Augmented reality (AR) offers opportunities for hand hygiene training and assessment in health profession students, providing guided and repetitive experiential learning. This pilot study aimed to explore radiography students' perceptions of the usability and satisfaction of an AR system (ARS) for hand hygiene education and its effect on students' knowledge, confidence, and practice. Radiography students completed ARS-based hand hygiene training and assessment before clinical placement. Data was collected at three timepoints: Pre-intervention (Survey 1); Postintervention (Survey 2); and Post-placement (Survey 3). Surveys explored knowledge, confidence and perceptions of the ARS. Software-acquired data was automatically recorded. Following an opt-out recruitment approach, 73 students participated in this study. Self-reported confidence in hand hygiene practice improved after the AR intervention and remained stable post-placement. Hand hygiene knowledge was high before and after AR intervention, with no change post-placement. Training and assessment averaged five and 3 min respectively. Most students (58.6 %) passed the assessment on their first attempt. Common compliance errors were recorded across five out of six hand hygiene actions. Students found the ARS to be interactive and enjoyable. Negative feedback focused on the ARS' detection of hand movements by a small proportion of students. AR-based hand hygiene training is a feasible and engaging for radiography students, enhancing confidence and supporting skills acquisition through interactive, time-efficient practice. Identified limitations suggest improvements to introduction to the ARS-based training and the physical environment where intervention is conducted. Integrating AR into pre-clinical education can provide consistent, scalable, and immersive training that reinforces importance of hand hygiene. The time efficiency of AR supports inclusion in busy curricula, while its interactive nature may increase student engagement.

Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition

Digitalization of Ultrasonic Non-Destructive Testing Using Augmented Reality: An Expert Evaluation

Augmented reality for enhancing educational experience in laboratory safety training

Artificial intelligence in animal anatomy: Exploring the technologies, applications, benefits, and challenges.

Enhancing PPE delivery and registration through augmented reality technology

This study proposes AR-HueCode, a novel meta-marker that enhances detection capabilities by layering multiple fiducial markers in colored layers. Fiducial markers, such as augmented reality (AR) markers, are widely used for pose estimation in robots and drones due to their cost-effectiveness and ease of implementation. However, their limited detection range often necessitates the deployment of numerous markers to achieve wide-area coverage, and partial occlusion or out-of-view markers frequently lead to recognition failures in real-world conditions. To address this limitation, we present AR-HueCode, which superimposes multiple AR markers of varying sizes onto a single marker, thereby expanding the detection range in both horizontal and vertical directions. By integrating pose estimation results through pose graph optimization, AR-HueCode ensures reliability even under occlusion or partial out-of-view conditions. Experiments demonstrate AR-HueCode's superior detection range and accuracy compared to conventional ArUco markers. In a drone flight experiment, it achieved accurate pose estimation despite partial occlusion, outperforming standalone ArUco markers by integrating IMU data using a pose graph. These findings underscore the potential of AR-HueCode for applications that require reliable and versatile pose estimation.

Waveguide displays are promising for augmented reality or mixed reality, but chromatic dispersion in conventional diffractive elements limits full-color display performance. Although promising, achromatic metagratings’ diffraction efficiency needs to be improved. We propose an inverse design method using a quantum genetic algorithm for achromatic slanted metagratings. Two designs with 20° and 40° fields of view exhibit diffraction efficiencies as high as 29% ± 1% for RGB wavelengths at normal incidence and excellent angular and spectral uniformity. The proposed single-layer manufacturable structures offer a promising route to future full-color waveguide displays.

The intricate anatomy of the posterior fossa comprises layered muscles, fasciae, and both extracranial and intracranial neurovascular structures. Surgical intervention in this region requires a precise and comprehensive understanding of these structures, which can be difficult to achieve with only 2-dimensional materials. Traditional cadaver dissections provide basic 3-dimensional anatomic insight but are increasingly constrained by cost, ethical concerns, and difficulties in cadaver sourcing. Advances in 3-dimensional (3D) modeling, particularly through photogrammetry, offer an innovative approach for improving visuospatial understanding for neurosurgical education. This study aimed to create realistic 3D models of the suboccipital musculature and neurovascular anatomy of the posterior fossa with photogrammetry. In addition, a middle fossa dissection was included to define cranial nerve pathways, providing a supplementary educational tool for neurosurgical training. Five silicone-injected cadaveric head specimens were used for posterior and middle fossa dissection under a surgical microscope. Photographs were taken from multiple angles to generate 3D models through photogrammetry, which were then processed with the Scaniverse application and uploaded to the Sketchfab platform. Each model's anatomic structures were labeled and made accessible for augmented reality and virtual reality viewing on multiple devices, enhancing interactive learning experiences. Patient-specific step-by-step 3D models were generated using radiological segmentation to support preoperative planning for the posterior fossa approach. Sixteen 3D models were created, illustrating detailed anatomy of suboccipital and deep neck muscles, neurovascular structures, and cranial nerve pathways within the posterior and middle fossae. These models improve visualization and spatial understanding of complex anatomic relationships, making them a valuable resource for neurosurgical education. The 3D models developed in this study provide an effective tool to enhance the spatial understanding of the complex neurovascular anatomy of posterior fossa and cranial nerve routes, supporting and complementing traditional cadaver dissection in neurosurgical training.

Introduction Simulation is essential for teaching procedural skills in obstetrics, yet access to high-fidelity simulators remains limited. Augmented reality (AR) offers an innovative and scalable way to enhance pre-simulation learning. This study evaluated whether AR-based training improves student performance in simulated vaginal births compared with traditional text- and video-based preparation. Methods We conducted a multicenter, prospective, randomized controlled trial with blinded evaluators involving 401 undergraduate medical and midwifery students from two universities (Chile and Colombia). Participants were assigned to AR-based training (experimental group) or conventional preparation (control group). All students completed high-fidelity childbirth simulations assessed using a validated Direct Observation of Procedural Skills (DOPS) checklist. The primary outcome was achievement of the minimum competency threshold; secondary outcomes included mean DOPS scores, critical task performance, and student satisfaction. Results Students trained with AR achieved significantly higher DOPS scores (11.9 ± 0.14 vs 10.6 ± 0.15; p < .001) and greater critical task completion (3.6 ± 0.07 vs 3.3 ± 0.07; p < .001) than controls. The proportion reaching the competency threshold doubled in the AR group (12.8% vs 6.2%; RR 2.23; 95% CI 1.07–4.01; p < .05). Both groups reported high satisfaction, though AR users noted opportunities to improve realism. Discussion AR-based pre-simulation training enhances performance and competency attainment in simulated vaginal birth care. This scalable and cost-effective approach complements traditional simulation, supporting competency-based medical education while broadening access to high-quality procedural training in obstetrics.

Nanoimprint lithography is a technique that promises a low-cost, high-throughput, and high-resolution method for fabricating nanostructures, which may be used in communications, sensing, and emerging technologies such as augmented reality glasses. We present a comprehensive analysis of an ultraviolet nanoimprint lithography protocol using a resin-stamp platform, introduced by OpTool AB, for the production of 1D and 2D guided mode resonance grating structures. We assess their performance optically, a method rarely reported, to investigate the device functionality and make practical comparisons to electron-beam lithography. We achieve a representative resolution of 30 nm, which leads to good optical resonances, but we also note issues with inconsistent patterning over large areas (>1 mm2) and short shelf-lives of the chemicals involved. We conclude that, while Nanoimprint lithography can fabricate structures on a par with electron beam lithography, it also presents some challenges in producing functional devices at lower throughputs, a key consideration for small research laboratories.

At present, traditional pottery teaching has long relied on teacher resources, with severely uneven distribution of teaching resources, and the teaching process is difficult to quantify. Students' creative inspiration methods are very limited. With the rise and development of technologies such as artificial intelligence (AI) and augmented reality (AR), powerful solutions have been provided to address the problems in current ceramic art teaching. Current research predominantly addresses AI and AR as separate technological tools rather than proposing integrated systems for their collaborative teaching application. This study aims to construct a ceramic teaching design framework driven by both AI and AR wheels. The study first established the two core pillars of "intelligent enhancement" and "situational integration" through literature review, corresponding to the cognitive empowerment of AI and the environmental construction of AR. On this basis, this study deconstructs and elucidates the inherent mechanism of the "dual wheel drive" model, namely that AI serves as the "brain" responsible for data perception, analysis, and decision generation, while AR serves as the "interface" responsible for immersive presentation and interactive guidance of information. A synergistic effect is achieved via a closed-loop data flow, through which the technologies collaboratively support comprehensive pottery teaching.

Civil infrastructure inspection remains labor-intensive, subjective, and hazardous when relying on traditional visual assessments and manual measurements. This review examines how augmented reality (AR) addresses these challenges. The aim is to map the state-of-the-art AR applications across core inspection areas and to evaluate their operational performance. A systematic scoping literature review was conducted over peer-reviewed journals, conference proceedings, and industry reports from the past decade, focusing on AR system design, deployment, and empirical results. Results demonstrate that AR tools can reduce inspection time by up to 30 percent, improve defect measurement accuracy to within millimeter-scale tolerances, and support remote collaboration and AI-augmented defect detection. However, there are still major issues with data interoperability, multi-user scalability, spatial registration accuracy, and cognitive load management. While AR has progressed from proof-of-concept to real-world pilots, the review concludes that its broad adoption depends on improvements in tracking accuracy, standardised data frameworks, and integration with cutting-edge technologies like 5G edge computing and AI-driven analytics.

Within the trajectories of design-based research (DBR) and multimodal theory, this study captures the iterative processes undertaken to design, develop, and deploy game-based Augmented Reality (AR) applications for learning, exploration, and collaboration within higher education settings. Three game-based scenarios were designed set in a prehistoric neolithic site, Choirokoitia, in the Mediterranean region. The study investigated the pedagogical and technological affordances, complexities, and contradictions that our interdisciplinary team experienced during these iterative processes. Using a multimodal perspective and drawing on Klopfer and Squire’s (2008) framework, we delineated six phases, from aligning the AR scenario design with European project requirements and creating multimodal contexts, to identifying future research directions. The results demonstrate the intricacies and iterative processes utilised in harnessing multiple software and hardware resources for the conception and realisation of AR embedded within culturally and historically rooted contexts that enact affordances for exploration and collaboration. These endeavours were underpinned by pedagogical imperatives that focus on task-oriented activities.

Background: Virtual, augmented, and mixed reality (or collectively extended reality, XR) serious games, combined with motion-tracking technologies, are increasingly used for motor and cognitive rehabilitation and training. As XR and tracking technologies advance, a systematic mapping of the related research area could offer relevant insights. Objectives: This review aims to map interactive XR serious games, using motion-tracking technologies for physical or cognitive rehabilitation or training, and describe intervention characteristics and evaluation methods. Eligibility Criteria: Eligible studies were English, peer-reviewed journal articles published between 2015 and October 2025, with more than three participants, using custom XR serious games for rehabilitation or training. Studies were excluded if they focused on technical aspects, passive XR, diagnostic evaluation, psychological therapies, minor participants, procedural training, or education. Charting Methods: Data were charted using a structured form capturing XR characteristics, hardware configurations, study characteristics, and evaluation methods. Results: 61 studies were included. Most employed non-immersive or fully immersive VR interventions, targeting physical upper-body rehabilitation, especially post-stroke and Parkinson’s disease. Usability, acceptability and user experience, and training effectiveness were commonly evaluated with positive outcomes. Conclusions: The findings highlight opportunities for research into augmented and mixed reality approaches, particularly for cognitive function, and use of XR-based interventions across broader populations.

This article provides a detailed analysis of the process of developing digital competence among management undergraduates as a key element of modern professional training. The main components of digital competence are systematized, including informational, technical, communicative, analytical, and creative skills, as well as critical thinking and innovation capacity. International standards of digital competence (DigComp) and national educational standards of Ukraine are examined, which define the essential knowledge and skills required for future managers in the fields of digital technologies, data analytics, managerial decision-making, and information security. The study analyzes modern information technologies applied in the educational process, including learning management systems (LMS), online simulators and business games, analytical platforms, cloud services, and collaborative tools for team-based work. Methods for developing and assessing digital competence are identified, such as testing, practical assignments, project-based activities, portfolio creation, and collaborative assessment, which allow comprehensive evaluation of students’ skills and planning for their further development. Particular attention is given to the prospects of integrating modern technologies into curricula, including the use of artificial intelligence, machine learning, virtual and augmented reality, which facilitate personalized learning, modeling of complex managerial situations, and practical skill development. The advantages of actively using digital platforms for distance and hybrid learning, big data work, analytics and visualization of results, as well as development of digital communication and team collaboration, are analyzed. It is concluded that the comprehensive use of information technologies and modern pedagogical methods effectively fosters digital competence of future managers, enhances their professional readiness, analytical and communication skills, creativity, critical thinking, and adaptability to a dynamic digital environment. Such an approach ensures the preparation of competitive specialists capable of acting effectively in the digital economy and global labor market.

This paper examines the influence of emerging digital technologies on multichannel retailing, particularly regarding customer experience and retailer performance. A systematic literature review reveals that technologies like Artificial Intelligence (AI), the Internet of Things (IoT), Augmented and Virtual Reality (AR/VR), and Big Data enhance personalized shopping experiences and operational efficiency. However, challenges such as high costs, data privacy issues, and integration difficulties are noted. The study also identifies a research gap concerning the long-term effects of technology on customer loyalty and retailer profitability, while synthesizing current insights and proposing future research directions.

This contribution examines the use of ICT in mosaic heritage to enhance the user experience in heritage interpretation. The study focuses on the digital graphic reconstruction of a Roman mosaic featuring animal emblems. As the original mosaic is no longer physically accessible, the reconstruction relied on the systematic collection, comparison, and analysis of diverse visual sources, including archival photographs, historical drawings, and related documentation; photography and drone capture; digital assembly of borders of hand-drawn mosaic elements; and systematic assembly and completion of repetitions in representative mosaic motifs and observational color and design refinement of animal emblems. The article outlines the mosaic’s schematic layout and the key reconstruction steps, resulting in a digital representation developed within the limits imposed by the available evidence. The outcome demonstrates that combining historical research and digital graphics can effectively support the preservation and communication of cultural heritage. Finally, an augmented reality application for interactive presentation of the reconstructed mosaic is introduced, enabling users to explore both the reconstruction process and the interpretive meanings of individual mosaic elements, thereby enhancing engagement and understanding.

This scoping review aims to explore current trends in the scientific literature on clinician- and patientreported outcomes, as well as the feasibility of augmented reality (AR) and mixed reality (MR) technologies in implant-related dentistry and to assess future perspectives. Following the Joanna Briggs Methods Manual for Scoping Reviews the research question was formulated using the "Population" (P), "Concept" (Cpt), and "Context" (Cxt) framework. Any type of clinician-, patient- or investigator-reported outcomes was designated as P, the use of AR or MR in clinical settings as Cpt, and implant-related dentistry and prosthodontics served as Cxt. A comprehensive electronic search was conducted in PubMed, Embase, Web of Science, and CENTRAL for articles published up to April 16th, 2025. Two authors independently performed the screening, full-text analysis, and data extraction. Descriptive statistics and narrative synthesis were used to analyse the obtained data. The electronic search identified 1258 titles after removing duplicates. Eight studies, involving 98 participants were included. Of these, three articles focused on overall digital workflows, three manuscripts on implant placement, one study on treatment planning and the remaining one on intraoral scanning. AR was utilized in four studies, MR devices were analyzed in three articles, and one trial utilized both technologies. Clinician-reported outcome measures were assessed in six studies, most commonly focusing on accuracy and time-efficiency. Patient-reported outcome measures were evaluated in one randomized controlled trial. This scoping review highlights the growing interest in augmented and mixed reality technologies in implant dentistry. More studies have focused on clinician-reported outcomes, particularly related to the accuracy of implant placement and workflow integration. However, patient-reported outcomes remain underexplored. Preliminary findings suggest that AR and MR technologies are feasible and may increase workflow efficiency. Further research is needed to fully evaluate the impact of AR and MR technologies across the entire digital workflow in implant dentistry and to better understand benefits from both clinical and patient perspectives.

The use of interactive digital media in physics learning remains limited, and the integration of local wisdom into science education is often overlooked, resulting in less contextual and engaging learning experiences for students. This study aims to develop and determine the validity of an Augmented Reality (AR)-based electronic student worksheet (E-LKPD) integrated with local wisdom on thermodynamics, specifically the evaporation topic for grade XI high school students. This research employed a Research and Development (R&amp;D) approach using the ADDIE model, focusing on the development and evaluation stages. Product validation involved four validators consisting of two physics education lecturers and two experienced high school physics teachers. The validation instrument assessed interface design, interactivity, visual presentation, AR technology stability, media integration, and digital format consistency. Data were analyzed using descriptive quantitative techniques through percentage calculations to determine the validity level. The results indicate that the developed AR-based E-LKPD achieved a highly valid category, exceeding the established feasibility criteria. The integration of AR technology enables interactive visualization of thermodynamics concepts, while the incorporation of local wisdom provides contextual learning experiences for students. Therefore, the developed E-LKPD is feasible as an innovative digital learning medium to support more engaging and meaningful physics learning.