Showing papers on "Augmented reality published in 2014"

Augmented reality in education: a meta-review and cross-media analysis

Abstract: Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.

Augmented Reality Trends in Education: A Systematic Review of Research and Applications.

Abstract: In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.

Augmented Reality Teaching and Learning

Abstract: This literature review focuses on augmented realities (AR) for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. We summarize research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Abstract: Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as independent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre- and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, distorted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

Augmented Reality in education – cases, places and potentials

Abstract: Augmented Reality is poised to profoundly transform Education as we know it. The capacity to overlay rich media onto the real world for viewing through web-enabled devices such as phones and tablet devices means that information can be made available to students at the exact time and place of need. This has the potential to reduce cognitive overload by providing students with “perfectly situated scaffolding”, as well as enable learning in a range of other ways. This paper will review uses of Augmented Reality both in mainstream society and in education, and discuss the pedagogical potentials afforded by the technology. Based on the prevalence of information delivery uses of Augmented Reality in Education, we argue the merit of having students design Augmented Reality experiences in order to develop their higher order thinking capabilities. A case study of “learning by design” using Augmented Reality in high school Visual Art is presented, with samples of student work and their feedback indicating that the...

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Abstract: Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.

A 3D integral imaging optical see-through head-mounted display

Abstract: An optical see-through head-mounted display (OST-HMD), which enables optical superposition of digital information onto the direct view of the physical world and maintains see-through vision to the real world, is a vital component in an augmented reality (AR) system. A key limitation of the state-of-the-art OST-HMD technology is the well-known accommodation-convergence mismatch problem caused by the fact that the image source in most of the existing AR displays is a 2D flat surface located at a fixed distance from the eye. In this paper, we present an innovative approach to OST-HMD designs by combining the recent advancement of freeform optical technology and microscopic integral imaging (micro-InI) method. A micro-InI unit creates a 3D image source for HMD viewing optics, instead of a typical 2D display surface, by reconstructing a miniature 3D scene from a large number of perspective images of the scene. By taking advantage of the emerging freeform optical technology, our approach will result in compact, lightweight, goggle-style AR display that is potentially less vulnerable to the accommodation-convergence discrepancy problem and visual fatigue. A proof-of-concept prototype system is demonstrated, which offers a goggle-like compact form factor, non-obstructive see-through field of view, and true 3D virtual display.

Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum

Abstract: A mobile guide system that integrates art appreciation instruction with augmented reality (AR) was designed as an auxiliary tool for painting appreciation, and the learning performance of three groups of visiting participants was explored: AR-guided, audio-guided, and nonguided (ie, without carrying auxiliary devices) The participants were 135 college students, and a quasi-experimental research design was employed Several learning performance factors of the museum visitors aided with different guided modes were evaluated, including their learning effectiveness, flow experience, the amount of time spent focusing on the paintings, behavioral patterns, and attitude of using the guide systems The results showed that compared to the audio- and nonguided participants, the AR guide effectively enhanced visitors' learning effectiveness, promoted their flow experience, and extended the amount of time the visitors spent focusing on the paintings In addition, the visitors' behavioral patterns were dependent upon the guided mode that they used; the visitors who were the most engaged in the gallery experience were those who were using the AR guide Most of the visitors using the mobile AR-guide system elicited positive responses and acceptance attitudes

Wearable Intelligent Vision Device Apparatuses, Methods and Systems

Abstract: The WEARABLE INTELLIGENT VISION DEVICE APPARATUSES, METHODS AND SYSTEMS (“WIVD”) transform mobile device location coordinate information transmissions, real-time reality visual capturing, mixed gesture capturing, bio-sensor data via WIVD components into real-time behavior-sensitive product purchase related information, shopping purchase transaction notifications, and electronic receipts. In one implementation, the WIVD may provide a personal device in the form of a pair of eyeglasses, wherein the wearer of the eyeglasses may obtain various augmented reality views. The WIVD determines a user prior behavior pattern from the accessed user profile, and obtains user real-time in-store behavior data from the user mobile device.

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.

Maintaining multiple views on a shared stable virtual space

Abstract: Methods, apparatus, and computer programs for controlling a view of a virtual scene with a handheld device are presented. In one method, images of a real world scene are captured using a device. The method further includes operations for creating an augmented view for presentation on a display of the device by augmenting the images with virtual reality objects, and for detecting a hand in the images as extending into the real world scene. In addition, the method includes operations for showing the hand in the screen as detected in the images, and for generating interaction data, based on an interaction of the hand with a virtual reality object, when the hand makes virtual contact in the augmented view with the virtual reality object. The augmented view is updated based on the interaction data, which simulates on the screen that the hand is interacting with the virtual reality object.

Augmented reality in informal learning environments

Abstract: Recent advances in mobile technologies (esp., smartphones and tablets with built-in cameras, GPS and Internet access) made augmented reality (AR) applications available for the broad public. While many researchers have examined the affordances and constraints of AR for teaching and learning, quantitative evidence for its effectiveness is still scarce. To contribute to filling this research gap, we designed and conducted a pretest-posttest crossover field experiment with 101 participants at a mathematics exhibition to measure the effect of AR on acquiring and retaining mathematical knowledge in an informal learning environment. We hypothesized that visitors acquire more knowledge from augmented exhibits than from exhibits without AR. The theoretical rationale for our hypothesis is that AR allows for the efficient and effective implementation of a subset of the design principles defined in the cognitive theory of multimedia learning. The empirical results we obtained show that museum visitors performed significantly better on knowledge acquisition and retention tests related to augmented exhibits than to non-augmented exhibits and that they perceived AR as a valuable and desirable add-on for museum exhibitions. We conducted a cross-over framed field experiment to measure the effect of augmented reality (AR) on learning outcomes.The field experiment was situated in a mathematics exhibition.Participants learned significantly better from augmented exhibits than from non-augmented exhibits.Participants perceived AR as a valuable add-on to the exhibition and wish to see more AR applications in museums in the future.

Augmented reality in medical education

Abstract: Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality.

Interactivity with a mixed reality

Abstract: Methods of interacting with a mixed reality are presented A mobile device captures an image of a real-world object where the image has content information that can be used to control a mixed reality object through an offered command set The mixed reality object can be real, virtual, or a mixture of both real and virtual

Augmented reality in healthcare education: an integrative review

Abstract: Background. Developing healthcare competencies in students and professionals poses great educational challenges. A possible solution is to provide learning opportunities that utilize augmented reality (AR), where virtual learning experiences can be embedded within a real physical context. The aim of this study was to provide a comprehensive overview of the current state of AR in terms of user acceptance, the AR applications currently developed and the effect of AR on the development of competencies in healthcare. Methods. We conducted an integrative review, which is the broadest type of research review method allowing for the inclusion of various research designs. This allows us to more fully understand a phenomenon of interest. Our review included multi-disciplinary research publications in English reported until 2012. Results. We found 2 529 research papers from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, twenty quantitative and two mixed-method studies were included. Using thematic analysis, we have described characteristics for research, technology and education. This study showed that AR was applied across a wide range of topics in healthcare education. Furthermore, acceptance for AR as a learning technology was reported among the learners, as well as its potential for improving different types of competencies. Discussion. AR is still considered a novelty in the literature, with most of the studies reporting early prototypes. Additionally, the designed AR applications lacked an explicit pedagogical theoretical framework. Instead, the learning strategies adopted were of the traditional style ‘see one, do one and teach one’ and do not integrate clinical competencies to ensure patients’ safety.

Augmented reality in the smart factory: Supporting workers in an industry 4.0. environment

Abstract: We present an augmented reality system that supports human workers in a rapidly changing production environment. By providing spatially registered information on the task directly in the user's field of view the system can guide the user through unfamiliar tasks (e.g. assembly of new products) and visualize information directly in the spatial context were it is relevant. In the first version we present the user with picking and assembly instructions in an assembly application. In this paper we present the initial experience with this system, which has already been used successfully by several hundred users who had no previous experience in the assembly task.

Augmented Reality Navigation With Automatic Marker-Free Image Registration Using 3-D Image Overlay for Dental Surgery

Abstract: Computer-assisted oral and maxillofacial surgery (OMS) has been rapidly evolving since the last decade. State-of-the-art surgical navigation in OMS still suffers from bulky tracking sensors, troublesome image registration procedures, patient movement, loss of depth perception in visual guidance, and low navigation accuracy. We present an augmented reality navigation system with automatic marker-free image registration using 3-D image overlay and stereo tracking for dental surgery. A customized stereo camera is designed to track both the patient and instrument. Image registration is performed by patient tracking and real-time 3-D contour matching, without requiring any fiducial and reference markers. Real-time autostereoscopic 3-D imaging is implemented with the help of a consumer-level graphics processing unit. The resulting 3-D image of the patient's anatomy is overlaid on the surgical site by a half-silvered mirror using image registration and IP-camera registration to guide the surgeon by exposing hidden critical structures. The 3-D image of the surgical instrument is also overlaid over the real one for an augmented display. The 3-D images present both stereo and motion parallax from which depth perception can be obtained. Experiments were performed to evaluate various aspects of the system; the overall image overlay error of the proposed system was 0.71 mm.

Behind the Glass: Driver Challenges and Opportunities for AR Automotive Applications

Abstract: As the automotive industry moves toward the car of the future, technology companies are developing cutting-edge systems, in vehicle and out, that aim to make driving safer, more pleasant, and more convenient. While we are already seeing some successful video-based augmented reality (AR) auxiliary displays (e.g., center-mounted backup aid systems), the application opportunities of optical see-through AR as presented on a drivers' windshield are yet to be fully tapped; nor are the visual perceptual and attention challenges fully understood. As we race to field AR applications in transportation, we should first consider the perceptual and distraction issues that are known in both the AR and transportation communities, with a focus on the unique and intersecting aspects for driving applications. This paper describes the some opportunities and driver challenges associated with AR applications in the automotive domain. We first present a basic research space to assist in these inquiries, which delineates head-mounted from heads-up and center-mounted displays; video from optical see-through displays; and world-fixed from screen-fixed AR graphics. We then address benefits of AR related to primary, secondary, and tertiary driver tasks as well as driver perception and cognition challenges inherent in automotive AR systems.

Moving from virtual reality exposure-based therapy to augmented reality exposure-based therapy: a review.

Abstract: This paper reviews the move from virtual reality exposure-based therapy (VRET) to augmented reality exposure-based therapy (ARET). Unlike virtual reality (VR), which entails a complete virtual environment (VE), augmented reality (AR) limits itself to producing certain virtual elements to then merge them into the view of the physical world. Although the general public may only have become aware of AR in the last few years, AR type applications have been around since beginning of the 20th century. Since, then, technological developments have enabled an ever increasing level of seamless integration of virtual and physical elements into one view. Like VR, AR allows the exposure to stimuli which, due to various reasons, may not be suitable for real-life scenarios. As such, AR has proven itself to be a medium through which individuals suffering from specific phobia can be exposed “safely” to the object(s) of their fear, without the costs associated with programming complete virtual environments. Thus, ARET can offer an efficacious alternative to some less advantageous exposure-based therapies. Above and beyond presenting what has been accomplished in ARET, this paper also raises some ARET related issues, and proposes potential avenues to be followed. These include the definition of an AR related term, the type of measures to be used to qualify the user’s experience in an augmented reality environment (ARE), the development of alternative geospatial referencing systems, as well as the potential use of ARET to treat social phobia. Overall, it may be said that the use of ARET, although promising, is still in its infancy but that, given a continued cooperation between clinical and technical teams, ARET has the potential of going well beyond the treatment of small animal phobia.

World-stabilized annotations and virtual scene navigation for remote collaboration

Abstract: We present a system that supports an augmented shared visual space for live mobile remote collaboration on physical tasks. The remote user can explore the scene independently of the local user's current camera position and can communicate via spatial annotations that are immediately visible to the local user in augmented reality. Our system operates on off-the-shelf hardware and uses real-time visual tracking and modeling, thus not requiring any preparation or instrumentation of the environment. It creates a synergy between video conferencing and remote scene exploration under a unique coherent interface. To evaluate the collaboration with our system, we conducted an extensive outdoor user study with 60 participants comparing our system with two baseline interfaces. Our results indicate an overwhelming user preference (80%) for our system, a high level of usability, as well as performance benefits compared with one of the two baselines.

Virtual or augmented reality headsets having adjustable interpupillary distance

Abstract: A virtual or augmented reality headset is provided having a frame, a pair of virtual or augmented reality eyepieces, and an interpupillary distance adjustment mechanism. The frame includes opposing arm members, a bridge positioned intermediate the opposing arm members, and one or more linear rails. The adjustment mechanism is coupled to the virtual or augmented reality eyepieces and operable to simultaneously move the eyepieces in adjustment directions aligned with the plurality of linear rails to adjust the interpupillary distance of the eyepieces.

Pinlight displays: wide field of view augmented reality eyeglasses using defocused point light sources

Abstract: We present a novel design for an optical see-through augmented reality display that offers a wide field of view and supports a compact form factor approaching ordinary eyeglasses. Instead of conventional optics, our design uses only two simple hardware components: an LCD panel and an array of point light sources (implemented as an edge-lit, etched acrylic sheet) placed directly in front of the eye, out of focus. We code the point light sources through the LCD to form miniature see-through projectors. A virtual aperture encoded on the LCD allows the projectors to be tiled, creating an arbitrarily wide field of view. Software rearranges the target augmented image into tiled sub-images sent to the display, which appear as the correct image when observed out of the viewer's accommodation range. We evaluate the design space of tiled point light projectors with an emphasis on increasing spatial resolution through the use of eye tracking. We demonstrate feasibility through software simulations and a real-time prototype display that offers a 110° diagonal field of view in the form factor of large glasses and discuss remaining challenges to constructing a practical display.

Using Augmented Reality to Help Children with Autism Stay Focused

Abstract: Children with autism have difficulty sustaining their selective attention during therapy sessions. Attention management techniques involve the use of verbal and visual prompting, annotated on top of the physical objects used during therapies. Here, the authors explore how augmented reality helps integrate the physical and digital worlds, mimicking current strategies for attention management in autism. They describe their design decisions when developing the Mobile Object Identification System (Mobis), a mobile augmented reality application that lets teachers superimpose digital content on top of physical objects. The results of a five-week deployment study demonstrate that Mobis is useful and easy to use, increases the sustained and selective attention of children with autism, and elicits positive emotions during therapies. This article is part of a special issue on managing attention.

Augmented reality as an aid in maxillofacial surgery: validation of a wearable system allowing maxillary repositioning.

Abstract: Aim We present a newly designed, localiser-free, head-mounted system featuring augmented reality as an aid to maxillofacial bone surgery, and assess the potential utility of the device by conducting a feasibility study and validation. Methods Our head-mounted wearable system facilitating augmented surgery was developed as a stand-alone, video-based, see-through device in which the visual features were adapted to facilitate maxillofacial bone surgery. We implement a strategy designed to present augmented reality information to the operating surgeon. LeFort1 osteotomy was chosen as the test procedure. The system is designed to exhibit virtual planning overlaying the details of a real patient. We implemented a method allowing performance of waferless, augmented-reality assisted bone repositioning. In vitro testing was conducted on a physical replica of a human skull, and the augmented reality system was used to perform LeFort1 maxillary repositioning. Surgical accuracy was measured with the aid of an optical navigation system that recorded the coordinates of three reference points (located in anterior, posterior right, and posterior left positions) on the repositioned maxilla. The outcomes were compared with those expected to be achievable in a three-dimensional environment. Data were derived using three levels of surgical planning, of increasing complexity, and for nine different operators with varying levels of surgical skill. Results The mean error was 1.70 ± 0.51 mm. The axial errors were 0.89 ± 0.54 mm on the sagittal axis, 0.60 ± 0.20 mm on the frontal axis, and 1.06 ± 0.40 mm on the craniocaudal axis. The simplest plan was associated with a slightly lower mean error (1.58 ± 0.37 mm) compared with the more complex plans (medium: 1.82 ± 0.71 mm; difficult: 1.70 ± 0.45 mm). The mean error for the anterior reference point was lower (1.33 ± 0.58 mm) than those for both the posterior right (1.72 ± 0.24 mm) and posterior left points (2.05 ± 0.47 mm). No significant difference in terms of error was noticed among operators, despite variations in surgical experience. Feedback from surgeons was acceptable; all tests were completed within 15 min and the tool was considered to be both comfortable and usable in practice. Conclusion We used a new localiser-free, head-mounted, wearable, stereoscopic, video see-through display to develop a useful strategy affording surgeons access to augmented reality information. Our device appears to be accurate when used to assist in waferless maxillary repositioning. Our results suggest that the method can potentially be extended for use with many surgical procedures on the facial skeleton. Further, our positive results suggest that it would be appropriate to proceed to in vivo testing to assess surgical accuracy under real clinical conditions.

Augmented Reality Trends in Education : A Systematic Review of Research and Applications

Abstract: In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.