Web-based Augmented Reality Research Articles

Comparative Analysis of Augmented Reality in Engineering Drawing Course: Assessing Spatial Visualization and Cognitive Load with Marker-Based, Markerless, and Web-Based Approaches

This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving traditional instruction. The primary objective is to rigorously assess the comparative effectiveness of these instructional approaches in enhancing spatial visualization skills and reducing the cognitive load of undergraduate engineering students. Spatial visualization, a vital cognitive skill for engineering disciplines, is evaluated using the Purdue Spatial Visualization Test: Rotations (PSVT-R) questionnaire. The cognitive load of students is assessed with the help of a questionnaire comprising items related to mental load and effort. This study not only quantifies the impact of AR applications but also highlights subtle differences among the various AR modalities. The findings suggested that the group that used marker-based AR had better improvement in their spatial ability and felt less cognitive load compared to those who utilized markerless AR and web-based AR.

Exploring mouse necropsy through augmented reality: developing a web application for enhanced learning and visualization

Necropsy, the examination of animal carcasses to determine the cause of death, is an essential skill for many professionals. Traditional training methods, however, are costly and time-consuming. The article suggests that Web-based Augmented Reality (WebAR) can offer an immersive and cost-effective training experience for laboratory animal necropsy. It describes using photogrammetry techniques to create a virtual necropsy environment consisting of 10 necropsy steps. A questionnaire was used to evaluate the usability, educational value, and drawbacks of the designed application by students who tested it. The paper outlines best practices for developing WebAR simulations, including high-fidelity 3D models and interactive elements. Additionally, it presents methods for creating new WebAR applications using specific programs or scripts. This paper highlights the potential benefits of WebAR for laboratory animal necropsy training, emphasizing its accessibility, cost-effectiveness, and scalability.

Teaching WebAR development with integrated machine learning: a methodology for immersive and intelligent educational experiences

Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.

Distributed realtime rendering in decentralized network for mobile web augmented reality

Low-latency, real-time rendering of 3D objects is critical for mobile web-based augmented reality (MWAR) applications. While cloud-based or edge-based server rendering offloading can reduce the latency for mobile devices, a high volume of user requests in user aggregation scenarios can overload servers and transmission channels. It can result in a poor user experience due to resource consumption and high latency. This paper presents a decentralized and collaborative real-time rendering offloading network architecture (CRCDnet) to address this issue. CRCDnet makes contributions in the following three areas: (1) In the user aggregation scenarios, mobile devices that perform the same services are used as service nodes to perform the offloading of rendering computing and a collaborative rendering computing network is established. (2) For data exchange in decentralized networks, a data sharing middle layer based on blockchain key indexes separates sensitive service data and ensures a secure, reliable exchange mechanism and efficient data exchange. (3) A data request and computing offloading scheduling approach is proposed for the collaborative rendering computing network to optimize the rendering computation delay.

A Web-Based Augmented Reality System

Web-based augmented reality (AR) systems have many use cases and opportunities in Product Visualisation, Education and Training, Advertising and Marketing, Navigation and Wayfinding, Virtual Try-On, Interactive Storey Telling, Museums and Cultural Heritage, Training and Simulation, Gamification and more. As such, this research paper, A Web-Based Augmented Reality System, will explore these technologies and their use cases in the form of a literature review and several examples utilising the likes of Vectary, Blippar, Model Viewer and World Cast AR. The purpose of which, is to demonstrate a level of understanding of these virtual technologies, to develop them and to develop their future with practical use cases.

Molecule World: Enhancing chemistry education through web-based augmented reality using Assemblr

Molecule World: Enhancing chemistry education through web-based augmented reality using Assemblr

Students as creators of Augmented Reality (AR). The use of Web-based AR as a means of presenting landmarks and points of interest.

Η εργασία παρουσιάζει έναν απλό τρόπο με τον οποίο μαθητές της δευτεροβάθμιας εκπαίδευσης μπορούν να δημιουργήσουν μία εμπειρία AR, χρησιμοποιώντας το κινητό τους τηλέφωνο ή φωτογραφική μηχανή, επεξεργασία εικόνας, και μία πλατφόρμα ανάπτυξης AR. Πιο συγκεκριμένα, οι μαθητές θα κληθούν να τραβήξουν μία πανοραμική εικόνα 360ο ενός αξιοθέατου της περιοχής τους, και στη συνέχεια να δημιουργήσουν μία εφαρμογή AR, η οποία θα παρουσιάζει το πανόραμα στο περιβάλλον του χρήστη εμπλουτισμένο και με άλλα πληροφοριακά στοιχεία. Αφού γίνει μία σύντομη παρουσίαση και σύγκριση των αυτόνομων εφαρμογών AR και των εφαρμογών AR στον Ιστό (Web AR), παρουσιάζονται οι πιο βασικές πλατφόρμες ανάπτυξης Web AR και εξετάζεται κατά πόσο είναι κατάλληλες για την ανάπτυξη της εν λόγω εφαρμογής. Στη συνέχεια παρουσιάζεται η διαδικασία ανάπτυξης της εφαρμογής με την web-based πλατφόρμα Blippar.

Environment-Aware Rendering and Interaction in Web-Based Augmented Reality

This work presents a novel framework for web-based environment-aware rendering and interaction in augmented reality based on WebXR and three.js. It aims at accelerating the development of device-agnostic Augmented Reality (AR) applications. The solution allows for a realistic rendering of 3D elements, handles geometry occlusion, casts shadows of virtual objects onto real surfaces, and provides physics interaction with real-world objects. Unlike most existing state-of-the-art systems that are built to run on a specific hardware configuration, the proposed solution targets the web environment and is designed to work on a vast range of devices and configurations. Our solution can use monocular camera setups with depth data estimated by deep neural networks or, when available, use higher-quality depth sensors (e.g., LIDAR, structured light) that provide a more accurate perception of the environment. To ensure consistency in the rendering of the virtual scene a physically based rendering pipeline is used, in which physically correct attributes are associated with each 3D object, which, combined with lighting information captured by the device, enables the rendering of AR content matching the environment illumination. All these concepts are integrated and optimized into a pipeline capable of providing a fluid user experience even on middle-range devices. The solution is distributed as an open-source library that can be integrated into existing and new web-based AR projects. The proposed framework was evaluated and compared in terms of performance and visual features with two state-of-the-art alternatives.

WebART: Web-Based Augmented Reality Learning Resources Authoring Tool and Its User Experience Study Among Teachers

Augmented reality (AR) has been incorporated into the educational context for years. Numerous studies have demonstrated the effectiveness of AR in different disciplines, learning styles, and learning environments. However, few studies have focused on the problem of generating AR applications in authentic educational contexts. In this study, an AR learning resource authoring tool called <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> was designed and developed to help teachers with no prior programming experience create and share AR learning resources. This study collected feedback and opinions on <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> from 51 K-12 teachers through questionnaires and interviews. Multiple linear regression was used to measure the relationships between teachers’ intentions to use technology and the user experience of the proposed <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> tool. The questionnaire results revealed that multiple variables in teachers’ intentions are predictive of user experience. Interview results showed that teachers had a positive attitude toward the AR learning resources authoring tools inspiring novel ways of teaching and learning.

PENGARUH AUGMENTED REALITY BERBASIS WEB DENGAN MODEL PROBLEM BASED LEARNING TERHADAP SIKAP PEDULI LINGKUNGAN PESERTA DIDIK

This investigation aims to investigate the impact of combining a Problem-Based Learning framework with Web-based Augmented Reality media on students' environmental concern attitudes when learning about biologically related biodiversity. This research is a quasi-experimental study that utilizes a research design consisting of a control group that is only posttest based. The classes X MIPA 1 and 3 served as the experimental class, while X MIPA 2 and 4 served as the control class. The research population was students enrolled in class X SMAN 4 in Serang City during the academic year 2021/2022. The samples consisted of all four classes. The sampling was done using a method known as random sampling. The instrument employed is a questionnaire about environmental care attitudes. Data collecting strategies used interview sheets, questionnaires, observation sheets, and documentation. The study's results that used an Independent sample t-Test to test the effect of using Web-based Augmented Reality media with a Problem Based Learning model on people's attitudes toward caring for the environment showed that a score of 0.002 was obtained. These findings were based on the study that used the test. According to the research findings, one may conclude that there is an influence of employing Web-based Augmented Reality media in conjunction with a Problem Based Learning paradigm on the students of SMAN 4 in Serang City's attitude toward caring for the environment.

PENGARUH AUGMENTED REALITY BERBASIS WEB DENGAN MODEL PROBLEM BASED LEARNING TERHADAP SIKAP KONSERVASI PESERTA DIDIK

This study aims to determine the effect of using Web-based Augmented Reality media with a Problem Based Learning model on the conservation attitude of students in class X MIPA on Biodiversity Materials. The method used in this research is a quasi-experimental method. The research population was students of class X SMAN 4 Serang City and the samples used were four classes, namely class X MIA 1 and 3 as the experimental class and X MIA 2 and 4 as the control class. The sampling was done by using random sampling. The instrument used is a question of conservation attitudes. The data analysis technique used the independent sample t test. Results Based on the research, it was found that the results of hypothesis testing based on the independent sample test output table in the equal variance section were assumed to be known for the Sig. (2-tailed) value of 0.00 and less than 0.05. It can be said that H0 is rejected and H1 is accepted, this shows that there is a significant effect between the use of web-based augmented reality media and problem-based learning models on the conservation attitude of students at SMAN 4 Serang City.

Ecolabel with Augmented Reality on the Website to Enhance Student Environmental Awareness

Industrial Revolution 4.0, accompanied by an environmental crisis, shows that modernization and technological sophistication do not make harmonization between nature and humans more closely intertwined. This harmony needs ecological consciousness nurtured from an early age which is a challenge for the Industrial Revolution 4.0. Using technology in this research aimed to examine enhancing student environmental awareness affected by ecolabel with web-based augmented reality at elementary schools in Setia Budi subdistrict in South Jakarta in Indonesia. Environmental awareness of the students was indicated by student environmental action related to solving the environmental problems, environmental manner of doing environmental activities, and noble values of sustainability to have conservation. This research population is elementary school students in Setia Budi subdistrict in South Jakarta in Indonesia with simple random sampling utilizing the Slovin Formula sampling technique. Data analysis procedure executed independent samples t-test. The decisions reveal that the average value for environmental awareness for the experimental class arrives at 56.406, significantly larger than that for the control group of 55.063 at a 0.05 significance level. The investigation found that ecolabel using augmented reality attached on the website can raise student environmental awareness.

Consumer behavior in an augmented reality environment: Exploring the effects of flow via augmented realism and technology fluidity

Advances in information technologies today have created rich forms of reality to engage consumers. This study examines the effects of augmented realism and technology fluidity of augmented reality (AR) applications on consumer decision-making. Aposttest-only between-group experiment was conducted in a laboratory setting to enable the completion of a simulated product-evaluation task via a web-based AR system, a mobile-app based AR system and a non-AR marketing device. Findings demonstrated that augmented realism and technology fluidity strongly influenced consumers’ flow experience, which led to cognitive and affective responses toward the brand and/or the AR-interface medium, in addition to increased purchase intention. The four sub-dimensions of flow also helped explicate the relationships between immersive shopping experience and cognitive, affective and behavioral outcomes. The study contributes to theory building in AR-based immersive and online marketing research.

Building Immersive Library Environment to Access Virtual Reality Content A Proposed Framework Model

Immersive environments refer to a computer-simulated 3-dimensional virtual world. Libraries worldwide have been adopting and implementing new immersive technologies to enhance users’ experience and learning. The Central Library of IIT Kharagpur offers (i) web-based augmented reality (WebAR), (ii) virtual reality (VR), and (iii) data visualisation immersive services. This research investigates the users’ perceptions on factors that influence their satisfaction with WebAR/VR services. The study surveyed 135 random users to note their immersive library experience; out of them, only 100 users responded to our survey. The results show that 90 per cent of the respondents were satisfied with our services. Secondly, the respondents revealed that data privacy, health, and safety were some of the critical factors that influenced their satisfaction. Further, 14 per cent were apprehensive in terms of their health &amp; safety. In fact, these users reported vision problems, disorientation, dizziness, sweating, and nausea. Based on the data collected, we prepared a framework, using The DELOS DL reference model for information delivery, along with educational and research activities. We believe that this study would lend crucial insights to academic libraries that may be planning to adopt and implement AR/VR as part of their immersive environment.

REV-OPOLY: A Study on Educational Board Game with Web-based Augmented Reality

Abstract: The use of technology in education is believed to enhance students’ learning experience. Technology such as Augmented Reality (AR) is increasingly used in the classroom through the use of gamification. This study aims to examine students' experience in using a board game with web-based Augmented Reality named REV-OPOLY in their learning. REV-OPOLY’s theme is on the emerging technology revolution concepts where in this board game, players can buy, rent and sell technologies through question cards to gain the opportunity to own the technology. AR is implemented into the game as the play pieces and part of the play cards. The respondents are the undergraduate students enrolled in Computer Application in Management course in Universiti Utara Malaysia. In this qualitative study, respondents will be tested through pre-test and post-test to compare the effectiveness and efficacy of REV-OPOLY compared to traditional methods of self-revision. The findings showed that 98.8% of the respondents are interest-ed in using REV-OPOLY in learning and 86.1% of them are satisfied with the structure of the game, mainly the multiplayer aspects of it (95.3%) which enforce interaction and discussion among the players (89.5%) and 93.0% agreed that they can learn better through the game as an informal learning medium. In this study, REV-OPOLY has shown to have received positive feedback from the respondents. Further research is required to assess the students’ learning outcomes and experience of REV-OPOLY.&#x0D; &#x0D; Keywords: Augmented reality, Board game, Educational game, Gamification, Student-based learning

A SERVER-SIDE RENDERING METHOD FOR HANDLING LARGE-VOLUME 3D MODELS OF ENVIRONMENTAL DESIGN IN WEB-BASED AUGMENTED REALITY

Large-volume 3DCG models used in environmental design are difficult to handle on mobile devices because they consume much computational resource and storage. In this study, a server-side rendering method is proposed to realize a mobile web-based augmented reality (Web AR) system for environmental design visualization by handling the rendering result of 3-dimensional models as video streaming. Through the experiments with a developed prototype system, the proposed method achieved a higher frame rate than conventional stand-alone Web AR for a large number of polygons. Both the frame rate and the latency were almost constant regardless of the number of polygons.

Environment-Aware Rendering and Interaction in Web-Based Augmented Reality

Environment-Aware Rendering and Interaction in Web-Based Augmented Reality

INTERACTIVE VIRTUAL OBJECTS (IVOs) FOR NEXT GENERATION OF VIRTUAL MUSEUMS: FROM STATIC TEXTURED PHOTOGRAMMETRIC AND HBIM MODELS TO XR OBJECTS FOR VR-AR ENABLED GAMING EXPERIENCES

Abstract. Virtual museums should not live on the internet through traditional applications sharing collections through simple panoramas or static images and descriptions but reach novel innovative and interactive forms of Virtual Reality (VR) and Augmented Reality (AR), providing a more creative, intimate, personal learning experience. For this reason, the authors propose a method based on advanced Information Technologies (IT) to fully return the tangible and intangible values of different type of works of art. The primary purpose of this study is to create a system of virtual environments through which the digital user, mainly the visitor of an unconventional museum, will be able to physically interact, through visual and tactile methods, with 3D digital models of sculptures, information, and art objects. Thanks to the integration of the latest 3D modelling and digital survey techniques with the Visual Programming Language (VPL) and eXteded Reality (XR) development platforms, authors propose new levels of interactivity between users and Interactive Virtual Objects (IVOs) capable of coming to life, sharing new forms of real-time human-computer interaction for VR-AR enabled gaming experiences and virtual museums, using multiple devices such VR headset, web-based AR platforms, mobile phones, tablets, and PC workstation.

Interactive Urban Play to Encourage Active Mobility: Usability Study of a Web-Based Augmented Reality Application

Owing to increasing cases of sedentary lifestyles and their negative impact on health, practical solutions are needed to address the physical and mental wellbeing of citizens and to enhance their standard of living. Among the problems are premature mortality rates caused by physical inactivity, which leads to chronic diseases. Innovative solutions are needed to address many of the problems that we face as a society. Location-based games have been identified as effective solutions for increasing physical activity, enhancing social interaction, and exploration in urban environments. In this pilot study, we explore how to encourage active mobility (walking and cycling) through urban play by integrating technology into the built environment. We examined the usability of a web-based augmented reality application in providing interactive experience to users as they explored the urban environment looking for tasks. Overall, participants’ perceptions of the usability of the application were positive; they enjoyed how the application revealed the tasks at each location and all the checkpoints at the different locations had at least a couple of visitors. We present limitations and future research directions.

Building a Web-Augmented Reality application for demonstration of kidney pathology for veterinary education.

Three-dimensional (3D) models created with computers and educational applications designed using such models are used in the medical field every day. However, there is a lack of macroscopic demonstration applications built with digital 3D models in the field of veterinary pathology. The aim is to build a fully interactive 3D educational web-based augmented reality application, to demonstrate macroscopic lesions in kidneys for educational purposes. We used open source and free software for all 3D modelling, Augmented Reality and website building. Sixteen 3D kidney pathology models were created. Kidney models modelled in 3D and published as WebAR are as follows: normal kidney, unilateral neurogenic shutdown with atrophy, hydronephrosis, hypercalcemia of malignancy tubular nephrosis, interstitial corticomedullary nephritis, renal infarct, multifocal petechial hemorrhages, polycystic kidneys, renal masses, multifocal nephritis, pigmentary nephrosis, papillary necrosis, glucose-related rapid autolysis (pulpy kidney), pyelonephritis, renomegaly and kidney stones. With the workflow shown here, it has been presented as a feasible model application for human pathology and presented to educators, researchers and developers who have 3D models and AR in their field of interest. To the best of the authors' knowledge, this is the first study on Web-Augmented Reality application for veterinary pathology education.