Potential Of Augmented Reality Research Articles

Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model.

Dental schools need hands-on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior-knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use. A correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience-sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis. A total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B=0.359, β=0.386, L=0.305, U=0.457, p=0.002) and prior-knowledge readiness (B=-0.056, β=0.306, L=0.305, U=0.457, p=0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior-knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B=0.201, β=0.204, L=0.140, U=0.267, p=0.002). Negative attitude had a negative impact (B=-0.056, β=-0.054, L=0.091, U=0.182, p=0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior-knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior-knowledge readiness, positive attitude toward AR, and expectancy from AR (B=0.041, β=0.046, L=0.026, U=0.086, p=0.054). Infrastructure and prior-knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior-knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands-on experience and program performance by providing training options anywhere and anytime.

Augmented Reality in Education: A Review of Learning Outcomes and Pedagogical Implications

Purpose: The use of technology in education can either engage students actively, fostering motivation and effective learning, or result in passive learning if it fails to encourage critical thinking, meaning making, and metacognition. Materials and Methods: This concept paper conducts a comprehensive review of research on the potential of augmented reality (AR) in education. It systematically examines AR applications in various academic fields, comparing them to traditional educational technologies and teaching methods. Findings: Augmented reality (AR) exhibits significant potential to revolutionize education by transforming the learning process into a more active, effective, and meaningful experience. AR accomplishes this by providing advanced technology that allows users to interact with virtual and real-time applications, thereby immersing them in realistic educational scenarios. Across a spectrum of subjects, including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy, and History, AR offers advantages over conventional technology and traditional teaching methods. Implications to Theory, Practice and Policy: The research underscores the positive potential of AR in education and highlights its capacity to bridge the gap between technology and active, engaged learning. To fully harness these benefits, educators and researchers should address the identified limitations of AR and explore its further integration into educational practices. This paper emphasizes the need for ongoing research and innovation to optimize AR's role in education and enhance learning outcomes. Future research endeavors should concentrate on refining the implementation of AR for optimal educational impact.

The Impact of Augmented Reality (AR) Technology on Consumers' Purchasing Decision Processes

This paper examines the profound influence of Augmented Reality (AR) technology on the retail sector, providing a captivating and engaging shopping experience. Augmented reality (AR) superimposes virtual information onto the user's real-world view, facilitating close and interactive engagement between consumers and retailers. The integration of augmented reality (AR) in the retail industry, made possible by the use of intelligent devices and advancements in internet technology, improves shopping experiences by offering virtual fitting rooms and real-time product displays. Despite promising prospects, challenges include high technology costs, limited device popularity, and privacy concerns. Thorough literature reviews examine various studies, including Mussa's (2022) investigation into the relationship between augmented reality (AR), customer experience, and purchase intent during the COVID-19 pandemic, and Xue, Parker, and Hart's (2022) exploration of AR in the design of user experiences in the fashion retail industry. The discussion encompasses technological advancements, case studies, and forthcoming trends, such as personalized shopping experiences and the integration of social media. The potential of Augmented Reality (AR) to enhance consumer confidence and increase purchase intent is evident. However, in order to achieve seamless integration, it is necessary to address challenges such as technical limitations and market acceptance.

VoxAR: Adaptive Visualization of Volume Rendered Objects in Optical See-Through Augmented Reality.

We present VoxAR, a method to facilitate an effective visualization of volume-rendered objects in optical see-through head-mounted displays (OST-HMDs). The potential of augmented reality (AR) to integrate digital information into the physical world provides new opportunities for visualizing and interpreting scientific data. However, a limitation of OST-HMD technology is that rendered pixels of a virtual object can interfere with the colors of the real-world, making it challenging to perceive the augmented virtual information accurately. We address this challenge in a two-step approach. First, VoxAR determines an appropriate placement of the volume-rendered object in the real-world scene by evaluating a set of spatial and environmental objectives, managed as user-selected preferences and pre-defined constraints. We achieve a real-time solution by implementing the objectives using a GPU shader language. Next, VoxAR adjusts the colors of the input transfer function (TF) based on the real-world placement region. Specifically, we introduce a novel optimization method that adjusts the TF colors such that the resulting volume-rendered pixels are discernible against the background and the TF maintains the perceptual mapping between the colors and data intensity values. Finally, we present an assessment of our approach through objective evaluations and subjective user studies.

Beyond the dawn of virtualized learning environments: A comparative study of video and augmented reality information delivery on student engagement and knowledge retention

AbstractBackgroundEducation is, after gaming, the second largest sector embracing augmented reality (AR) at an accelerated pace, yet studies on AR's potential as an efficient learning environment had mixed results.ObjectivesThis study's primary objective is to test students' interaction with graphical 3D elements in AR and its impact on information retention. The second objective is to compare information retention from AR engagement with information retention from exposure to identical 3D content delivered via instructional video. Finally, the third objective explores students' perceptions of AR as a learning environment.MethodsSixty‐five college students participated in a two‐arm experiment followed by semi‐structured interviews.Results and ConclusionAR can efficiently deliver a meaningful learning experience and promotes information retention. Nevertheless, AR's interactive features and novelty may distract learners while they engage with the virtual environment. Objective data obtained through eye tracking and video monitoring showed similar levels of engagement with a 3D model for both environments. While both AR and video groups showed significant knowledge gain from pre to post‐intervention, the video format was overall significantly more effective than AR in increasing topic‐related information retention. However, participants preferred the AR learning environment significantly more than the video.TakeawaysAlthough effective, AR is still a distracting instructional environment. Designing learning experiences tailored explicitly for AR environments requires additional research to ensure its successful deployment as a learning tool.

Learning Through Augmented Reality: The Indonesia Open University Experience

Augmented reality is a combination of the real dan virtual worlds that has an opportunity to be an integrated learning medium in online tutorial classes. The potential of augmented reality with multimedia capabilities creates an immersive learning environment. TPEN4314 Produksi Media/ TV course is a course that requires practice through augmented reality media for students in Open University specifically in the Educational Technology study program. This study aims to investigate the correlation between the experience of using augmented reality with student learning motivation, engagement, and acceptance of technology as well as the influence of the three variables on the experience of using augmented reality. The research method used quantitative with Likert Scale questionnaires and data analysis with multiple regression tests. The result of the analysis showed that there was a correlation between the variables of augmented reality experience and the three independent variables that affected the dependent variable. It is hoped that this research can contribute to tutors and learning media developers to design learning media that facilitate the independence of distance student learning to achieve the goal of competency in practical courses so that students get a meaningful learning experience.

Revolutionizing Education: Unlocking the Potential of Asynchronous Video for Interactive Online Learning

The traditional education landscape has witnessed a significant transformation in recent years due to advancements in technology and the growing demand for flexible learning options. Asynchronous video has emerged as a powerful tool in online education, offering learners the freedom to access course materials and engage with interactive content at their own pace and convenience. This paper explores the potential of asynchronous video in revolutionizing education by unlocking new possibilities for interactive online learning. The paper begins by discussing the limitations of traditional synchronous learning models and the need for innovative approaches that cater to the diverse learning styles and schedules of today's students. It then delves into the concept of asynchronous video, highlighting its key features and advantages. By enabling learners to access video lectures, tutorials, and demonstrations anytime and anywhere, the asynchronous video promotes self-paced learning and facilitates personalized educational experiences. Moreover, the paper examines how interactive elements can be seamlessly integrated into asynchronous video content. By incorporating quizzes, assessments, and interactive discussions within video platforms, educators can foster active engagement, promote critical thinking, and enhance knowledge retention. The potential of augmented reality (AR) and virtual reality (VR) technologies in creating immersive and interactive learning experiences through asynchronous video is also explored. Furthermore, the paper addresses the challenges and considerations associated with implementing asynchronous video in educational settings. It discusses issues related to video production, accessibility, and learner support, offering practical solutions and best practices to overcome these hurdles. The paper highlights successful case studies and initiatives that have effectively harnessed the potential of asynchronous video for interactive online learning. It presents evidence of improved learning outcomes, increased student engagement, and enhanced instructor-student interaction through the utilization of asynchronous video

The Potential of Augmented Reality in Education: A Scoping Review

The Potential of Augmented Reality in Education: A Scoping Review

Perceptions About Augmented Reality in Remote Medical Care: Interview Study of Emergency Telemedicine Providers.

Augmented reality (AR) and virtual reality (VR) have increasingly appeared in the medical literature in the past decade, with AR recently being studied for its potential role in remote health care delivery and communication. Recent literature describes AR's implementation in real-time telemedicine contexts across multiple specialties and settings, with remote emergency services in particular using AR to enhance disaster support and simulation education. Despite the introduction of AR in the medical literature and its potential to shape the future of remote medical services, studies have yet to investigate the perspectives of telemedicine providers regarding this novel technology. This study aimed to understand the applications and challenges of AR in telemedicine anticipated by emergency medicine providers with a range of experiences in using telemedicine and AR or VR technology. Across 10 academic medical institutions, 21 emergency medicine providers with variable exposures to telemedicine and AR or VR technology were recruited for semistructured interviews via snowball sampling. The interview questions focused on various potential uses of AR, anticipated obstacles that prevent its implementation in the telemedicine area, and how providers and patients might respond to its introduction. We included video demonstrations of a prototype using AR during the interviews to elicit more informed and complete insights regarding AR's potential in remote health care. Interviews were transcribed and analyzed via thematic coding. Our study identified 2 major areas of use for AR in telemedicine. First, AR is perceived to facilitate information gathering by enhancing observational tasks such as visual examination and granting simultaneous access to data and remote experts. Second, AR is anticipated to supplement distance learning of both minor and major procedures and nonprocedural skills such as cue recognition and empathy for patients and trainees. AR may also supplement long-distance education programs and thereby support less specialized medical facilities. However, the addition of AR may exacerbate the preexisting financial, structural, and literacy barriers to telemedicine. Providers seek value demonstrated by extensive research on the clinical outcome, satisfaction, and financial benefits of AR. They also seek institutional support and early training before adopting novel tools such as AR. Although an overall mixed reception is anticipated, consumer adoption and awareness are key components in AR's adoption. AR has the potential to enhance the ability to gather observational and medical information, which would serve a diverse set of applications in remote health care delivery and education. However, AR faces obstacles similar to those faced by the current telemedicine technology, such as lack of access, infrastructure, and familiarity. This paper discusses the potential areas of investigation that would inform future studies and approaches to implementing AR in telemedicine.

Potential of Augmented Reality in Optimization of Military Libraries Services

Augmented Reality (AR) overlays the information of virtual objects on actual surfaces and enhances learners’ experience. As AR is becoming an increasingly important part of military training, military libraries can provide a cohesive experience using the latest advent of AR and core library science components to meet the military community’s ever-dynamic needs. Since augmented reality is in a developing phase, this paper aims to know the potential of AR Military libraries service by conducting a systematic review of papers published in the Scopus database. AR in military libraries can enhance learning interest, perception of situation awareness, and adequate decision support. AR can offer great solutions to facilitate the controlling capabilities of military trainees and reduce cognitive load and stress. Its application in military libraries includes information filtering, 3D visualization, and extending digital threads. However, despite many limitations of AR usage, its applicability in military libraries can improvise the extensive pool of knowledge and experience to deal with warfare situations to improve capabilities of reaction and response in real-time war situations to improve the controlling capabilities of military trainees include tactical simulation, judgment in operations, assignment, and military simulations.

Assessment of video see-through smart glasses for augmented reality to support technicians during milking machine maintenance

Smart glasses for augmented reality are digital technology under investigation in the agricultural sector. The potential of augmented reality was underlined, in some scientific contributions, as a support tool for farmers' activities and for the decision-making process. One of the most practical applications studied for augmented reality was in maintenance operations, where the use of smart glasses showed high capability. This work focuses on the evaluation of the performance and applicability of smart glasses with a video see-through display system and testing the device's available functions in agricultural frameworks. In addition, an augmented assistance scenario describing the main steps involved in the functioning of the maintenance operation was developed for milking machine inspection. The audio–video quality, battery life, detection capabilities of markers, and voice control interaction system were evaluated. The results showed the capabilities of smart glasses to reach augmented information from a long distance in a short time interval and to transmit audio and video with a high level of detail, allowing discrimination of small objects during remote assistance with reduced delay. The built maintenance scenario represents an example of augmented reality digital assistance application in the inspection and maintenance of the milking machine. The device performance and the proposed maintenance scenario underline the potential that augmented reality could have in the agricultural sector to assist and guide both farmers and technicians to timely problem solving. This solution fits into the agriculture 4.0 perspective, which is increasingly focused on digital transformation to improve farms’ efficiency and sustainability.

AR체험을 활용한 관광지의 선택속성, 혜택, 가치 간의 관계분석: 중국인 잠재관광객을 대상으로

The benefits, value and potential of Augmented Reality (AR) are widely researched. The Chinese government has also put forward many positive policies in recent years to promote the development of AR technology. The huge population is also the driving force behind China

Potentials of Augmented Reality in a BIM based building submission process

The digital transformation in the construction industry, which is also referred to as Construction 4.0, is gaining impact in recent years. BIM as the central point for model-based planning and communication is at the centre of this development. This paves the way for the implementation of further technologies, such as augmented reality (AR) or artificial intelligence (AI) in the construction process. However, the submission process currently receives little attention in the BIM project cycle, even though it has a significant impact on a building project. There is a huge potential for the application of BIM and AR in the building submission process. BIM allows partly automatic compliance checks to be performed. The BIM model and the results of these checks can be used as basis for the AR model. This paper investigates an application for AR in a BIM submission process. Here we show that especially the plan check process and hearings in the approval process can be improved and sped up by combining BIM and the visualization technology of AR. In this process, AR can support the building authority in checking the compliance with building regulations. Additionally, non-experts involved often have problems grasping the planned building project just based on the technical 2D plans. In this case, AR helps them to visualise the impact of the planned project and allows for better judgement. Use-cases are presented, showing strategies to improve the plan check process and assist the building authority as well as the persons involved, for both experts as well as non-experts. Finally, the requirements, technical implementations, and effects of an AR application for the plan check process are described. An AR-supported plan checking process can vastly improve the presentation of technical content. This leads to better understanding and more transparency for non-experts. Because AR is relatively easy to use, it might become ubiquitous not only to experts, but also to the general public.

TrainAR: A Scalable Interaction Concept and Didactic Framework for Procedural Trainings Using Handheld Augmented Reality

The potential of Augmented Reality (AR) for educational and training purposes is well known. While large-scale deployments of head-mounted AR headsets remain challenging due to technical limitations and cost factors, advances in mobile devices and tracking solutions introduce handheld AR devices as a powerful, broadly available alternative, yet with some restrictions. One of the current limitations of AR training applications on handheld AR devices is that most offer rather static experiences, only providing descriptive knowledge with little interactivity. Holistic concepts for the coverage of procedural knowledge are largely missing. The contribution of this paper is twofold. We propose a scalabe interaction concept for handheld AR devices with an accompanied didactic framework for procedural training tasks called TrainAR. Then, we implement TrainAR for a training scenario in academics for the context of midwifery and explain the educational theories behind our framework and how to apply it for procedural training tasks. We evaluate and subsequently improve the concept based on three formative usability studies (n = 24), where explicitness, redundant feedback mechanisms and onboarding were identified as major success factors. Finally, we conclude by discussing derived implications for improvements and ongoing and future work.

Vulnerable road users and the coming wave of automated vehicles: Expert perspectives

Automated driving research over the past decades has mostly focused on highway environments. Recent technological developments have drawn researchers and manufacturers to look ahead at introducing automated driving in cities. The current position paper examines this challenge from the viewpoint of scientific experts. Sixteen Human Factors researchers were interviewed about their personal perspectives on automated vehicles (AVs) and the interaction with VRUs in the future urban environment. Aspects such as smart infrastructure, external human-machine interfaces (eHMIs), and the potential of augmented reality (AR) were addressed during the interviews. The interviews showed that the researchers believed that fully autonomous vehicles will not be introduced in the coming decades and that intermediate levels of automation, specific AV services, or shared control will be used instead. The researchers foresaw a large role of smart infrastructure and expressed a need for AV-VRU segregation, but were concerned about corresponding costs and maintenance requirements. The majority indicated that eHMIs will enhance future AV-VRU interaction, but they noted that implicit communication will remain dominant and advised against text-based and instructive eHMIs. AR was commended for its potential in assisting VRUs, but given the technological challenges, its use, for the time being, was believed to be limited to scientific experiments. The present expert perspectives may be instrumental to various stakeholders and researchers concerned with the relationship between VRUs and AVs in future urban traffic.

Smart Learning Companion (SLAC)

Augmented Reality (AR) tends to merge the computing world with the real world, giving way to an incredible user experience. This field is not only limited to entertainment but has been utilized in various domains including healthcare, education and training. Realizing the potential of Augmented Reality in improving the learning experience, researchers have explored many ways of incorporating AR in the field education. Consequently, this research is focused on providing interactive and customized learning experience to book readers. We present a mobile application, Smart Learning Companion (SLAC), for physical books that provide a virtual content for a book. The virtual content include, 3D animations, Quizzes, explanation of content in native language and many other features. The virtual content is activated as soon as pages are scanned with a mobile phone or tablet. Smart Learning Companion explains animated educational content and provides an interactive user experience. The aim of SLAC is to encourage students to learn on their own by making books more interactive. Smart Learning Companion provides explanation in Urdu, solutions of exercises with animations, quizzes for each section, and overall result that shows the student progress. This will help to reduce the dependency of students on others for learning making them capable of self-learning. Smart Learning Companion applications are developed for four books to conduct the experiments. Experimental study is conducted to show the effectiveness of Smart Learning Companion application. The results show that our application helped students to understand the concepts more easily as explanation was provided in national language of Pakistan, that is, Urdu.

Evaluation of a Mobile Augmented Reality Game Application as an Outdoor Learning Tool

There is a discussion on the potential of augmented reality (AR), mobile technologies to enhance learning. This article presents: 1) the EduPARK project's first cycle of design-based research for the development of a mobile AR game-like app that aims to promote learning in an urban park, and 2) an experience of students using it in loco. The focus is the students' perceptions regarding the usability and functionality of the app. Data collection involved focus groups, questionnaires and app usage information. Data was submitted to content analysis and descriptive statistics. Results revealed an excellent usability of the EduPARK app, with an average system usability scale of 85.6. Overall, students reported that the app was enjoyable, easy to use and promoted learning; however, improvements and more evaluation experiences are needed to better understand mobile AR game-like learning in urban parks.

Potential of Augmented Reality and Virtual Reality Technologies to Promote Wellbeing in Older Adults

Older adults face significant loss and limitations in terms of mobility, cognitive ability, and socialization. By using augmented reality and virtual reality technologies they have the potential to overcome such loss and limitations, and to eventually improve their quality of life. However, this group is often excluded in augmented reality and virtual reality deployment. Further, limited studies address their challenges when using augmented reality and virtual reality. Therefore, for a critical review of augmented reality and virtual reality for older adults, we developed a framework to evaluate related factors, including physical, social, and psychological wellbeing. Through the critical review, we identified that most augmented reality and virtual reality studies focus on physical wellbeing of older adults but also make substantial efforts to increase their psychological wellbeing. Fun factors that would motivate them are also extensively considered. Further, social isolation continues to be a significant issue for older adults, but the appropriate content to increase their social wellbeing is insufficient, although many commercial products have been developed. The contribution of the present study is to provide a contextual framework and an evaluation framework for the critical review of augmented reality and virtual reality technologies to promote wellbeing in older adults. This study also suggests the augmented reality and virtual reality research direction for studies on this group by identifying the research gap through the critical review process. Lastly, this study investigates design directions of augmented reality and virtual reality for older adults by introducing challenges and design issues that emerged through the critical review.

A Survey of Augmented Reality Applications in Cultural Heritage

Augmented reality is now a well-known concept, a technology that integrates digital content to the user's physical world. As more and more applications begin to reshape user's daily lives in multiple domains, cultural heritage sites have begun to focus on capitalizing augmented reality's potential and improve their visitor experience. This work provides an overview of the state-of-the-art techniques, methodologies, and technologies integrated with augmented reality applications for cultural heritage while also categorizing the current works according to the latest techniques as they integrate to enrich the user's experience. The survey presents an overview of the characteristics of an augmented reality system, and discusses the current challenges, issues, limitations, and future directions. Finally, this work examines the methods and techniques that are used in the cultural heritage and augmented reality integration, outlining benefits, and open issues.

AR With Cloud Anchors

Despite all the potential of augmented reality to improve the human-computer interface (HCI) and the user experience, it's still below the expected usage. The reason may be related to the fact that until recently the AR implementation was mostly marker-based or GPS-based to trigger additional content (video, 3D, or other) to the reality identified with the camera. The research in this paper is focused on AR marker-less solutions that allows sharing AR content between users across the Cloud, based on the anchor identification. With this technological paradigm shift, the potential for use of new functional environments and an unprecedented status of HCI enrichment is achieved. In addition to the operations related to the applications functionality, the door opens for media-art artists to create AR models that can be shared in a multiple user environment across the Cloud.