Showing papers on "Augmented reality published in 2013"

Current status, opportunities and challenges of augmented reality in education

Abstract: 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.

Impact of an augmented reality system on students' motivation for a visual art course

Abstract: In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.

ArrayTrack: a fine-grained indoor location system

Abstract: With myriad augmented reality, social networking, and retail shopping applications all on the horizon for the mobile handheld, a fast and accurate location technology will become key to a rich user experience. When roaming outdoors, users can usually count on a clear GPS signal for accurate location, but indoors, GPS often fades, and so up until recently, mobiles have had to rely mainly on rather coarse-grained signal strength readings. What has changed this status quo is the recent trend of dramatically increasing numbers of antennas at the indoor access point, mainly to bolster capacity and coverage with multiple-input, multiple-output (MIMO) techniques. We thus observe an opportunity to revisit the important problem of localization with a fresh perspective. This paper presents the design and experimental evaluation of ArrayTrack, an indoor location system that uses MIMO-based techniques to track wireless clients at a very fine granularity in real time, as they roam about a building. With a combination of FPGA and general purpose computing, we have built a prototype of the ArrayTrack system. Our results show that the techniques we propose can pinpoint 41 clients spread out over an indoor office environment to within 23 centimeters median accuracy, with the system incurring just 100 milliseconds latency, making for the first time ubiquitous real-time, fine-grained location available on the mobile handset.

Semi-dense Visual Odometry for a Monocular Camera

Abstract: We propose a fundamentally novel approach to real-time visual odometry for a monocular camera. It allows to benefit from the simplicity and accuracy of dense tracking - which does not depend on visual features - while running in real-time on a CPU. The key idea is to continuously estimate a semi-dense inverse depth map for the current frame, which in turn is used to track the motion of the camera using dense image alignment. More specifically, we estimate the depth of all pixels which have a non-negligible image gradient. Each estimate is represented as a Gaussian probability distribution over the inverse depth. We propagate this information over time, and update it with new measurements as new images arrive. In terms of tracking accuracy and computational speed, the proposed method compares favorably to both state-of-the-art dense and feature-based visual odometry and SLAM algorithms. As our method runs in real-time on a CPU, it is of large practical value for robotics and augmented reality applications.

Evaluation of learners' attitude toward learning in ARIES augmented reality environments

Abstract: The ARIES system for creating and presenting 3D image-based augmented reality learning environments is presented. To evaluate the attitude of learners toward learning in ARIES augmented reality environments, a questionnaire was designed based on Technology Acceptance Model (TAM) enhanced with perceived enjoyment and interface style constructs. For empirical study, a scenario of a chemistry experimental lesson was developed. The study involved students of the second grade of lower secondary school. As follows from this study, perceived usefulness and enjoyment had a comparable effect on the attitude toward using augmented reality environments. However, perceived enjoyment played a dominant role in determining the actual intention to use them. The interface style based on physical markers had significant impact on perceived ease of use. Interface style and perceived ease of use had a weak influence on perceived enjoyment. In contrast, these two constructs had a significantly stronger influence on perceived usefulness.

EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips

Abstract: Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom. During the field experience, students used mobile wireless devices with FreshAiR(TM), an augmented reality application, to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. This AR experience was combined with probeware, in that students collected water quality measurements at designated AR hotspots during the experience. We studied the characteristics of learning and instruction using measures of student attitudes, content learning gains, and opinions teachers provided via written and verbal feedback. We observed gains in student affective measures and content understanding following the intervention. Teachers reported that the combined technologies promoted student interaction with the pond and with classmates in a format that was student-centered rather than teacher-directed. Teachers also reported that students demonstrated deeper understanding of the principles of water quality measurement than was typical on prior field trips without these technologies and that students had expanded opportunities to engage in activities that resemble scientific practice. Overall, results of the students' surveys and teacher feedback suggest that there are multiple benefits to using this suite of technologies for teaching and for learning.

A psychological perspective on augmented reality in the mathematics classroom

Abstract: Physical objects and virtual information are used as teaching aids in classrooms everywhere, and until recently, merging these two worlds has been difficult at best. Augmented reality offers the combination of physical and virtual, drawing on the strengths of each. We consider this technology in the realm of the mathematics classroom, and offer theoretical underpinnings for understanding the benefits and limitations of AR learning experiences. The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences. In the process of discussing these dimensions, we discuss examples from existing AR applications and provide guidelines for future AR learning experiences, while considering the pragmatic and technological concerns facing the widespread implementation of augmented reality inside and outside the classroom.

Wearable augmented reality eyeglass communication device including mobile phone and mobile computing via virtual touch screen gesture control and neuron command

Abstract: Provided are an augmented reality eyeglass communication device and a method for facilitating shopping using an augmented reality eyeglass communication device. The augmented reality eyeglass communication device may comprise a frame, and a right earpiece and a left earpiece connected to the frame. Furthermore, the eyeglass communication device may comprise a processor configured to receive one or more commands of a user, perform operations associated with the commands of the user, receive product information, and process the product information. The eyeglass communication device may comprise a display connected to the frame and configured to display data received from the processor. In addition to that, the eyeglass communication device may comprise a transceiver electrically connected to the processor and configured to receive and transmit data over a wireless network. The eyeglass communication device may comprise a Subscriber Identification Module card slot, a camera, an earphone, a microphone, and a charging unit.

Expected user experience of mobile augmented reality services: a user study in the context of shopping centres

Abstract: The technical enablers for mobile augmented reality (MAR) are becoming robust enough to allow the development of MAR services that are truly valuable for consumers. Such services would provide a novel interface to the ubiquitous digital information in the physical world, hence serving in great variety of contexts and everyday human activities. To ensure the acceptance and success of future MAR services, their development should be based on knowledge about potential end users' expectations and requirements. We conducted 16 semi-structured interview sessions with 28 participants in shopping centres, which can be considered as a fruitful context for MAR services. We aimed to elicit new knowledge about (1) the characteristics of the expected user experience and (2) central user requirements related to MAR in such a context. From a pragmatic viewpoint, the participants expected MAR services to catalyse their sense of efficiency, empower them with novel context-sensitive and proactive functionalities and raise their awareness of the information related to their surroundings with an intuitive interface. Emotionally, MAR services were expected to offer stimulating and pleasant experiences, such as playfulness, inspiration, liveliness, collectivity and surprise. The user experience categories and user requirements that were identified can serve as targets for the design of user experience of future MAR services.

Augmented-reality signature capture

Abstract: A method for acquiring a person's signature includes handwriting a signature by projecting movements of light. Signature information with respect to the projected light movements is concurrently acquired. The signature information is compiled to create a signature image.

Contextually intelligent communication systems and processes

Abstract: A contextually intelligent communication system and processes acquire and processes data on the current context of a user who is using a connected mobile communication device such as a smart phone or tablet by using various sensors, image recognition or augmented reality residing in the connected device; providing additional data to define the user's current environment; combining the contextual data on the device with the additional data to define the user's complete, relevant context; gathering the user's current context data and updating the device by uploading the data via a wide area mobile network to a contextually intelligent server in the cloud, matching the user's current contextual data with the user's past and historical data and then downloading updated data back to the device, with the updated data including any of a variety of contextually relevant information such as feedback, experiences, recommendations, offers, coupons, advice, tactile feedback, content such as visual and audio representations, augmented reality, and other audio/visual displays to the device of the user that is predictably useful and relevant to the user's current context and future context as the user enters a new context.

A mixed methods assessment of students' flow experiences during a mobile augmented reality science game

Abstract: Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors related to students' engagement – as characterized by flow theory – during a collaborative AR, forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision-based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed.

Understanding Augmented Reality: Concepts and Applications

Abstract: Augmented reality is not a technology.?Augmented reality is a medium. Likewise, a book on augmented reality that only addresses the technology that is required to support the medium of augmented reality falls far short of providing the background that is needed to produce, or critically consume augmented reality applications.?One reads a book.?One watches a movie.?One experiences augmented reality.?Understanding Augmented Reality addresses the elements that are required to create compelling augmented reality experiences. The technology that supports augmented reality will come and go, evolve and change.?The underlying principles for creating exciting, useful augmented reality experiences are timeless. ??Augmented reality designed from a purely technological perspective will lead to an AR experience that is novel and fun for one-time consumption-but is no more than a toy. Imagine a filmmaking book that discussed cameras and special effects software, but ignored cinematography and storytelling!? In order to create compelling augmented reality experiences that stand the test of time and cause the participant in the AR experience to focus on the content of the experience - rather than the technology - one must consider how to maximally exploit the affordances of the medium. Understanding Augmented Reality addresses core conceptual issues regarding the medium of augmented reality as well as the technology required to support compelling augmented reality.? By addressing AR as a medium at the conceptual level in addition to the technological level, the reader will learn to conceive of AR applications that are not limited by today's technology.? At the same time, ample examples are provided that show what is possible with current technology. Explore the different techniques, technologies and approaches used in developing AR applications. This book helps untangle the seemingly endless different approaches that are being taken in the market today. Learn from the author's deep experience in virtual reality and augmented reality applications to succeed right off the bat, and avoid many of the traps that catch new developers and users of augmented reality experiences. Some AR examples can be experienced from within the book using downloadable software Associated website includes: additional cool application examples available for download, links to interesting applications, and videos that support the points being made in the book. Table of Contents Chapter 1? What is Augmented Reality? Chapter 2? Augmented Reality Concepts Chapter 3? Content is Key! Augmented Reality Content Chapter 4? Augmented Reality Hardware Chapter 5? Augmented Reality Software Chapter 6? Interaction in Augmented Reality Chapter 7? Mobile Augmented Reality Chapter 8? Augmented Reality Applications Chapter 9 The future of Augmented Reality

YouMove: enhancing movement training with an augmented reality mirror

Abstract: YouMove is a novel system that allows users to record and learn physical movement sequences. The recording system is designed to be simple, allowing anyone to create and share training content. The training system uses recorded data to train the user using a large-scale augmented reality mirror. The system trains the user through a series of stages that gradually reduce the user's reliance on guidance and feedback. This paper discusses the design and implementation of YouMove and its interactive mirror. We also present a user study in which YouMove was shown to improve learning and short-term retention by a factor of 2 compared to a traditional video demonstration.

Interactive Augmented Reality Game for Enhancing Library Instruction in Elementary Schools

Abstract: Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, game-based learning has garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and games enhances student learning performance and motivation. This work develops an educational gaming system based on situated learning theory, and applies innovative augmented reality interactive technology to a library's learning environment. Student library knowledge can be enhanced via the proposed game-based augmented reality library instruction system (GARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed GARLIS. Moreover, this work demonstrates that using the proposed GARLIS for library instruction results in the same learning performance as conventional librarian instruction. The proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills training than conventional librarian instruction.

Designing augmented reality for the classroom

Abstract: Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out the complexity of a classroom environment. We developed three AR learning environments that have been used in genuine classroom contexts, some of them being now part of classroom regular practices. These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing. We present here the features that emerged from these co-design cycles and abstract them into design principles.

AIREAL: interactive tactile experiences in free air

Abstract: AIREAL is a novel haptic technology that delivers effective and expressive tactile sensations in free air, without requiring the user to wear a physical device. Combined with interactive computers graphics, AIREAL enables users to feel virtual 3D objects, experience free air textures and receive haptic feedback on gestures performed in free space. AIREAL relies on air vortex generation directed by an actuated flexible nozzle to provide effective tactile feedback with a 75 degrees field of view, and within an 8.5cm resolution at 1 meter. AIREAL is a scalable, inexpensive and practical free air haptic technology that can be used in a broad range of applications, including gaming, mobile applications, and gesture interaction among many others. This paper reports the details of the AIREAL design and control, experimental evaluations of the device's performance, as well as an exploration of the application space of free air haptic displays. Although we used vortices, we believe that the results reported are generalizable and will inform the design of haptic displays based on alternative principles of free air tactile actuation.

Augmented reality in urban places: contested content and the duplicity of code

Abstract: With the increasing prevalence of both geographically referenced information and the code through which it is regulated, digital augmentations of place will become increasingly important in everyday, lived geographies. Through two detailed explorations of ‘augmented realities’, this paper provides a broad overview of not only the ways that those augmented realities matter, but also the complex and often duplicitous manner that code and content can congeal in our experiences of augmented places. Because the re-makings of our spatial experiences and interactions are increasingly influenced through the ways in which content and code are fixed, ordered, stabilised and contested, this paper places a focus on how power, as mediated through technological artefacts, code and content, helps to produce place. Specifically, it demonstrates there are four key ways in which power is manifested in augmented realities: two performed largely by social actors, distributed power and communication power; and two enacted primarily via software, code power and timeless power. The paper concludes by calling for redoubled attention to both the layerings of content and the duplicity and ephemerality of code in shaping the uneven and power-laden practices of representations and the experiences of place augmentations in urban places.

User-defined gestures for augmented reality

Abstract: Recently there has been an increase in research of hand gestures for interaction in the area of Augmented Reality (AR). However this research has focused on developer designed gestures, and little is known about user preference and behavior for gestures in AR. In this paper, we present the results of a guessability study focused on hand gestures in AR. A total of 800 gestures have been elicited for 40 selected tasks from 20 partic-ipants. Using the agreement found among gestures, a user-defined gesture set was created to guide design-ers to achieve consistent user-centered gestures in AR.

Augmented Reality and Mobile Learning: The State of the Art

Abstract: In this paper, the authors examine the state of the art in augmented reality AR for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. The authors seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. The authors classify it according to key aspects device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes. The authors discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.

Gesture-based interaction via finger tracking for mobile augmented reality

Abstract: The goal of this research is to explore new interaction metaphors for augmented reality on mobile phones, i.e. applications where users look at the live image of the device’s video camera and 3D virtual objects enrich the scene that they see. Common interaction concepts for such applications are often limited to pure 2D pointing and clicking on the device’s touch screen. Such an interaction with virtual objects is not only restrictive but also difficult, for example, due to the small form factor. In this article, we investigate the potential of finger tracking for gesture-based interaction. We present two experiments evaluating canonical operations such as translation, rotation, and scaling of virtual objects with respect to performance (time and accuracy) and engagement (subjective user feedback). Our results indicate a high entertainment value, but low accuracy if objects are manipulated in midair, suggesting great possibilities for leisure applications but limited usage for serious tasks.

Using animated augmented reality to cognitively guide assembly

Abstract: Assembly is the process in which two or more objects are joined together An assembly manual is typically used to guide the tasks required to put together an artifact As an emerging technology, augmented reality (AR) integrates three-dimensional (3D) images of virtual objects into a real-world workspace The insertion of digitalized information into the real workspace using AR can provide workers with the means to implement correct assembly procedures with improved accuracy and reduce errors A prototype animated AR system was configured for assembly tasks that are normally guided by reference to documentation and was tested using a series of experiments A LEGO model was used as the assembly and experimental tester task Experimentation was devised and conducted to validate the cognitive gains that can be derived from using AR to assemble a LEGO model Two formal experiments with 50 participants were conducted to compare an animated AR system and the paper-based manual system One experiment mea

Dublin AR: Implementing Augmented Reality in Tourism

Abstract: The use of modern technology is becoming a necessity of many destinations to stay competitive and attractive to the modern tourist. A new form of technology that is being used increasingly in the public space is virtual- and Augmented Reality (AR). The aim of this paper is to investigate tourists’ requirements for the development of a mobile AR tourism application in urban heritage. In-depth interviews with 26 international and domestic tourists visiting Dublin city were conducted and thematic analysis was used to analyze the findings of the interviews. The findings suggest that although Augmented Reality has passed the hype stage, the technology is just on the verge of being implemented in a meaningful way in the tourism industry. Furthermore, they reveal that it needs to be designed to serve a specific purpose for the user, while multi-language functionality, ease of use and the capability to personalize the application are among the main requirements that need to be considered in order to attract tourists and encourage regular use. This paper discusses several significant implications for AR Tourism research and practice. Limitations of the study which should be addressed in future research are discussed and recommendations for further research are provided.

Product augmentation and advertising in see through displays

Abstract: An augmented reality system that provides augmented product and environment information to a wearer of a see through head mounted display. The augmentation information may include advertising, inventory, pricing and other information about products a wearer may be interested in. Interest is determined from wearer actions and a wearer profile. The information may be used to incentivize purchases of real world products by a wearer, or allow the wearer to make better purchasing decisions. The augmentation information may enhance a wearer's shopping experience by allowing the wearer easy access to important product information while the wearer is shopping in a retail establishment. Through virtual rendering, a wearer may be provided with feedback on how an item would appear in a wearer environment, such as the wearer's home.

Enabling augmented reality using eye gaze tracking

Abstract: Methods and apparatus relating to enabling augmented reality applications using eye gaze tracking are disclosed. An exemplary method according to the disclosure includes displaying an image to a user of a scene viewable by the user, receiving information indicative of an eye gaze of the user, determining an area of interest within the image based on the eye gaze information, determining an image segment based on the area of interest, initiating an object recognition process on the image segment, and displaying results of the object recognition process.