Marker-based Augmented Reality Application Research Articles

Usability analysis of marker-based augmented reality application for the microcontroller study

Usability analysis of marker-based augmented reality application for the microcontroller study

Implementasi Augmented Reality sebagai Media Informasi Jadwal Penggunaan Ruang Laboratorium di Universitas Teknologi Yogyakarta

Universitas Teknologi Yogyakarta (UTY) operates several computer laboratory rooms used daily by students according to their scheduled times. Sometimes, these rooms experience sudden schedule changes, causing conflicts with other room bookings. This research aims to employ an Augmented Reality (AR)-based application for monitoring the dynamic schedule of lab room usage. The method utilizes a marker-based AR application, tested through black box implementation. The application successfully reads markers at distances of 10–90 cm, tilt angles of 10–80 degrees, and light intensities ranging from 40 to 250 lux. Under these conditions, the markers are readable, and the application responds by displaying virtual objects. Users of the lab rooms can utilize this AR application to identify changes in the scheduled usage plans at UTY as they occur.

PlutoAR: a scalable marker-based augmented reality application for interactive and inclusive education

PlutoAR: a scalable marker-based augmented reality application for interactive and inclusive education

Marker-based Augmented Reality Application for Car Basic Maintenance

Marker-based Augmented Reality Application for Car Basic Maintenance

The Mobile Augmented Reality Application for Improving Learning of Electronic Component Module in TVET

Teens and young adults may get training in anything from the basics to advanced skills in various workplace and academic settings at Technical and Vocational Education Training and Education (TVET) institutions. Some aspects of teaching and learning in TVET cannot be articulated clearly, and trainees cannot perceive how things fit together. The study was conducted to determine the optimal platform to develop mobile Augmented Reality applications for TVET trainees and, to assess the TVET trainee’s readiness for AR-based mobile application training deployment. An online questionnaire was sent to trainees at Industrial Training Institute in Malaysia via the online system. A marker-based Augmented Reality application was created for the Basic Electronic Components module utilizing Unity software, the Vuforia engine, and C# script. Finally, the trainees were allowed to test the generated application. The trainees were interviewed to obtain data on their responses. The results indicate that 83% of the TVET trainees own and use android as the application platform. The results of the pre-test and post-tests used to gauge the success of the Augmented Reality application show that its usage in the sub-learning module significantly improved memory recalls for the TVET trainees. The outcomes showed that the Augmented Reality application suited the participants' learning needs and improved the effectiveness of their learning. The result from this project will serve as a pre-test for determining the most suitable platform to deploy the Augmented Reality application to be developed in the future.

EFFECTIVENESS ON TRAINING METHOD USING VIRTUAL REALITY AND AUGMENTED REALITY APPLICATIONS IN AUTOMOBILE ENGINE ASSEMBLY

Training and education have become increasingly crucial in obtaining new skills in a variety of fields, especially in assembly and disassembly operations. The main issue in mechanical engineering, particularly in the assembly department, was that automobile engine components assembly was found to be complicated and challenging to assemble using an existing method, where they only rely on a video-based method. The purpose of this paper is to create interactive Virtual Reality (VR) and Augmented Reality (AR) applications that allow users to efficiently assist and complete the assembly tasks. In this work, the authors designed and developed a fully immersive VR application using an HTC Vive headset and two AR applications (marker-less AR application and marker-based AR application) using EPSON MOVERIO BT-300 (AR Smart Glasses). Fourteen engineering students from Universiti Putra Malaysia were selected for the experiment. They were divided into four groups: video-based group, VR-based group, marker-less AR group, and marker-based AR group. They are required to complete all four experiments (video-based experiment, VR-based experiment, marker-less AR experiment, and marker-based AR experiment). The results showed that the marker-less AR application is the best impressive method (37% better), the VR application is the second impressive method (23% better) followed by the marker-based AR application is the third impressive method (3% better) compared to the existing video-based guideline. Therefore, the students favored AR and VR applications rather than the existing method to be used in automobile engine assembly tasks.

Developing Augmented Reality (AR) as Assisted Technology in Reading Based on Content-Language Integrated Learning

Assisted technology has become one of the primary needs for inclusive education, especially for language learning. Language learning mediated by technology can provide affordances to EFL learners with low English language skills. Therefore, an assisted technology with content-language integrated learning was developed with the ADDIE approach to producing meaningful and motivational language learning with a dual focus, namely content and language. The materials presented in the assisted technology were developed stick to the Line-of-Sight by the Branch model (2009), which covers needs, goals, strategies, and assessment. The technology and material development result were named assisted technology-enhanced language learning (ATELL) and created with a marker-based augmented reality application. The AR application is an assisted technology for reading comprehension skills that guide the students in critical thinking for critical reading activities. The findings of the study show that students who read with the AR application performed better than those who read with the traditional method. The students also reported that they have a positive perception of the integration of the AR application for language learning for several attributes such as technology interactivity, compatibility, learning ambience, and cognitive condition.

A Study of Treatment of Lizard Phobia Using Visible and Invisible Marker-based AR Application

Augmented reality refers to the combination of computer-generated objects with real world environment. This technology is empowered by the evolution of hardware and software in the past decade. Virtual objects are placed through device screens in a user’s environment relying on the device camera and capability of graphics hardware. This advancement opens a wide horizon for application development in the field of entertainment, education, medical, etc.
 One of the main advantages of augmented reality (AR) is in the treatment of various phobias though exposure treatment. A phobia is characterized by irrational fear or reaction to a normal situation. Thus, gradually exposing patients to their phobias helps in reducing their uncontrolled reaction and aids in reducing their fear of their respective phobia. Herpetophobia is the extreme fear from aversion reptiles such as lizards. The lizard phobia is a common form of phobia amongst people.
 In this article, an application of lizard phobia exposure treatment is proposed to help patients. The proposed application relies on marker-based AR. This is implemented using Visible marker AR system (VMARS) and Invisible marker AR system (IMARS), comparing the results of both systems to a group a subject to identify the best approach for Herpetophobia treatment.

Building blocks for commodity augmented reality-based molecular visualization and modeling in web browsers.

For years, immersive interfaces using virtual and augmented reality (AR) for molecular visualization and modeling have promised a revolution in the way how we teach, learn, communicate and work in chemistry, structural biology and related areas. However, most tools available today for immersive modeling require specialized hardware and software, and are costly and cumbersome to set up. These limitations prevent wide use of immersive technologies in education and research centers in a standardized form, which in turn prevents large-scale testing of the actual effects of such technologies on learning and thinking processes. Here, I discuss building blocks for creating marker-based AR applications that run as web pages on regular computers, and explore how they can be exploited to develop web content for handling virtual molecular systems in commodity AR with no more than a webcam- and internet-enabled computer. Examples span from displaying molecules, electron microscopy maps and molecular orbitals with minimal amounts of HTML code, to incorporation of molecular mechanics, real-time estimation of experimental observables and other interactive resources using JavaScript. These web apps provide virtual alternatives to physical, plastic-made molecular modeling kits, where the computer augments the experience with information about spatial interactions, reactivity, energetics, etc. The ideas and prototypes introduced here should serve as starting points for building active content that everybody can utilize online at minimal cost, providing novel interactive pedagogic material in such an open way that it could enable mass-testing of the effect of immersive technologies on chemistry education.

Assimilating Disruptive Technology: A New Approach of Learning Science in Engineering Education

Abstract Technology, if embedded in education efficiently, can do miracles. It can motivate the learners to participate actively at learning platforms and make the learning process more effective. Earlier research has recognized the problem that learning would merely be a passive process if the use of technology does not encourage critical thinking, conception or meta cognition. Since its inception augmented reality(AR) has exhibited a great potential in improving the learning to have active engagement, increased interaction and critical intervention by the students. This is so because this advanced technology provides the learner a natural experience while interacting the real and the virtual environments seamlessly. Merging AR in education, therefore, has caught the researchers’ attention as it provides the learners an immersive and realistic experience. This research work investigates the effect of Augmented Reality(AR) in electronics, electrical and science education on university level students. This paper aims to elaborate the understanding of ohm’s law using AR technology. A marker based AR application namely AROhm has been developed which can make the students learn in a Hands-on augmented way to provide them a noval and concrete learning experience. 20 participants(students) were chosen from first year engineering and the subject chosen is BEEE(Basics of electrical & electronics Engineering). Two groups namely treatment and control group were made and data collection has been done to obtain qualitative as well as quantitative results of the application. AROhm has been proved cost effective and simply requires a laptop or an ordinary desktop. T- test is used for measuring the effects of AR technology over traditional learning. Written feedback has been taken from both the participant groups. Pros and Cons of the application as evolved from the students as well as teachers were discussed.

Augmented Reality Application to Efficiency the Process of Making Batik Motifs Using Vertex Marker

From the total time of making traditional Batik, the batik stage is the most time consuming because there are a lot of mistakes due to lack of carefulness when making batik motifs on cloth. To overcome the problem of making Batik motifs, this research utilizes the strengths and capabilities of Marker-Based Augmented Reality technology. The development of Marker-Based Augmented Reality applications is done by replacing digital objects with Batik motif images and markers attached to the fabric. Development of Marker-Based Augmented Reality applications using vertex markers to reproduce Batik motif objects in order to overcome the limitations of the reach of hands when making Batik motifs on fabric Finally, by using Marker-Based Augmented Reality applications batik makers do not need to draw Batik motifs in pencil on fabric because of Batik motifs directly displayed on the fabric surface by the application, so that it is expected to reduce the process time of making Batik motifs compared to making Batik motifs using traditional methods.

Designing of marker-based augmented reality learning environment for kids using convolutional neural network architecture

This paper focuses on using the augmented reality (AR) technology to create visual-aids through display for early childhood learning. The proposed methodology works on the principle of augmenting 3D virtual objects over the English alphabets that are used as printed markers. The important steps of a typical marker-based AR application are, (i) detection of markers in the field of view (FOV) of the camera, (ii) identification of the marker, (iii) estimating the pose of the marker, and (iv) rendering 3D virtual content over the marker in a live video stream. We have formulated the marker identification process as a classification problem which has been accomplished with the help of convolutional neural networks (CNN). The effectiveness of the marker identification process using CNN is validated by comparing its identification accuracy with support vector machine (SVM) classifier. The marker identification by the CNN model shows better accuracy than SVM. After successful marker identification and pose estimation, virtual objects are rendered over the 2D projection of the alphabets. The seamless augmentation of the virtual objects over the markers are rendered on display. The setup has been tested on a large dataset and it is believed to create engaging experience for the kids, especially the kindergarten age group.

Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training


 
 
 This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students’ self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students’ motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.
 
 

The determinants of recommendations to use augmented reality technologies: The case of a Korean theme park

The increased availability of smartphone and mobile gadgets has transformed the tourism industry and will continue to enhance the ways in which tourists access information while traveling. Augmented reality has grown in popularity because of its enhanced mobile capabilities. In tourism research, few attempts have been made to assess user satisfaction with augmented reality applications and the behavioral intention to recommended them. This study uses a quality model to test users' satisfaction and intention to recommend marker-based augmented reality applications. By applying process theory, this study also investigates the differences in these constructs between high- and low-innovativeness groups visiting a theme park in Jeju Island, South Korea. Questionnaires administered to 241 theme park visitors revealed that content, personalized service, and system quality affect users' satisfaction and intention to recommend augmented reality applications. In addition, personal innovativeness was found to reinforce the relationships among content quality, personalized service quality, system quality, and satisfaction with augmented reality.