Mobile Augmented Reality Applications Research Articles

Quantifying Dwell Time With Location-based Augmented Reality: Dynamic AOI Analysis on Mobile Eye Tracking Data With Vision Transformer.

Mobile eye tracking captures egocentric vision and is well-suited for naturalistic studies. However, its data is noisy, especially when acquired outdoor with multiple participants over several sessions. Area of interest analysis on moving targets is difficult because A) camera and objects move nonlinearly and may disappear/reappear from the scene; and B) off-the-shelf analysis tools are limited to linearly moving objects. As a result, researchers resort to time-consuming manual annotation, which limits the use of mobile eye tracking in naturalistic studies. We introduce a method based on a fine-tuned Vision Transformer (ViT) model for classifying frames with overlaying gaze markers. After fine-tuning a model on a manually labelled training set made of 1.98% (=7845 frames) of our entire data for three epochs, our model reached 99.34% accuracy as evaluated on hold-out data. We used the method to quantify participants' dwell time on a tablet during the outdoor user test of a mobile augmented reality application for biodiversity education. We discuss the benefits and limitations of our approach and its potential to be applied to other contexts.

Participatory Exhibition-Viewing Using Augmented Reality and Analysis of Visitor Behavior

Augmented reality (AR) is rapidly becoming a popular technology for exhibitions. The extended content provided through virtual elements offers a higher level of interactivity and can increase the appeal of the exhibition for younger viewers, in particular. However, AR technology in exhibition settings is typically utilized to extend the effects of exhibits, focusing solely on individual experiences and lacking in shared social interactions. In order to address this limitation, in this study, we used AR technology to construct a participatory exhibition-viewing system in the form of an AR mobile application (app), “Wander Into Our Sea”. This system was developed as a component of the 2022 Greater Taipei Biennial of Contemporary Art exhibition titled “Log Into Our Sea”. The app features two modes: exhibition-viewing mode and message mode. The first embodies passive exhibition-viewing while the second offers channels for active participation. The app has three functions: (1) in exhibition mode, visitors passively view the exhibition content through the AR lens, (2) in message mode, visitors can use the AR lens to leave messages in the 3D space of the exhibition to become part of the exhibit, and (3) during the use of either mode, the app collects data on visitor behavior and uploads it to a cloud to create a research database. The third function allowed us to compare the behaviors of exhibition visitors while they used the two modes. Results revealed that without restricting the ways and sequences in which AR content was viewed, there were no significant differences in the duration of viewing, or the distance covered by visitors between the two modes. However, the paths they took were more concentrated in the exhibition-viewing mode, which indicates that this mode encouraged visitors to view the exhibit in accordance with the AR content. In contrast, in message mode, visitors were encouraged to leave text messages and read those left by others, which created disorganized unpredictable paths. Our study demonstrates an innovative application of AR positioning within an interactive exhibition-viewing system, showcasing a novel way to engage visitors and enrich their experience.

Dampak Pemasaran Aplikasi Seluler Augmented Reality: Memanfaatkan Pengalaman Sosial Bersama untuk Pemasaran Viral

In today's business landscape, technology plays a pivotal role, enabling a shift from traditional to digital marketing practices. Augmented reality (AR) technology has emerged as a promising tool to enhance consumer experiences and influence purchase decisions. This study examines the impact of aesthetics, entertainment, education, escapism, AR marketing satisfaction, shared social experiences, and purchase intention on AR mobile applications in Indonesia. Data collected through online questionnaires were analyzed using SEM-PLS, revealing significant effects across all variables. Aesthetic elements positively influenced entertainment, education, and escapism, subsequently enhancing AR marketing satisfaction. Furthermore, AR marketing satisfaction positively affected shared social experiences and purchase intention.

Development of Problem-Based Mobile Augmented Reality Application to Enhance Creative Problem-Solving Skills for Undergraduate Students

This study aims to develop a problem-based mobile augmented reality (AR) application to enhance creative problem-solving skills among undergraduate students. The research involves an experiment conducted on a sample group of 30 undergraduate students enrolled in the maintenance of computers and audio-visual equipment course, selected through a simple random sampling method. The instruments used in the study included structured interview questions, needs assessment questionnaires, quality evaluation of mobile applications, evaluation of the learning plan, measurement of creative problem-solving ability, and satisfaction surveys. The data obtained were analyzed using mean, standard deviation, dependent t-test, and effect size statistics. The findings demonstrated that the developed mobile application achieved the highest quality level, with an average value of 4.62 (SD = 0.64). The mobile application efficiency reached 75.48 out of 75.16, meeting the established threshold of 75 out of 75. Using the mobile application led to statistically significant improvements in creative problem-solving skills after the learning process, with scores higher than those before learning at the 0.05 level. The effect size was 6.61, indicating a large impact. Additionally, student satisfaction with the mobile application was reported as the highest.

Design and development of a mobile augmented reality‐based learning environment for teaching the lives of scientists

AbstractBackgroundScience history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students.ObjectivesThis research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history.MethodsThe research was conducted using a design‐based research method consisting of four stages: Analysis, design, development‐implementation‐evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis.Results and ConclusionsAs a result of the research, a MAR application named TISAR‐3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience.ImplicationsThe widespread use of the TISAR‐3D application in science history education is recommended, as well as the development of similar MAR applications for other topics.

Mobile augmented reality in learning chemistry subject: an evaluation of science exploration

Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed.

Enhancing User Experience: Exploring Mobile Augmented Reality Experiences

In recent years, the integration of augmented reality (AR) technology into mobile devices has revolutionized both human-computer interaction and computer graphics. This transformative blend of virtual elements into the physical world has led to a new era of possibilities for user experiences. However, the unique challenges posed by Mobile Augmented Reality (MAR) applications demand a closer examination of design and usability considerations to ensure optimal user engagement and satisfaction. This study investigates users' experiences with Mobile Augmented Reality applications, with particular emphasis on design and usability-related concerns. Using a controlled experiment with twenty different people, this study uses thematic analysis to investigate UX improvement options. The aim is to furnish practical design principles that consider the individual characteristics and preferences of users, thereby contributing to the development of empirical insights that enhance Human-Computer Interaction (HCI) standards and best practices. Moreover, the results highlight the importance of user-centered design and assessment approaches. This work fills important gaps in the literature on UX studies of MAR applications and advances our knowledge of creating, engaging and easy-to-use augmented reality experiences.

Integrating of Mobile Augmented Reality Applications Through Inquiry Learning to Improve Students’ Science Process Skills and Concept Mastery

Integrating of Mobile Augmented Reality Applications Through Inquiry Learning to Improve Students’ Science Process Skills and Concept Mastery

Augmented Reality Mobile Application for Autism Spectrum Disorder Rehabilitation

Autism Spectrum Disorder (ASD) is a neurological disorder in which a diagnosed child may have difficulty communicating socially or may have a repeated or limited set of behaviors. Recently, ASD cases have increased dramatically. This makes scientists interested in finding various drugs or therapies that can be used for children with autism. Social behavior therapy is one of therapy that has shown effectiveness in improving fundamental symptoms of ASD. With the rapid development of technology, social behavior therapy was then expanded by utilizing some of the latest technologies that can be beneficial for children with autism. One of the therapies using the latest technology that can be utilized is making a quiz-based game by utilizing Augmented Reality (AR) to create 3D objects virtually. Spectrum Quiz is an example of an AR-based therapy game. This game is expected to improve the ability of children with autism to communicate socially. In the development of the Spectrum Quiz AR application, several tools are needed such as Adobe Illustrator, Unity, and Blender 3D.

Shopping in the digital world: How augmented reality mobile applications trigger customer engagement

The maturation and growing popularity of augmented reality (AR) technology in recent years have promoted its implementation, leading to the emergence of various AR-related applications. Integrating AR into commerce can enhance marketing initiatives by increasing popularity and brand appeal, which in turn affects customer brand engagement behavior. Consequently, brand owners and retailers are increasingly investing in the AR commercial services sector. To explore the factors that influence customer engagement with AR commercial systems, this study draws on innovation diffusion theory and flow theory and incorporates the satisfaction factor. An integrated research model is proposed to investigate the attributes of AR technology that create a flow experience for users and satisfaction with AR services, ultimately fostering customer engagement intentions. Data from 212 valid online questionnaires were analyzed using structural equation modeling. The findings suggest that both flow experience and user satisfaction are important drivers of customers' engagement with AR commercial services. Interactivity, vividness, and novelty are identified as the critical factors affecting users’ flow experience and satisfaction. The implications of the findings are discussed.

Enhancing students’ critical thinking and visualisation skills through mobile augmented reality

Augmented Reality (AR) has emerged in our educational paradigm as a new tool to accelerate change in the teaching and learning process. This technology can improve students’ visualisation skills, which helps them understand abstract concepts, especially in Chemistry. Furthermore, visualisation skills help improve students’ critical thinking. This study was conducted with 16 secondary students. Before and after the intervention, students were required to complete a Purdue Spatial Visualisation Test to measure their visualisation skills. During four weeks of intervention, students explored the content using a mobile augmented reality application for learning chemical bonds (called CBOND) and completed critical thinking tasks each week. This study employed data mining using a decision tree to predict the path to improving students’ visualisation and critical thinking skills in learning chemical bonds. The results revealed that CBOND had a significant effect on students’ visualisation and critical thinking development. Therefore, this study proved that augmented reality technology could help students to visualise abstract concepts, especially in Chemistry, and in turn, foster their higher level of critical thinking.

Development and Evaluation of a Marker Arrangement-Based Mobile Augmented Reality Application for Learning Covalent and Ionic Bonding in the High School Curriculum

Development and Evaluation of a Marker Arrangement-Based Mobile Augmented Reality Application for Learning Covalent and Ionic Bonding in the High School Curriculum

Creating Location-Based Mobile Applications for Tourism: A Virtual AR Guide for Western Macedonia

Augmented reality (AR) applications are currently used in many fields for communication and educational purposes. Tourism is also a sector where augmented reality is used for destination marketing and cultural heritage promotion. This study will focus on mobile location-based AR applications and their potential in tourism. Such applications can guide tourists to places of interest and enhance their overall experience. The aim of this paper is to present a mobile application that was created for tourists visiting the region of Western Macedonia, Greece. The application was developed in order to guide the users in the region, entertain them, and educate them about the region’s sights, cultural heritage, and other special characteristics. The paper also aims to present a large set of features that are present in the application, including various types of AR (marker-based, markerless, and location-based) in order to provide designers who wish to create AR applications for tourism with new ideas. The application was validated by a usability test, and its features were evaluated by 39 participants who completed a questionnaire with 29 Likert-scale items. This procedure revealed the level of acceptance for the application features, and valuable feedback was also received during a discussion with the participants about how the application could be upgraded in the future.

Exploring the Impact of Mobile Augmented Reality on COVID-19 Prevention Education in Primary Schools

This study aimed to evaluate the effectiveness of an interactive mobile Augmented Reality (AR) game to increase the knowledge about COVID-19 prevention primary school students. We tested the application for usability and effectiveness through pre- and post-tests, questionnaires, and interviews. 12 participants from four states in Malaysia took part in the study. Their average age is 9.5 years old. Results indicated a significant improvement in student performance from the pre-test to the post-test, with a mean score has increased from 3.67 to 8.25. The average System Usability Scale (SUS) score was 75%. These findings show the effectiveness of our mobile AR application as a tool to increase the knowledge about COVID-19 prevention among primary school. The findings of this study contribute to the body of research on the use of AR in COVID-19 prevention education among primary school students. This study provides both theoretical and practical implications for educators, researcher and policymakers seeking to use mobile AR to support the prevention education of any future pandemic or infectious disease.

Implementasi Media Promosi Katalog Baju yang Lebih Interaktif Menggunakan Aplikasi Augmented Reality

The current technological advancement are progressing rapidly in line with the changing times. With the current pace of development, many people, especially teenagers, are keen on following fashion trends. This has led to increased competition in the fashion catalog industry. Many industries require information technology innovation, including the products offered to attract customers' attention. Typically, catalog industries advertise their products using posters, photos, or videos. However, these methods are less interactive and engaging as promotional media ideas in the current digital era. One technology that can address this issue is Augmented Reality (AR), which combines virtual objects with the real-world environment captured by the camera, making virtual objects appear integrated into the real world. By using Mobile Augmented Reality (AR) applications and with the help of our smartphones, we can view virtual clothing catalog objects on our smartphones, making them appear as if they were real. Moreover, users can virtually try on clothing over their own images, providing them with a better understanding of how the clothing will look when worn. This can create a more interactive and engaging shopping experience

Augmented reality is the new digital banking – AR brand experience impact on brand loyalty

PurposeConsumers are increasingly embracing innovative technologies for enhanced experiences. This study delves into the banking consumer brand experience through the lens of augmented reality (AR). The focus is on mobile augmented reality applications within financial institutions, which contribute to a more enjoyable and immersive customer experience. Specifically, the research highlights the utilisation of mobile augmented reality applications by a Pakistani bank and examines its influence on consumer loyalty and sustained engagement, with a particular emphasis on the AR brand experience.Design/methodology/approachThe authors conducted a comparative study between married and unmarried consumers with sample sizes of 178 and 172, respectively. The results were analysed through structural equation modelling using SmartPLS.FindingsThe study's outcomes show that AR brand experience for the unmarried sample category is positive and higher than a married one. This is an excellent opportunity for the banking sector in Pakistan to invest more in innovative technologies.Originality/valueThe current study investigates the brand experience in the banking sector from the perspective of AR technology which contributes to the AR literature.

The Effect of Augmented Reality (AR) Supported Teaching Activities on Academic Success and Motivation to Learn Nuclear Physics among High School Pupils

The research aimed to investigate the impact of Augmented Reality (AR) supported teaching activities on pupils’ academic success and motivation to learn physics, and their attitudes towards AR applications. The study focused on the “Nuclear Physics” unit in high school physics courses and employed the “Solomon Four Group Model” to control both internal and external validity. The study involved 120 pupils from two different schools, with two experimental and two control groups randomly assigned. First experimental group and first control groups completed pre-test and post-test assessments, while the second experimental group and second control groups only completed the post-test. Over a nine-week period, the experimental groups were taught using mobile AR applications, while the control groups followed the curriculum’s planned activities. The data collection tools included the “Nuclear Physics Success Test” and the “Pupils’ Motivation to Physics Learning” scale. Novelty of the research is about comparing and contrasting virtual laboratory learning environments with augmented reality learning environments. The research findings indicated that teaching with AR applications had a significant impact on pupils’ academic success to learning physics. This suggests that teaching with AR applications is an effective educational approach to enhancing physics education among 11th-grade pupils. Despite the fact that virtual laboratories and augmented reality are both innovative technologies with the potential to enhance learning experiences, experimental research suggests augmented reality is more effective in developing pupils’ critical thinking skills in high school physics lessons than virtual laboratories.

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.

Integration of Mobile Augmented Reality Applications for Engineering Mechanics Learning with Interacting 3D Objects in Engineering Education

The development of Augmented Reality (AR) technology has proliferated in the educational arena. The results of subjective observations of engineering mechanics learning show the decline in student interest and understanding caused by conventional teaching methods, which are the biggest obstacles in the learning process, thus impacting students’ cognitive abilities. This study develops AR as an instructional media for engineering mechanics using the Analyse, State, Select, Utilise, Require, and Evaluate (ASSURE) instructional design model with an R&D approach. This study used performance assessment instruments, questionnaires, and interviews with students and lecturers as the primary data. The subjects of this study were 103 students of Mechanical Engineering Vocational Education at Universitas Negeri Padang in the 2020–2021 academic year. The results showed that the use of AR-based learning media had a positive impact on students’ understanding of basic concepts and skills. In addition, AR media support independent learning and provide direct feedback to students. The acquisition of validation results from material experts is 88.48% (very valid), media experts of 89.26% (very valid), and linguists of 87.41% (very valid). The average practicality test results from the lecturer’s responses were 89.70% (very practical) and 81.63% (practical) student responses. In conclusion, the results of developing mobile AR applications that are declared valid and practical can provide a more interactive and exciting learning experience for students to increase their interest and understanding of learning. Therefore, mobile AR is an exciting option for further integrating engineering education into higher education.

Visuo-Haptic VR and AR Guidance for Dental Nerve Block Education.

The inferior alveolar nerve block (IANB) is a dental anesthetic injection that is critical to the performance of many dental procedures. Dental students typically learn to administer an IANB through videos and practice on silicone molds and, in many dental schools, on other students. This causes significant stress for both the students and their early patients. To reduce discomfort and improve clinical outcomes, we created an anatomically informed virtual reality headset-based educational system for the IANB. It combines a layered 3D anatomical model, dynamic visual guidance for syringe position and orientation, and active force feedback to emulate syringe interaction with tissue. A companion mobile augmented reality application allows students to step through a visualization of the procedure on a phone or tablet. We conducted a user study to determine the advantages of preclinical training with our IANB simulator. We found that in comparison to dental students who were exposed only to traditional supplementary study materials, dental students who used our IANB simulator were more confident administering their first clinical injections, had less need for syringe readjustments, and had greater success in numbing patients.