Mobile Augmented Reality Applications Research Articles

The Role of Augmented Reality in The Online Shopping Experience: How Can Clothing Brands Use Mobile Augmented Reality Applications to Offer a More Immersive Shopping Experience to Their Customers?.

This study aims to explore the potential of augmented reality (AR) in enhancing the online shopping experience for customers of clothing brands. It investigates the effective utilization of mobile AR applications by clothing brands to offer a more immersive and interactive shopping experience. This research fills a void in the literature concerning the specific application of AR in the clothing industry, making it a crucial contribution.

1295 To What Extent Would an Augmented Reality Surgical Skills Mobile App Effectively Supplement Surgical Skills Training for UK Medical Students and Foundation Doctors?

Abstract Aim Augmented Reality (AR) has been identified as having high potential to provide early, focused and satisfactory surgical skills education for UK surgical trainees. AR overlays digital information onto the physical world, providing an interactive experience. Mobile applications are effective, low-cost methods of delivering technology-enhanced learning (TEL). This study aimed to determine the viability and efficacy of augmented reality (AR) mobile applications for immersive simulation training for surgical trainees in the UK. Method A systematic search using pre-determined terms and criteria was used to identify and screen relevant literature on seven major databases, including EMBASE, MEDLINE, CENTRAL and JBI. Further search of citations, dissertations, and theses (ProQuest) were also conducted. Identified publications were further screened using pre-defined criteria. Results 34 unique publications were identified in total, from database searches (n = 31) and review of reference lists (n = 3). Following detailed review of abstracts, 14 publications were omitted from ongoing analysis. All remaining publications (n = 20) discuss TEL. Five positive themes emerged: widespread acceptance, improved surgical accuracy, reduced time wasted, telementoring and real-life scenario replication. 2 barriers of AR identified were the lack of tactile feedback, and accessibility, particularly AR implementation. Conclusions As a digital technology, AR has the potential to supplement and enhance surgical training. Current literature suggests wide acceptance, skill improvement and time efficiency of digital compared to traditional training and educational methods. However, little research exists specifically evaluating the efficacy of AR mobile applications in delivering surgical skills to early surgical trainees. More research is therefore needed to inform appropriate adoption of this emerging technology.

The mobile augmented reality acceptance model for teachers and future teachers

This study examines the factors that affect pre-service and in-service teachers’ intention to use Mobile Augmented Reality (MAR) in their teaching through the proposed Mobile Augmented Reality Acceptance Model (MARAM). The MARAM builds on the existing Technology Acceptance Model (TAM) to incorporate four other components namely perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy. In addition, this study investigates the validity of the MARAM. Data were collected from 137 pre-service and 169 in-service teachers who completed a questionnaire after having developed their own MAR applications during an undergraduate university course and a training seminar, respectively. Structural Equation Model (SEM) analysis was conducted separately for each group, as well as for both samples together. We also conducted a multi-group analysis to examine differences across the two samples. The results for both samples together (N = 306), showed that intention was affected by attitude, perceived usefulness and facilitating conditions. In turn, attitude was affected by perceived enjoyment and perceived usefulness. Perceived usefulness was affected by perceived enjoyment and perceived relative advantage. Perceived ease of use was affected by mobile self-efficacy and facilitating conditions. However, perceived ease of use did not affect perceived usefulness or attitude. A multi-group analysis conducted on the sample of pre-service and in-service teachers produced similar results, with minor differentiations. These results have implications for the use of MAR in research and schools, as well as technology acceptance models in education.

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.

A study on learning analytics of using mobile augmented reality application to enhance cultural competence for design cultural creation in higher education

AbstractBackgroundTaiwan's higher education institutions prioritize interdisciplinary knowledge and cultural competence in cultural design, emphasizing the value of immersion in the local environment to develop cultural competence. However, challenges arise from the disappearance of traditional local lifestyles and limitations of traditional outdoor lectures such as group size and learning environment. Mobile augmented reality technology serves as a personal learning tool to overcome these challenges, enabling learners to uncover hidden knowledge in scenic locations and improving learning efficiency.ObjectiveThe study utilized learning analytics to investigate the impact of using mobile augmented reality on enhancing learners' cultural competence.MethodsThe study used both qualitative and quasi‐experimental quantitative research to evaluate the effects of mobile augmented reality on cultural competence. A total of 78 third‐year university students participated in the study, with 37 of them using mobile augmented reality to learn about culture. The researchers utilized both the Mann–Whitney U test and interviews to compare the effectiveness of mobile augmented reality with that of a ‘real’ tour guide in field courses.ResultsThe experimental results indicate that learners were able to continuously seek and find information about local culture through field exploration with mobile augmented reality, resulting in similar effects to those of attending a live lecture.ConclusionsIt showed that incorporating mobile AR into field visits can create gamified and active learning scenarios that enhance immersion and drive active learning in local culture. The results in greater cultural knowledge and understanding, leading to the development of cultural competence in students.

Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers

Today's teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers’ perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers’ opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students’ learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.

Evaluating user interface of a mobile augmented reality coloring application for children with autism: An eye-tracking investigation

Mobile augmented reality (AR) solutions are increasingly being used to facilitate learning and skills training for children with autism spectrum disorder (ASD). Derived from the fact that mobile AR systems can be embedded with multimedia effects, such as 3D animations, sounds or personalized images, with potential benefits for learning and engagement. Many mobile AR-based applications have been developed over the past decade; however, little is known about how children with autism interact with mobile AR application interface elements, which limits the accessible user interface (UI) design of such applications. In this study, we conducted an eye-tracking experiment to examine how children with autism interact differently with the UI of mobile AR coloring apps compared to typically developing (TD) children. Both quantitative and qualitative data suggest that 1) icons and images were more attractive to ASD children and could facilitate their understanding of the task more effectively; 2) a richer interface makes participants with autism focus more on irrelevant elements; and 3) the size and position of icons affected their speed of information processing. We recommend that UI be designed to suit the characteristics of children with autism. For example, visual stimuli such as icons or images should be meaningful; screen elements need to be simple and clear; background distractions should be avoided; and text also needs to be brief and precise. This study is expected to inspire researchers to provide AR apps with accessible UIs in the future and improve the user experience (UX) of children with autism.

Development of Android-based Augmented Reality Spplications as a Food Promotion Medium

The development of technology at this time is very rapidly developing in the era of the industrial revolution 4.0, therefore we as the next generation of the nation must make the best use of it. Therefore, one of the uses of this technology is by carrying out food promotion activities using augmented reality technology. Augmented reality itself is the technology that is being widely used for object recognition in the multimedia field. Augmented reality is a technology that combines the virtual world with the real world, with it the virtual world displays objects that will be displayed to the real world. The result of this study is to create an application called scan ar only and make it easier for restaurants to promote their food to be promoted on social media. The application of this technology can increase food sales promotional methods that are different from others, namely, by utilizing the ar scan application only users will be directed to scan the food product, and interesting animations and sounds will appear as a promotional method of the food to be sold. The purpose of this study is to develop an augmented reality mobile application as a promotional medium that aims to introduce food to be promoted to customers. augmented reality in the application which will be built using unity3D software is carried out using a different way of presenting information to other media. The method of using the application is by the way the user sees the image in 2D and or 3D by using the application on a smartphone device. These developed applications can provide an interesting informational and moving animation experience for users of these applications.

Implementation of Augmented Reality Shopping in E-Commerce to Increase Customer's Purchase Intention

E-commerce has grown immensely in the past few years, especially during the Covid-19 pandemic. This condition brings severe conditions. Most traditional business owners must shift and implement e-commerce into their business models. Although e-commerce has many advantages, it also has limitations. The limitation of e-commerce is that it is difficult for customers to visualize the products they will buy in the real world. Most E-commerce applications only allow customers to see images and reviews of the products they want to buy through the screen of their devices. This situation can decrease customer satisfaction if the products they believe do not match the images. This research aims to help solve the limitations of e-commerce applications by implementing Augmented Reality to help customers visualize the products they buy. The researcher developed an Android-based mobile AR application using Unity and the Vuforia engine. After creating our AR application, we surveyed 46 participants to test our AR application. The researcher used Likert Scale with a scale of 4. The result is that almost all participants agreed that AR makes it easier to visualize the product purchased from e-commerce. An average score of 3.6 shows that most participants strongly agree that AR positively influences their decision-making to buy products.

Augmented Reality Mobile Application: A New Media of Thai Buddhist Temple History Learning

Augmented Reality (AR) is defined as an imaginal technology that integrates virtual technology into its surroundings. Today, very few mobile applications provided information either on religious tourism destinations or tourist attractions in Thailand. Hence, it is crucial to develop a digital medium to ease concerns. A collection of different multimedia content forms; images, 3D, text, video, and audio, will display information on an AR application for Pong Sanuk Temple. Five items of content analysis and three items of application performance assessment evaluated by expertise are more than 4.5 scores. Thirty visitors contributed 4.56 ± 0.50 scores of user experience analysis. As the results, the developed AR application for Pong Sanuk Temple is to be used as the medium for cultural heritage preservation as well as to be an innovative idea that provides an immersive experience to visitors, allowing them to learn more about the Thai Buddhist Temple’s culture and history.

Need Analysis Survey of Designing and Developing a Mobile Augmented Reality Application for Tourism English Learning in Higher Vocational Education, China

The English proficiency of Tourism Management students is underneath the average of college level. Providentially, the progression in technology has opened another possibility for researchers to explore the full potential of technology by integrating it into teaching and learning process in English. The combination of mobile learning and Augmented Reality (AR) is a creative and effective way for Tourism English learning, because AR presents virtual 3D content on the basis of real world and brings students directly to the real scene and working environment of Tourism, and mobile learning enables students to learn without time or space constraints. Although AR and Mobile Augmented Reality (MAR) are believed to benefit education, so far, there is limited published research that addresses MAR’s benefits in higher vocational education, especially for Tourism English learning. Therefore, the objective of this research is to determine the need to develop a MAR application, namely Mobile Augmented Reality Tourism English Learning (MARTEL), for Tourism Management students in Higher Vocational College (HVC). This study surveyed the needs from 169 students from 1st and 2nd grades of Tourism Management program and data were analysed by descriptive statistics. In addition, 6 Tourism English teachers were interviewed and the text of the conversations was transcribed thematically. Findings revealed that both teachers and students expressed the lack of English proficiency, the insufficient effect of existing technological teaching tools, and feedback quite positively on MAR technology and MARTEL, indicating that the demand of MARTEL is considerable. It is foreseeable that as an advanced and interesting teaching tool, MARTEL application will be able to improve teaching and learning efficiency, make Tourism English an innovative and high-quality course, and even to a certain extent, change the teaching ecology of domestic Tourism English courses.

Enhancing Engineering Education with Augmented Reality Visualization

An augmented reality mobile app is an application that overlays digital content on top of the real-world environment through a mobile device's camera. Our project, named ARchino, is an augmented reality mobile application designed to assist users in visualizing hardware components in a 3D model format. The application utilizes the Vuforia engine for database management and Unity software for 3D model integration. The project aims to improve the user experience in understanding and identifying the hardware components by providing an interactive and immersive experience. The goal of this project is to develop an augmented reality (AR) app used for self-paced learning. This AR app allows IT students to learn about different components of computer hardware in a more interactive and engaging way. AR apps use 3D models of computer hardware components such as CPUs, servers, Keyboard, Mouse and other hardware components. Students can use AR app to view these components in a 3D layered structure, giving them a clear understanding of the various layers and their relationships. The AR app also allows students to rotate and zoom in/outon components, and learn about the different specifications of each component. Overall, this AR app has the potential to revolutionize engineering education by providing students with a more engaging and interactive way to learn about computer hardware

The Impact of Augmented Reality (AR) on the Academic Performance of High School Students

New technologies currently play a fundamental role in the educational context. As a result, augmented reality (AR) has recently gained a presence in educational centres. However, this educational technology has not been explored in depth at the secondary education level. Therefore, this research aims to analyse the impact of augmented reality on the academic performance of secondary education students, considering gender and the students’ attitudes toward this technology. In this mixed-method research based on convenient sampling, 321 students aged 14 to 17 years from the same secondary education school were assigned to an experimental group (n = 159) and a control group (n = 162). The control group used a traditional methodology in a slide-based learning environment, while the experimental group worked with an AR mobile application (ComputAR) designed with the same concepts. The data collection instruments used comprised a pre-test/post-test in both groups and semi-structured interviews in the experimental group. The results showed that the students who used augmented reality achieved better grades, highlighting the potential benefits of integrating this technology into the teaching process. No significant differences were observed regarding the gender of the students. In conclusion, this study provides findings that encourage the use of augmented reality in secondary schools.

A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition

Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.

Occlusion Handling for Mobile AR Applications in Indoor and Outdoor Scenarios.

When producing an engaging augmented reality (AR) user experience, it is crucial to create AR content that mimics real-life objects' behavior to the greatest extent possible. A critical aspect to achieve this is ensuring that the digital objects conform to line-of-sight rules and are either partially or completely occluded, just like real-world objects would be. The study explores the concept of utilizing a pre-existing 3D representation of the physical environment as an occlusion mask that governs the rendering of each pixel. Specifically, the research aligns a Level of Detail (LOD) 1 building model and a 3D mesh model with their real-world counterparts and evaluates the effectiveness of occlusion between the two models in an outdoor setting. Despite the mesh model containing more detailed information, the overall results do not show improvement. In an indoor scenario, the researchers leverage the scanning capability of HoloLens 2.0 to create a pre-scanned representation, which helps overcome the limited range and delay of the mesh reconstruction.

VISIT: A Content Management and Exploration System for Mobile Augmented Reality in the Context of Digital Humanities and Cultural Heritage

We present in this article an augmented reality system called VISIT designed to deliver content about artworks to visitors. This system aims to simplify the use of augmented reality by allowing (non-computer) users to define content and place it in 3D around an artwork. VISIT is composed of two main generic elements with respect to historical or artistic content: a Web interface allows to represent in a cloud all the necessary information (sites, areas, artworks, media) to define the augmented reality content that visitors will see. Its use is simple and accessible to non-computer specialists and does not require additional software development or special hardware. A mobile augmented reality application under Android will use this content and deliver it to the visitor on his/her smartphone. The application automatically detects the presence of the artworks and then places the 3D content as specified in the Web interface. The visitors can choose the elements that interest them. The user’s actions are recorded and allow site managers to analyze their behavior. VISIT is operational and we tested it in the context of a large-scale exhibition at the Château d’Azay-Le-Rideau in France. We conclude with the progress achieved as well as the limits and perspectives of our work.

Social Augmented Reality: Communicating via Cultural Heritage

Social communication around art and cultural heritage objects occurs mostly on location in the museums and between in-group acquaintances. Such discussions are often brief as competing array of displays and time constraints propel the social arrangement of groups of visitors forward to the next object. Discussions are more often than not fleeting and superficial, and rarely expand beyond the boundary of the group. We postulate that the interactivity afforded by augmented reality that allows the inspection of cultural heritage objects projected onto the real environment of users can be a better experience in terms of depth of viewing. We developed a mobile augmented reality application that allows multiuser interaction and propose that discussions that occur around cultural heritage objects can be replicated and that such discussions can be expanded beyond in-groups. We conducted hypotheses testing across 10 groups of 30 participants to investigate if aspects of social communication can be facilitated or impeded by the perceived realism or artificiality of objects and explore which features of Social AR are more important for communication. The research aims to understand how social communication would work for AR when co-viewing heritage objects. The results have implications for necessitating cross-border and cross-cultural exchanges in an increasingly virtually connected world.

Incorporating Spatial-Visual Topology In Mobile Augmented Reality Application To Enhance Visual Realism

Augmented Reality (AR) advancements on mobile devices which have seen now overgrowing, mirrored in the increased use of portable handheld devices referring to mobile phones and tablets in recent years which led to a sub-set of AR: mobile ARs (MAR). Nevertheless, in MAR, research is still lacking, especially research that focuses on implementing instructional based MAR application with appropriate degree of visual realism to support Spatial Visualization Ability (SVA). Thus, this paper provides an overview of implementation visual realism degree incorporate with Spatial-Visual Topology (SVT) in MAR application. First, we outline two main visual realism degree that applicable to implement in MAR application, which is Physical Realism (PR) and Functional Realism (FR). Then, we identify and applied appropriate SVT in each visual realism degree that offers important insights into the development of MAR application. We then discuss the advantages and drawbacks of each SVT and draw up an evaluation among the different visual realism degree and SVT. The paper provides an overview to propose new insight of design and developing instructional based MAR application to support SVA. Finally, the aim of this paper is to provide researchers with valuable understanding in implementation visual realism degree in MAR application and SVT concept to support SVA.

Preliminary Emotional User Experience Model for Mobile Augmented Reality Application Design: A Kansei Engineering Approach

The user experience, often known as UX, is the key factor in determining a product success and increase user’s acquisition. However, this field of research lacks conceptual and practical models to follow when designing pervasive technologies such as mobile augmented reality (MAR). To convey a pleasant UX, it is necessary to identify the contributing factor and the components that influence the enhancement of the MAR design. The findings of the study indicated that emotions are the main factor that drives the user’s perception and hence, their choice and pleasure. This paper presents a preliminary model for designing an emotional UX mobile augmented reality application with the use of Kansei engineering approach. Ultimately, this model will provide insight into the design fundamentals that influence the user experiences. The outcomes of this study will assist researchers and designers in shaping the emotional user experience design.

Step into a new dimension with augmented reality. Can Augmented Reality (AR) replicate the tactile experience in a virtual mathematics classroom and what is the impact on engagement and deeper understanding?

ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.