Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.

Current status, opportunities and challenges of augmented reality in education

European Resuscitation Council Guidelines for Resuscitation 2015

This paper surveys the current state-of-the-art of technology, systems and applications in Augmented Reality. It describes work performed by many different research groups, the purpose behind each new Augmented Reality system, and the difficulties and problems encountered when building some Augmented Reality applications. It surveys mobile augmented reality systems challenges and requirements for successful mobile systems. This paper summarizes the current applications of Augmented Reality and speculates on future applications and where current research will lead Augmented Reality's development. Challenges augmented reality is facing in each of these applications to go from the laboratories to the industry, as well as the future challenges we can forecast are also discussed in this paper. Section 1 gives an introduction to what Augmented Reality is and the motivations for developing this technology. Section 2 discusses Augmented Reality Technologies with computer vision methods, AR devices, interfaces and systems, and visualization tools. The mobile and wireless systems for Augmented Reality are discussed in Section 3. Four classes of current applications that have been explored are described in Section 4. These applications were chosen as they are the most famous type of applications encountered when researching AR apps. The future of augmented reality and the challenges they will be facing are discussed in Section 5.

Augmented reality technologies, systems and applications

Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning. The current systematic literature review updates Author (date).The review looks at impacts and outcomes of playing digital games from 2009 to 2014.Multi-component coding of papers, games and learning outcomes was used.Many papers were found with 143 papers providing high quality evidence.Games for entertainment and learning addressed different outcomes.

/pdf/an-update-to-the-systematic-literature-review-of-empirical-oy90nea5x6.pdf

An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

European Resuscitation Council Guidelines for Resuscitation 2015: Section 4. Cardiac arrest in special circumstances

https://curve.coventry.ac.uk/open/items/5d2cc1e0-7632-0bee-54ed-ba792fbe4c17/1/Serious+gaming+technology.pdf

Serious gaming technology in major incident triage training: A pragmatic controlled trial ☆

Technology-enhanced learning, employing novel forms of content representation and education service delivery by enhancing the visual perception of the real environment of the user, is favoured by proponents of educational inclusion for learners with physical disabilities. Such an augmented reality computer-mediated learning system has been developed as part of an EU funded research project, namely the CONNECT project. The CONNECT project brings together schools and science centres, and produces novel information and communication technologies based on augmented reality (AR) and web-based streaming and communication, in order to support learning in a variety of settings. The CONNECT AR interactive learning environment can assist users to better contextualize and reinforce their learning in school and in other settings where people learn (i.e. science centres and home). The CONNECT concept and associated technologies encourage users to visit science centres and perform experiments that are not possible in school. They can also build on these experiences back at school and at home with visual augmentations that they are communicated through web-based streaming technology. This paper particularly focuses on a user-centred evaluation approach of human factors and pedagogical aspects of the CONNECT system, as applied to a special needs user group. The main focus of the paper is on highlighting the human factors issues and challenges, in terms of wearability and technology acceptance, while elaborating on some qualitative aspects of the pedagogical effectiveness of the instructional medium that AR technology offers for this group of learners.

Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities

Wearable computer comfort can be affected by numerous factors, making its assessment based on one value with one scale inappropriate. This paper presents a tool that measures wearable comfort across six dimensions: emotion, attachment, harm, perceived change, movement, and anxiety. The dimensions for these comfort rating scales were specifically developed for wearable equipment assessment by applying multidimensional scaling to a comfort term association matrix developed using the results of groupings of wearable computer comfort terms. Testing the scales on four different types of wearable computer showed that the scales can be used to highlight differences in comfort between different types of technology for different aspects of comfort. An intraclass correlation of .872 suggested that the scales were used with a high level of reliability. A second study showed that modifications made to a wearable computer resulted in improvements in comfort, although they were not significant (p > .05). A potential application for this research is as an aid to designers and researchers for assessing the wearability, in terms of comfort, of wearable computer devices and to determine the effectiveness of any modifications made to the design of a wearable device.

A tool to assess the comfort of wearable computers.

This paper presents a tool to measure the comfort of wearable computers. The comfort rating scales (CRS) measure wearable comfort across 6 dimensions. These dimensions are Emotion, Attachment, Harm, Perceived change, Movement and Anxiety. This paper also presents two studies in which the CRS have been used to assess the comfort of two types of wearable technology currently being developed at the University of Birmingham, these are the SensVest and the /spl chi//sup 3/. The results of the studies show that the CRS can be used to aid designers and manufacturers focus on what modifications are needed to wearable computer design to make them more comfortable. They also show that assessments of wearable computer comfort must be made in situations and environments to which the computer will ultimately be introduced.

/pdf/the-comfort-assessment-of-wearable-computers-2mrhi6cjbi.pdf

The comfort assessment of wearable computers

Wearable computers represent a new and exciting area for technology development, with a host of issues relating to display, power and processing still to be resolved. Wearable computers also present a new challenge to the field of ergonomics; not only is the technology distinct, but the manner in which the technology is to be used and the relationship between user and computer have changed in a dramatic fashion. In this paper, we concentrate on some traditional ergonomics concerns and examine how these issues can be addressed in the light of wearable computers.

James F. Knight

Papers

Serious gaming technology in major incident triage training: A pragmatic controlled trial ☆

Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities

A tool to assess the comfort of wearable computers.

The comfort assessment of wearable computers

Ergonomics of wearable computers