B
Blair MacIntyre
Researcher at Georgia Institute of Technology
Publications - 130
Citations - 11818
Blair MacIntyre is an academic researcher from Georgia Institute of Technology. The author has contributed to research in topics: Augmented reality & Mixed reality. The author has an hindex of 39, co-authored 128 publications receiving 10860 citations. Previous affiliations of Blair MacIntyre include Georgia Institute of Technology College of Computing & Columbia University.
Papers
More filters
Journal ArticleDOI
Recent advances in augmented reality
TL;DR: This work refers one to the original survey for descriptions of potential applications, summaries of AR system characteristics, and an introduction to the crucial problem of registration, including sources of registration error and error-reduction strategies.
Book ChapterDOI
The Aware Home: A Living Laboratory for Ubiquitous Computing Research
Cory D. Kidd,Robert J. Orr,Gregory D. Abowd,Christopher G. Atkeson,Irfan Essa,Blair MacIntyre,Elizabeth D. Mynatt,Thad Starner,Wendy C. Newstetter +8 more
TL;DR: The Aware Home project is introduced and some of the technology-and human-centered research objectives in creating the Aware Home are outlined, to create a living laboratory for research in ubiquitous computing for everyday activities.
Journal ArticleDOI
Knowledge-based augmented reality
Journal ArticleDOI
A touring machine: prototyping 3D mobile augmented reality systems for exploring the urban environment
TL;DR: A prototype system that combines the overlaid 3D graphics of augmented reality with the untethered freedom of mobile computing is described, to explore how these two technologies might together make possible wearable computer systems that can support users in their everyday interactions with the world.
Journal ArticleDOI
A psychological perspective on augmented reality in the mathematics classroom
TL;DR: A framework for understanding AR learning from three perspectives: physical, cognitive, and contextual is presented, arguing that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts.