Augmented Reality Tools Research Articles

Application of augmented reality models of canine skull in veterinary anatomical education.

Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three-dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first-year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

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.

Augmented reality meets Peer instruction

Peer Instruction (PI), a student-centred teaching method, engages students during class through structured, frequent questioning, facilitated by classroom response systems. The central feature of PI is the ConcepTest, a question designed to help resolve student misconceptions around the subject content. Within our coordination chemistry PI session, we provide students two opportunities to answer each question – once after a round of individual reflection, and then again after a round of augmented reality (AR)-supported peer discussion. The second round provides students with the opportunity to “switch” their original response to a different answer. The percentage of right answers typically increase after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. For the six questions posed, we analysed students’ discussions, in addition to their interactions with our AR tool. Furthermore, we analyse students’ self-efficacy, and how this, in addition to factors such as ConcepTest difficulty influence response switching. For this study, we found that students are more likely to switch their responses for more difficult questions, as measured using the approach of Item Response Theory. Students with high pre-session self-efficacy switched from right-to-wrong (p < 0.05) and wrong-to-different wrong less often, and switched from wrong-to-right more often than students with low self-efficacy. Students with a low assessment of their problem solving and science communication abilities were significantly more likely to switch their responses from right to wrong than students with a high assessment of those abilities. Analysis of dialogues revealed evidence of the activation of knowledge elements and control structures.

Interactive microsurgical anatomy education using photogrammetry 3D models and an augmented reality cube.

This study sought to assess the use of an augmented reality (AR) tool for neurosurgical anatomical education. Three-dimensional models were created using advanced photogrammetry and registered onto a handheld AR foam cube imprinted with scannable quick response codes. A perspective analysis of the cube anatomical system was performed by loading a 3D photogrammetry model over a motorized turntable to analyze changes in the surgical window area according to the horizontal rotation. The use of the cube as an intraoperative reference guide for surgical trainees was tested during cadaveric dissection exercises. Neurosurgery trainees from international programs located in Ankara, Turkey; San Salvador, El Salvador; and Moshi, Tanzania, interacted with and assessed the 3D models and AR cube system and then completed a 17-item graded user experience survey. Seven photogrammetry 3D models were created and imported to the cube. Horizontal turntable rotation of the cube translated to measurable and realistic perspective changes in the surgical window area. The combined 3D models and cube system were used to engage trainees during cadaveric dissections, with satisfactory user experience. Thirty-five individuals (20 from Turkey, 10 from El Salvador, and 5 from Tanzania) agreed that the cube system could enhance the learning experience for neurosurgical anatomy. The AR cube combines tactile and visual sensations with high-resolution 3D models of cadaveric dissections. Inexpensive and lightweight, the cube can be effectively implemented to allow independent co-visualization of anatomical dissection and can potentially supplement neurosurgical education.

Use of augmented reality tools in marketing communication with the audience

Use of augmented reality tools in marketing communication with the audience

Empowering Operator 5.0: human-centric design of an augmented reality tool for a learning factory

This study presents a human-centric design and prototype development of an Augmented Reality (AR)-based assistance tool aimed at supporting industrial maintenance technicians. Situated within the LEONARDO learning factory at the University of Calabria, the case study explores the potential of AR technology to prioritize the well-being, safety, and skill development of operators. Leveraging the 3I design thinking model, the study emphasizes the importance of inspiration, ideation, and implementation in developing effective AR solutions. Through user interviews and iterative design processes, the research identifies key insights into user preferences and learning styles, highlighting the need for practical, interactive educational methodologies. The resulting AR tool features intuitive guidance, task management support, safety reminders, troubleshooting assistance, training resources, and performance tracking functionalities, aligning with the principles of human-centric augmentation. The study underscores the significance of integrating human-centric values with technological advancements in fostering a proactive learning attitude among operators in smart manufacturing environments.

Should We Wait for Major Frauds to Unveil to Plan an AI Use License?

Should We Wait for Major Frauds to Unveil to Plan an AI Use License?

Effect of Virtual Reality and Augmented Reality Training for Injury Prevention and Accelerating Rehabilitation of Anterior Cruciate Ligament Injury in Athletes: A Scoping Review

Context: Recently, the use of Virtual reality (VR) and Augmented reality (AR) tools for assessing athletes’ performance in returning to sports and neuromuscular training has experienced significant growth across all age groups. Through this technology, by utilizing laboratory facilities and creating a three-dimensional simulated sports environment that closely resembles the reality and conditions of each sports discipline, athletes can train and undergo evaluation under controlled conditions. The VR and AR systems have been used recently to prevent and rehabilitate Anterior Cruciate Ligament (ACL) injuries and assess the motor control of injured individuals. This scoping review aimed to investigate the impact of VR and AR exercises on ACL injury prevention, ACL rehabilitation, and expediting the return to sports process. Evidence Acquisition: The scoping review follows the reporting system of systematic and meta-analysis studies (PRISMA-ScR) and utilizes the guidelines provided by the Joanna Briggs Institute for conducting various stages of work and data extraction. This study was registered in the PROSPERO database with code CRD42023446354. The search for English articles was conducted in electronic databases, including PubMed, Embase, Web of Science, SPORT Discuss, PsycINFO, CINAHL, and Cochrane, using keywords such as virtual reality, rehabilitation, injury prevention, simulation, augmented reality, ACL, and anterior cruciate ligament until the end of June 2022. Inclusion criteria encompassed any primary research involving both athletes and non-athletes across all levels (from beginners to professional) and all ages and genders (male and female) who have experienced unilateral anterior cruciate ligament injury and have undergone any type and degree of sports or therapeutic intervention using VR and AR systems. Results: Twenty-six out of 204 comprehensive studies were reviewed based on the inclusion and exclusion criteria. The results showed that biomechanical parameters related to ACL injury were measured using various methods such as real-time biofeedback, virtual reality, and augmented reality. The factors investigated showed significant changes after exercise in VR and AR environments. Conclusions: Anterior cruciate ligament injury (or any other sports injury) cannot be summarized in a single musculoskeletal dimension involving mechanical or movement dysfunction. The failure of current approaches to prevent ACL injuries, rehabilitation, and risk assessment is due to the neglect of cognitive and neurological aspects of the injury. New methods such as augmented neuromuscular training (aNMT), multidimensional rehabilitation approaches, and the utilization of virtual reality technology and novel training strategies based on the strengths of VR and AR systems (such as optimal strategy) can compensate for this scientific and practical gap.

An active learning approach to teach distributed forces using augmented reality with guided inquiry

AbstractMastering the concept of distributed forces is vital for students who are pursuing a major involving engineering mechanics. Misconceptions related to distributed forces that are typically acquired in introductory Physics courses should be corrected to increase student success in subsequent mechanics coursework. The goal of this study was to develop and assess a guided instructional activity using augmented reality (AR) technology to improve undergraduate engineering students' understanding of distributed forces. The AR app was accompanied by a complementary activity to guide and challenge students to model objects as beams with progressively increasing difficulty. The AR tool allowed students to (a) model a tabletop as a beam with multiple distributed forces, (b) visualize the free body diagram, and (c) compute the external support reactions. To assess the effectiveness of the activity, 43 students were allocated to control and treatment groups using an experimental nonequivalent groups preactivity/postactivity test design. Of the 43 students, 35 participated in their respective activity. Students in the control group collaborated on traditional problem‐solving, while those in the treatment group engaged in a guided activity using AR. Students' knowledge of distributed forces was measured using their scores on a 10‐item test instrument. Analysis of covariance was utilized to analyze postactivity test scores by controlling for the preactivity test scores. The treatment group demonstrated a significantly greater improvement in postactivity test scores than that of the control group. The measured effect size was 0.13, indicating that 13% of the total variance in the postactivity test scores can be attributed to the activity. Though the effect size was small, the results suggest that a guided AR activity can be more effective in improving student learning outcomes than traditional problem‐solving.

A comparative study of Augmented Reality rendering techniques for industrial assembly inspection

In the manufacturing industry, Augmented Reality (AR) has shown significant potential in enhancing operators’ capabilities while performing inspection and assembly activities. However, the augmented visualization of virtual models on physical components can present challenges and potential misunderstandings, as the visualization mode greatly influences the perception of components and the amount of information received. This study investigates the impact of rendering techniques on user performance during industrial assembly inspection tasks. In particular, a set of rendering techniques, suitable for industrial AR applications, have been selected and implemented through a dedicated AR tool. The selected AR rendering techniques have been compared, in terms of qualitative and quantitative metrics, in order to test their efficiency and effectiveness for industrial assembly inspection activities. 17 domain experts and 33 representative users have been involved in the experimental study which outcomes reveal that the rendering techniques play a significant role in assisting operators for identifying design discrepancies in industrial products. Furthermore, a correlation has been observed between the two AR rendering techniques best suited to support industrial inspection activities and the types of assembly errors detected.

Psychological support of patients with motor disorders at the second stage of medical rehabilitation

The article presents the results of a literary review on the problem of the organization of differentiated psychological support at the second stage of medical rehabilitation of patients with the consequences of motor disorders that arose as a result of stroke or developed against the background of degenerative and dystrophic diseases of large joints and spine. The psychological consequences of motor disorders, patients’ characteristics, and possible approaches to psychocorrection are analyzed. It was revealed that regardless of the nosology of motor disorders, the targets of psychocorrection at the second stage of medical rehabilitation of patients are signs of anxiety and depression in the current emotional state, while the specific targets in the case of stroke are disorders of higher mental functions, and in the case of degenerative and dystrophic diseases of large joints and spine — subjective perception of pain syndrome. As the main guidelines for the systematic work of a psychologist as part of a multidisciplinary rehabilitation team at the second stage of medical rehabilitation of the studied contingent of patients, the following are indicated: determining the basic targets of psychocorrection, selecting relevant and nosology-sensitive motor disorders correction methods, and increasing the effectiveness of psychocorrection through the use of high-tech virtual and augmented reality tools.

Optimal layout planning for human robot collaborative assembly systems and visualization through immersive technologies

The deployment of Industry 4.0 emerging technologies such as Augmented reality (AR), Virtual reality (VR), and collaborative Robots enhances flexibility and precision in the manufacturing systems. A flexible, and collaborative manufacturing system with robots and human integrates the prominent attributes of customized automation and fortify the safety of the human workforce. The proposed work involves the approach of AR-assisted assembly layout configurations for the Human-Robot Collaboration (HRC) production system, which is a typical example of the smart manufacturing system. The reconfiguration/configuration of the assembly layout is triggered with respect to the demand of new variants into the market and the upgradation of new technologies in the existing system. A multi-objective algorithm is proposed to maximize the production outlet with effective utilization of floor space, minimum idle time and optimum resource allocation. The selected work is branched into three phases: To begin with, the approach of task allocation is constructed to identify the suitable resources (human, robot) for the appropriate assembly tasks in the HRC system. The outcomes such as resource allocation, number of resources, and footprint of resources are considered as input to the optimization model. Further, modified particle swarm optimization (MPSO) is deployed to generate a feasible assembly layout for the HRC manufacturing system. Additionally, the breath-first approach has been utilized to generate the optimal aisle as a conveyor in the layout. Notably, the comparisons studies have been carried out in this work, which facilitates to explore the robustness of proposed modified PSO algorithms for the selected applications. Subsequently, the virtual and AR tool is deployed for the layout planer to explore and validate the obtained layout from the PSO model in both the virtual and physical environment of the industrial workspace. Finally, an industrial case study of rotary gear pump assembly system is adopted for the implementation of the proposed framework.

Investigating the Impact of Augmented Reality and BIM on Retrofitting Training for Non-experts.

Augmented Reality (AR) tools have shown significant potential in providing on-site visualization of Building Information Modeling (BIM) data and models for supporting construction evaluation, inspection, and guidance. Retrofitting existing buildings, however, remains a challenging task requiring more innovative solutions to successfully integrate AR and BIM. This study aims to investigate the impact of AR+BIM technology on the retrofitting training process and assess the potential for future on-site usage. We conducted a study with 64 non-expert participants, who were asked to perform a common retrofitting procedure of an electrical outlet installation using either an AR+BIM system or a standard printed blueprint documentation set. Our findings indicate that AR+BIM reduced task time significantly and improved performance consistency across participants, while also decreasing the physical and cognitive demands of the training. This study provides a foundation for augmenting future retrofitting construction research that can extend the use of AR+BIM technology, thus facilitating more efficient retrofitting of existing buildings. A video presentation of this article and all supplemental materials are available at https://github.com/DesignLabUCF/SENSEable/_RetrofittingTraining.

Pervasive Augmented Reality to support real-time data monitoring in industrial scenarios: Shop floor visualization evaluation and user study

Augmented Reality (AR) is a key technology in the transition to Industry 4.0 and smart manufacturing, gaining reputation in a wide range of industrial fields One promising application is in another field of Industry 4.0, the data monitoring, where AR can be used to visualize and interact with complex and big data in real time, potentially improving the efficiency and accuracy of decision-making In this work, we propose a Pervasive AR tool for data monitoring, developed in collaboration with industry partners. An web application of the same data monitoring function is also created for comparison purposes A Human-Centered Design (HCD) methodology was used to identify the needs and requirements of industrial analysts, which led to the development of these systems Preliminary user studies, with 17 participants having distinct levels of expertise in industry, data analysis and computer science, were conducted to collect opinions and suggestions for improvements, as well as, quantitative data regarding the technologies considered A succeeding user study was then prepared, in which 12 participants used two conditions (C1 — Hands-free Pervasive AR tool for HMDs and C2 — Web tool for tablet devices) to fulfill a set of data monitoring tasks in an industry assembly line The result of these studies confirm the potential of Pervasive AR for data monitoring, as it engages users, promote environmental awareness, contextualizes data and allows fast self-localization.

The use of digital technologies in education: the case of physics learning

The article reveals the trends in the use of digital technologies in teaching physics by summarizing scientific results over the past 20 years. To solve the problem, a bibliographic analysis of the sources of the scientometric database of the WOS was used with the involvement of the computer tool VOSviewer (for the construction and visualization of bibliographic data) as of June 2023. The tool was used to analyse publications by keywords (a network of connections is built on the basis of all keywords of given publications). Networks of connections of keywords were built according to the queries: “physics learning”, “physics education”, “physics teaching” and “technologies”, as well as “digital technologies in teaching physics”, “physics application”, “mobile physics learning”, “virtual physics laboratory”, “digital physics laboratory”, “virtual reality & physics”, “augmented reality & physics”. The landscape of the use of digital technologies in teaching physics is characterized by four aspects (general, technological, educational-motivational, educational-organizational). Modern trends in teaching physics are singled out: the use of environments where simulation, modelling, visualization, virtualization of physical processes, etc. are possible; increasing popularity of virtual, augmented and mixed reality tools; use of mobile applications for learning physics; using artificial intelligence to teach physics; organization of an educational environment based on mobile or online learning, where active learning methods are determined to be appropriate. The importance of developing young people's intellectual skills (computational skills, algorithmic thinking skills, modelling processes, etc.) and visual thinking for the successful mastery of various sections of physics has been confirmed. The demand for integration links between natural sciences, mathematics, engineering, and digital technologies for STEM education has been monitored. Recommendations for the training of physics teachers have been formulated.

3D color multimodality fusion imaging as an augmented reality educational and surgical planning tool for extracerebral tumors.

Extracerebral tumors often occur on the surface of the brain or at the skull base. It is important to identify the peritumoral sulci, gyri, and nerve fibers. Preoperative visualization of three-dimensional (3D) multimodal fusion imaging (MFI) is crucial for surgery. However, the traditional 3D-MFI brain models are homochromatic and do not allow easy identification of anatomical functional areas. In this study, 33 patients with extracerebral tumors without peritumoral edema were retrospectively recruited. They underwent 3D T1-weighted MRI, diffusion tensor imaging (DTI), and CT angiography (CTA) sequence scans. 3DSlicer, Freesurfer, and BrainSuite were used to explore 3D-color-MFI and preoperative planning. To determine the effectiveness of 3D-color-MFI as an augmented reality (AR) teaching tool for neurosurgeons and as a patient education and communication tool, questionnaires were administered to 15 neurosurgery residents and all patients, respectively. For neurosurgical residents, 3D-color-MFI provided a better understanding of surgical anatomy and more efficient techniques for removing extracerebral tumors than traditional 3D-MFI (P < 0.001). For patients, the use of 3D-color MFI can significantly improve their understanding of the surgical approach and risks (P < 0.005). 3D-color-MFI is a promising AR tool for extracerebral tumors and is more useful for learning surgical anatomy, developing surgical strategies, and improving communication with patients.

A game-based augmented reality navigation system to support makerspace user education in a university library

PurposeA makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.Design/methodology/approachWith a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.FindingsAnalytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.Practical implicationsThe study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.Originality/valueThis study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers’ curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

A binaural room impulse response dataset and Shorelining psychophysical task for the evaluation of auditory sensory augmentation

Sensory augmentation using spatial sound presented in augmented-reality (AR) can assist people with low vision or blindness in navigating their environment (Katz et al., 2012). Nonetheless, in many situations, the poor quality of the binaural sound rendered using current tool sets limits the potential capability of the assistive technology. In particular, acoustic environments with near-field sources and reflections pose significant challenges. In this work, we provide a reference binaural room impulse response (BRIR) dataset with near-field sources and reflections and an associated shorelining psychophysical task that is useful for the evaluation of AR spatial audio. The dataset consists of 12∼small loudspeakers arranged on a 3-by-4 grid in a complex acoustic environment. BRIR measurements are recorded using the Head and Torso Simulator (HATS) for 17∼different receiver positions with a 5o angular resolution. Room impulse response measurements are also recorded using the Eigenmike for each of the 17 receiver positions. Using the Razer Anzu smart glasses to render the binaural AR spatial audio, we compare psychophysical performance on the shorelining navigation task using the recorded dataset and various existing binaural AR tool sets.

Filtering the reality: Exploring the dark and bright sides of augmented reality–based filters on social media

The study aims to investigate the effect of augmented reality (AR)-based filters on social media users’ self-concept and well-being. While much research has explored consumer use of AR filters and their effect on buying behaviour, few studies have examined how such filters affect self-concept, especially in the context of social media use (rather than retailing). We used the inductive qualitative method and grounded theory to analyse 18 AR filter users’ in-depth interviews. We found that using AR filters broadens the gap between the actual self and the ideal self, intensifying the social comparison process. On the positive side, some users may get inspired to reduce the ideal-actual gap through the creative use of the AR tools available. However, on the negative side, other users may feel negative emotions like envy. These positive and negative feelings may affect the user’s body satisfaction and self-confidence, ultimately changing their usage intention. JEL Classification: M31