Augmented reality

About: Augmented reality is a research topic. Over the lifetime, 36039 publications have been published within this topic receiving 479617 citations. The topic is also known as: AR.

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes.

Abstract: The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help. Three teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study. The results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids. The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group. This research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

Cognitive Cost of Using Augmented Reality Displays

Abstract: This paper presents the results of two cognitive load studies comparing three augmented reality display technologies: spatial augmented reality, the optical see-through Microsoft HoloLens, and the video see-through Samsung Gear VR. In particular, the two experiments focused on isolating the cognitive load cost of receiving instructions for a button-pressing procedural task. The studies employed a self-assessment cognitive load methodology, as well as an additional dual-task cognitive load methodology. The results showed that spatial augmented reality led to increased performance and reduced cognitive load. Additionally, it was discovered that a limited field of view can introduce increased cognitive load requirements. The findings suggest that some of the inherent restrictions of head-mounted displays materialize as increased user cognitive load.

Method and system for E-commerce video editing

Abstract: A video editing system or tool for E-commerce utilizing augmented reality (AR) technology combines real and virtual worlds together to provide an interface for a user to sense and interact with virtual objects in the real world. The AR video editing system is usable in conjunction with an ordinary desktop computer and a low-cost parallel port camera. A known camera calibration algorithm is utilized together with a set of specially designed markers for camera calibration and pose estimation of the markers. OpenGL and VRML (Virtual Reality Modeling Language) for 3D virtual model rendering and superimposition. are utilized. Marker-based calibration is utilized to calibrate the camera and estimate the pose of the markers in the AR video editing system. The system comprises video input/output, image feature extraction and marker recognition, camera calibration/pose estimation, and virtual reality (VR) model rendering/augmentation. This allows a sales person to create and edit customized AR video for product presentation and advertisement. In the video, the sales person can present different aspects of the product while keeping eye-to-eye contact with customers. The system is capable of providing a user with real-time augmented reality feedback while recording a video. The augmented videos can be made available on E-Commerce Web-sites or they can be emailed to customers. Because of the real-time editing capability, the AR video can be directly broadcast on the Internet, for example, for an E-commerce advertisement. Inserted virtual objects can be hyper-linked to product specification WebPages providing more detailed product and price information.

An Augmented Reality-Based Learning Approach to Enhancing Students' Science Reading Performances from the Perspective of the Cognitive Load Theory.

Abstract: Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners' reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students' cognitive load and learning motivations. In this study, an augmented reality‐based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students' science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students' learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity. [ABSTRACT FROM AUTHOR]