alternative learning medium for the students. AR was selected to take advantage of the ubiquitous presence of smartphones, without incurring the expense of Virtual Reality hardware. Educational activity and settingAR models were developed and introduced in the classroom in three phases. Student survey responses were used to improve the utility of the models in between phases. Active learning exercises were developed that required both individual and group interactions to complete. FindingsAn optimized AR model creation workflow was developed that allowed each AR model to be created and posted in about 30 min. Depending on the phase of the study, 69% to 88% of the students found the AR models easy to use and 58% to 83% wanted to see more AR models used in future lectures. A majority (76%) of the students viewed the AR models on their smartphones. SummaryAugmented reality modules were created for use in medicinal chemistry courses in the pharmacy curriculum. Models were introduced in phases and included iterative improvements based on student feedback. The AR exercises provided active learning opportunities and were well received. The majority of students would like additional AR modules used in the course.

The Effectiveness of Augmented Reality in Learning Vector to Improve Students’ Spatial and Problem-Solving Skills

&lt;p class="0abstract"&gt;The researchers implemented the quasi-experimental method of research. This research was conducted at SMAN 1 Ngemplak, Indonesia. The research was conducted from March to April 2020. In this study, the samples consisted of 70 students divided into two classes, namely Class A and Class B. The students in Class A received treatment by using the Augmented Reality Module (ARM). Meanwhile, Class B students were taught conventionally using a conventional module from the government and GeoGebra application. The instruments used in this study were written tests, the first test was in the form of multiple choices and consisted of 25 questions to measure students’ spatial skills, and the second test was in the form of essays, consisted of five questions in order to measure students’ problem-solving skills. The reliability of the tests had been tested before collecting the data. The data were analyzed using descriptive statistics and inferential statistics (normality test, homogeneity test, paired t-test, and independent t-test). Based on the analyses' results, it can be concluded that Augment-ed Reality Module has a significant effect on students' problem-solving and spatial skills since there is an improvement in students' mean scores in the pre-test and post-test results. Besides, it can be concluded that Augmented Reality learning is more effective than conventional learning since the students are usually taught using conventional modules from the government and GeoGebra application&lt;span&gt;.&lt;/span&gt;&lt;/p&gt;

Learning experience design for augmented reality

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research.&#x0D; This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

An Augmented Reality Learning Environment for Informal Geoinformatics Education

In this paper, we describe an interactive learning environment for geoinformatics enriched by Augmented Reality (AR) that was designed by researchers and practitioners using a design-based research approach. In total, four AR modules were developed to engage learners physically, cognitively and emotionally in the learning process. AR is thus used not merely as a visualization technology, but also to initiate and scaffold learning activities. To address the known challenges of learning with AR, we designed our learning environment to be used by teams of students. This can counteract the problem of cognitive overload, or frustration due to technical problems. We examined our technological and pedagogical framework in an evaluation with 12 learners. The results show that our design did not lead to cognitive overload; technological aspects, such as usability, were also evaluated positively. However, we also detected possible improvements to our design, such as using AR glasses to free the hands for task completion. Overall, it was shown that AR is a good way to expand traditional learning opportunities with digital ones and to enable holistic learning experiences.