Potential Of Augmented Reality Technology Research Articles

The usage of augmented reality technology tools as an important condition for the training of specialists in the field of culture

The problem and the aim. The training of specialists in the field of cultural studies implies the use of immersive technologies in the formation of demanded professional competencies of graduates in accordance with their future labor functions and international aspects of cultural policy. The purpose of research is to identify the features of the usage of augmented reality technology in the training of specialists in the field of culture and art to improve the quality of their training. Research methods. The methodology is based on an analysis of the potential of augmented reality technology for higher education, support for UNESCO initiatives, and the training of specialists in the field of culture. When developing a system of tasks in the environment of augmented reality, demands of professional standards for specialists in the field of art, the strategy of state cultural policy in Russia were considered. The SketchAR application, with which a user manipulates virtual images on a surface in the real world is used. 92 students of Vyatka State University (Russian Federation). AR applications were included in the study of the disciplines "Modern Digital Technologies", "Media Culture", "Media Education" and students’ practice. The authors have developed materials for a control test, including 40 tasks. The statistical data processing used Pearson's χ2 (chi-square) test. Results. The usage of AR in the experimental group is implemented according to the algorithm: the stage of checking the technical support and testing the operation of the camera; the stage of studying the interface, functionality; stage of AR application in classes "Media culture," "Media education"; stage of implementation of AR projects within the framework of introductory and educational practices. Statistically significant differences in qualitative changes in the pedagogical system have been identified (χ2 = 6,821; p < 0,05). In conclusion describes the peculiarities of the use of augmented reality technology in the activities of cultural scientists (visualization of information, establishment of time and emotional connections, etc.) are presented. The difficulties of the proposed innovations are formulated: high cost, technical failures of equipment in cultural institutions.

The digital frontier: Envisioning future technologies impact on the classroom

Global advances in technology and information are purportedly propelling transformations and disruptions across many sectors, including education. However, historical reviews of technology integration in education mainly reveal weak or ineffectual impacts on learning, and only minor reforms to date within the education system. This study adopted a futures studies methodological approach to explore how K-12 educational spaces and experiences might be shaped by emerging and emergent technologies. In this regard, a series of vignettes are presented which critically examine the potential of augmented reality technologies, artificial intelligence, and smart materials technologies to transform future learning experiences and learning environments across K-12 education contexts, while also challenging assumptions about, and considering influences on, these futures. The focus of the study was not to predict a single or desired future for education, but rather to critically consider a range of possible education futures informed by the articulation of these three vignettes. The paper concludes with discourse on an emergent pedagogic approach that has the potential to prepare teachers and learners to interact and flourish within radically re-configured learning spaces that lean on the aforementioned technologies to support transitions within and beyond the school and its connected communities.

The Educational Potential of Augmented Reality Technology: Experiences of Instructional Designers and Practitioners

In this study, the educational potential of the augmented reality (AR) technology was investigated in the context of the instructional designers and practitioners' experiences. Within this scope, intrinsic case study design was used in this study. 42 instructional designers and 10 practitioners participated in the research. The data were collected using open-ended questionnaire from instructional designers. Interviews were held with the practitioners through the semi-structured interview form created from the open-ended questionnaire. The qualitative data were analyzed with the content analysis method, using Nvivo 8.0 software. The participants suggested that AR would be more influential in the educational fields of science education, social studies, and health education. Among the most important instructional materials to be developed with AR technology are 3D materials, videos, and animations. The participants suggested that AR could be useful in the development of special applications for other fields of education. For example, AR could be used to create magic books, 3D demonstrations related to different subjects, and experimental simulations in the field of science education. Moreover, the participants suggested that AR could provide system design enhancements to better attract users’ attention, to improve retention, to increase user motivation, and to “concretize” virtually presented information by creating a fuller sense of reality in terms of educational. Lastly, in order to develop an AR application, several points must be considered in the stages of analysis, design, development, and implementation. We present these points for consideration in detail. The results obtained in this study can be used to guide future research studies on AR technology.

Potentials of Augmented Reality in Training

Abstract The technological advances through digitalization provide the basis for a new form of life. Targeting the future of work, digitalization will lead to a redesign of jobs, particularly in the manufacturing industry. This changes the requirements on employees, meaning new digital competences. To support employees building up the required competences different technologies such as augmented reality can be used. The aim of the study is to analyze the potential of augmented reality technologies to meet the outlined challenges. To fulfill this objective, this paper detects the potential of augmented reality as an innovative learning medium showing several use cases. It will be shown which different teaching and learning objectives can be achieved through the use of this technology in training with a special focus on practical learning scenarios in the industrial environment. This paper serves to optimize education and training in order to meet the requirements of digitalization more successfully.

Empowering Digital Interactions with Real World Conversation

The potential of augmented reality technologies (AR) for learning in a social and informal setting has been recognized, but little is yet known about the kinds of learning interactions it promotes and supports. In this paper, we describe initial findings from a study where an interactive, immersive, full-body simulation was deployed in a science center. Children complete a series of simulation tasks by making themselves mobile, and using their bodies to enact their understanding of a scientific system. Parents and siblings are able to support these activities by engaging the child in conversations about their actions and subsequent outcomes. Our analysis shows that parents primarily support the child’s learning by prompting her to reflect and plan, countering a child’s tendency to engage with the simulation in an unsystematic way. The analysis suggests that, unlike traditional learning technologies, these kinds of immersive, visible, and physical technology platforms are able to support productive forms of social interaction, creating a space for reflection and engagement with critical concepts that benefits processes for learning.

The Potential of Augmented Reality Technology for Pre-Construction

Construction project management covering various aspects such as planning, coordinating, directing, scheduling, monitoring and control. Pre-construction services are used in planning a construction project before the actual construction begins. However, various problems happened at the pre-construction planning stage. This paper present an overview of the major problems in pre-construction stage and look at the potential of using augmented reality technology to overcome those problems. It was found that, at the pre-construction stage, good planning can not be done by the project teams especially to engineers and contractors due to the lack of supporting data, particularly when it involves information relating to underground utilities such as telecommunications, gas, electricity, water and sewerage. There are several approaches that can been undertaken in pre-construction services, especially in making an informed decision. The potential technology is using Augmented Reality (AR)-based approach in pre-construction service. Augmented reality is the integration of digital information with the users environment in real-time. It was one of the tool that support the concept of cyber-physical systems (CPS). CPS is the integration systems between computational network and physical processes. Currently, there are many fields utilised the application of AR such as medical, militiry, vehicles, gaming and navigation. This paper presents the applications of an AR-based approach to medical and gaming industry and explore the potential of using AR in pre-construction. The finding shows that the AR is a potential decision support tool that will speed up the planning process of the project team in the pre-construction phase in real-time.