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An invisible layer of knowledge is progressively growing with the emergence of situated visualizations and reality-based information retrieval systems. In essence, digital content will overlap with real-world entities, eventually providing insights into the surrounding environment and useful information for the user. The implementation of such a vision may appear close, but many subtle details separate us from its fulfillment. This kind of implementation, as the overlap between rendered virtual annotations and the camera's real-world view, requires different computer vision paradigms for object recognition and tracking which often require high computing power and large-scale datasets of images. Nevertheless, these resources are not always available, and in some specific domains, the lack of an appropriate reference dataset could be disruptive for a considered task. In this particular scenario, we here consider the problem of wine recognition to support an augmented reading of their labels. In fact, images of wine bottle labels may not be available as wineries periodically change their designs, product information regulations may vary, and specific bottles may be rare, making the label recognition process hard or even impossible. In this work, we present augmented wine recognition, an augmented reality system that exploits optical character recognition paradigms to interpret and exploit the text within a wine label, without requiring any reference image. Our experiments show that such a framework can overcome the limitations posed by image retrieval-based systems while exhibiting a comparable performance. [ABSTRACT FROM AUTHOR]

AbstractResearchers face the challenge of efficiently navigating vast scientific literature while valuing printed papers in the digital age. Printed materials facilitate deeper engagement and comprehension, leading to active reading engagement and enhanced retention. However, existing digital tools often need to pay more attention to the needs of researchers who value the tactile benefits of printed documents. In response to this gap, we introduce AR-PaperSync, a solution that leverages Augmented Reality (AR) and cross-device interaction technology. AR-PaperSync integrates the physical experience of printed papers with the interactive capabilities of digital tools. Researchers can navigate inline citations, manage saved references, and synchronize reading notes across mobile, desktop, and printed paper formats. Our user-centric approach, informed by in-depth interviews with six researchers, ensures that AR-PaperSync is tailored to its target users’ needs. A comprehensive user study involving 28 participants evaluated AR-PaperSync’s significantly enhanced efficiency, accuracy, and system usability and reduced cognitive load in academic reading tasks compared to conventional methods. These findings suggest that AR-PaperSync enhances the reading experience of printed scientific papers and provides a seamless integration of physical and digital reading environments for researchers. [ABSTRACT FROM AUTHOR]

Recently, I was at a Microsoft Technology Center to discuss the augmented reality (AR) technology developed in my lab for treatment of post-traumatic stress disorder (PTSD). We also explored the possibility of using artificial intelligence (AI) to automate interactions with digital AR characters. We were also given a tour of the Microsoft 365 Copilot AI technology. This experience, along with my upcoming experiences with the rapidly evolving and publicly available AI technology, triggered a series of questions and reflections about the use of AI in scientific work and writing. In this article, the author reflects upon recent advancements in artificial intelligence (AI) technologies have led to profound discussions about AI's role in scientific research and education. AI technologies are now capable of summarizing and analyzing large volumes of data, creating presentations, and even drafting parts of scientific papers and grants with minimal human input. With their exponential ongoing advancements, they will become even more capable in doing these tasks. As boundaries between humans and AI blurs, serious questions arise about the future roles, responsibilities, and identity of academic researchers, intellectual property, publishing and grantsmanship, and equity in the world of AI potentiated research. [ABSTRACT FROM AUTHOR]

Death is an inevitable part of life and highly relevant to information management: its approach often requires preparation, and its occurrence often demands a response. Many works in information science have acknowledged so much, and yet death is rarely a focused topic, appearing instead sporadically and disconnected across research. As a result there is no introduction to, overview of, or synthesis across studies on death and information. We therefore conducted an extensive literature search and reviewed nearly 300 scholarly publications at the intersection of death and information (and data) management. Covering seven topics in total, we review two groups of work directly engaging information management in relation to death (digital possessions, inheritance, and legacy; information behavior, needs, and practices around death), three engaging death and technology that require information and its management (death and the Internet, thanatosensitive design and technology‐augmented death practices, and the digital afterlife and digital immortality), and two reflecting the ethical and legal dimensions unique to death and information. We then integrate the collective findings to summarize the landscape of death‐related information research, outline remaining challenges for individuals, families, institutions, and society, and identify promising directions for future information science research. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

Dr. Buttenfield led the user evaluation and user interface design/improvement tasks in the Alexandra Digital Library (ADL) Project from 1994 to 1998 funded by the National Science Foundation in the U.S. Her research efforts in the ADL extended the role of cartographers from traditional map designers to web-based user interface and user experiences (UI/UX) designers. This paper will highlight key concepts and design principles (including user center design (UCD), usability testing, and user interface evaluation) in the ADL project and re-investigate these pioneering research topics in cartography with recent development of the Metaverse and human-computer interaction (HCI) using Extended Reality (XR), including Virtual Reality, (VR), Augmented Reality (AR), and Mixed Reality (MR). The new role of cartographers today includes user interface designers and usability evaluators using XR-enabled mapping tools and technologies. This paper will discuss cartographic research challenges and opportunities in the era of the Metaverse and highlight some software issues for cartographers to develop 3D or 4D web GIS applications. [ABSTRACT FROM AUTHOR]

Ventriculostomy, one of the most common neurosurgical procedures, involves inserting a draining catheter into the brain's ventricular system to alleviate excessive cerebrospinal fluid accumulation. Traditionally, this procedure has relied on freehand techniques guided by anatomical landmarks, which have shown a high rate of misplacement. Recent advancements in virtual reality (VR) and augmented reality (AR) technologies have opened up new possibilities in the field. This comprehensive review aims to analyze the existing literature, examine the diverse applications of VR and AR in ventriculostomy procedures, address their limitations, and propose potential future directions. A systematic search was conducted in Web of Science and PubMed databases to identify studies employing VR and AR technologies in ventriculostomy procedures. Review papers, non-English records, studies unrelated to VR/AR technologies in ventriculostomy, and supplementary documents were excluded. In total 29 papers were included in the review. The development of various VR and AR systems aimed at enhancing the ventriculostomy procedure are categorized according to the Data, Visualization and View taxonomy. The study investigates the data utilized by these systems, the visualizations employed, and the virtual or augmented environments created. Furthermore, the surgical scenarios and applications of each method, as well as the validation and evaluation metrics used, are discussed. The review delves into the fundamental challenges encountered in the implementation of VR and AR systems in ventriculostomy. Additionally, potential future directions and areas for improvement are proposed, addressing the identified limitations and paving the way for further advancements in the field. [ABSTRACT FROM AUTHOR]

In the global context, advancements in technology and science have rendered virtual, augmented, and mixed-reality technologies capable of transforming clinical care and medical environments by offering enhanced features and improved healthcare services. This paper aims to present a mixed reality-based system to control a robotic wheelchair for people with limited mobility. The test group comprised 11 healthy subjects (six male, five female, mean age 35.2 ± 11.7 years). A novel platform that integrates a smart wheelchair and an eye-tracking-enabled head-mounted display was proposed to reduce the cognitive requirements needed for wheelchair movement and control. The approach's effectiveness was demonstrated by evaluating our system in realistic scenarios. The demonstration of the proposed AR head-mounted display user interface for controlling a smart wheelchair and the results provided in this paper could highlight the potential of the HoloLens 2-based innovative solutions and bring focus to emerging research topics, such as remote control, cognitive rehabilitation, the implementation of patient autonomy with severe disabilities, and telemedicine. [ABSTRACT FROM AUTHOR]

Focusing on three ludic journeys through an autoethnographic account of Wellington, New Zealand, this paper explores how the performance of playful movements can alter the meaning, practice, and feeling of urban spaces. Attention is drawn to becoming hybrid, how technology mediates and augments the power to transform the everyday and support playful engagement with the city. These three ludic stories focus on e-scootering, cycling, and playing an augmented reality game, and highlight how play orientates our bodies through a sense of 'with-ness', with our environment and others. It also looks at orientations of 'against-ness', a leaning away from the materiality of objects, spaces, and events through play. This paper concludes by drawing on how space feels, and how it may open up the design potentials that these mediated practices offer. [ABSTRACT FROM AUTHOR]

Background: This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students. Methods: A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. Lay Description: What is currently known about this topic: Augmented reality (AR) technology has been increasingly explored in educational settings.Previous research has shown that AR can enhance learning outcomes and engagement among students.AR applications have the potential to serve as concept‐association tools to improve the learning experience. What this paper adds: This paper investigates the effectiveness of using an AR application as a mobile concept‐association tool in school settings.The study demonstrates that the AR‐assisted concept‐association strategy effectively enhances knowledge acquisition, skills outcomes, cognitive load, self‐efficacy, and learning motivation among primary school students.The findings highlight the potential of AR technology in improving learning experiences and engagement for primary school students.The study offers practical implications for integrating AR technology into educational settings, and suggests avenues for future research in this area. Implications for practice and/or policy: Incorporating AR applications as concept‐association tools can enhance learning outcomes and engagement in primary school settings.AR technology can be used to increase cognitive load, and to increase self‐efficacy and motivation among students.Educators and policymakers should consider integrating AR technology into teaching practices to improve the overall learning experience.Future research and exploration should be conducted to understand the full potential and limitations of AR technology in education. [ABSTRACT FROM AUTHOR]

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

Estimating the pose of a large set of fixed indoor cameras is a requirement for certain applications in augmented reality, autonomous navigation, video surveillance, and logistics. However, accurately mapping the positions of these cameras remains an unsolved problem. While providing partial solutions, existing alternatives are limited by their dependence on distinct environmental features, the requirement for large overlapping camera views, and specific conditions. This paper introduces a novel approach to estimating the pose of a large set of cameras using a small subset of fiducial markers printed on regular pieces of paper. By placing the markers in areas visible to multiple cameras, we can obtain an initial estimation of the pair-wise spatial relationship between them. The markers can be moved throughout the environment to obtain the relationship between all cameras, thus creating a graph connecting all cameras. In the final step, our method performs a full optimization, minimizing the reprojection errors of the observed markers and enforcing physical constraints, such as camera and marker coplanarity and control points. We validated our approach using novel artificial and real datasets with varying levels of complexity. Our experiments demonstrated superior performance over existing state-of-the-art techniques and increased effectiveness in real-world applications. Accompanying this paper, we provide the research community with access to our code, tutorials, and an application framework to support the deployment of our methodology. [ABSTRACT FROM AUTHOR]

Simultaneous Localization and Mapping (SLAM) is a crucial function for most autonomous systems, allowing them to both navigate through and create maps of unfamiliar surroundings. Traditional Visual SLAM, also commonly known as VSLAM, relies on frame-based cameras and structured processing pipelines, which face challenges in dynamic or low-light environments. However, recent advancements in event camera technology and neuromorphic processing offer promising opportunities to overcome these limitations. Event cameras inspired by biological vision systems capture the scenes asynchronously, consuming minimal power but with higher temporal resolution. Neuromorphic processors, which are designed to mimic the parallel processing capabilities of the human brain, offer efficient computation for real-time data processing of event-based data streams. This paper provides a comprehensive overview of recent research efforts in integrating event cameras and neuromorphic processors into VSLAM systems. It discusses the principles behind event cameras and neuromorphic processors, highlighting their advantages over traditional sensing and processing methods. Furthermore, an in-depth survey was conducted on state-of-the-art approaches in event-based SLAM, including feature extraction, motion estimation, and map reconstruction techniques. Additionally, the integration of event cameras with neuromorphic processors, focusing on their synergistic benefits in terms of energy efficiency, robustness, and real-time performance, was explored. The paper also discusses the challenges and open research questions in this emerging field, such as sensor calibration, data fusion, and algorithmic development. Finally, the potential applications and future directions for event-based SLAM systems are outlined, ranging from robotics and autonomous vehicles to augmented reality. [ABSTRACT FROM AUTHOR]

Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes. [ABSTRACT FROM AUTHOR]

This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notes What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. [ABSTRACT FROM AUTHOR]

The intelligent service of the digital twin machine tool provides convenience for the human operation interaction in the machine tool, and the real-time operation interaction between the human and the machine tool has high requirements for the real-time machining model simulation algorithm. Firstly, this paper proposes a simulation method based on the combination of augmented reality (AR) and digital twin of machine tool machining virtual-real fusion. Secondly, to improve the real-time interoperability between human and machine tools in the AR virtual-real fusion machining process, this paper proposes a fast Dexel model generation method based on binary tree space segmentation. The method is based on the 3D model of the workpiece preprocessing to generate a one-way Dexel model of the binary tree storage structure, using the tool and the workpiece overlap envelope in the binary tree structure to determine the interference region, and ultimately calculating the intersection line between the one-way generation line and the tool geometry to get the model of the workpiece after cutting. By analyzing the real-time performance of the algorithm, the algorithm satisfies the simulation calculation of Dexel models of different scales. Finally, through the example of real-time interactive operation between human and machine tool AR, the results show that the average display frame rate of this algorithm in the machining process reaches 55–60 frames, and the parameter error between the model after virtual machining and the actual machining model is within 1.3%. At the same time, 100 people were randomly selected to carry out AR interaction training, and the real-time performance experience of AR virtual-real fusion machining was comprehensively evaluated, and the results showed that the system can meet the real-time demand of interaction operation of most participants. [ABSTRACT FROM AUTHOR]

This paper presents a fully automated experimental setup tailored for evaluating the effectiveness of augmented and virtual reality technologies in healthcare settings for regulatory purposes, with a focus on the characterization of depth sensors. The setup is constructed as a modular benchtop platform that enables quantitative analysis of depth cameras essential for extended reality technologies in a controlled environment. We detail a design concept and considerations for an experimental configuration aimed at simulating realistic scenarios for head-mounted displays. The system includes an observation platform equipped with a three-degree-of-freedom motorized system and a test object stage. To accurately replicate real-world scenarios, we utilized an array of sensors, including commonly available range-sensing cameras and commercial augmented reality headsets, notably the Intel RealSense L515 LiDAR camera, integrated into the motion control system. The paper elaborates on the system architecture and the automated data collection process. We discuss several evaluation studies performed with this setup, examining factors such as spatial resolution, Z-accuracy, and pixel-to-pixel correlation. These studies provide valuable insights into the precision and reliability of these technologies in simulated healthcare environments. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) represents a promising technological advancement that this paper explores as a potential new educational tool. The integration of augmented reality applications into mobile devices facilitates interactive learning experiences for users. This integration transforms traditional printed educational materials into dynamic, interactive resources, aiming to enhance learner engagement, motivation, and overall educational outcomes. However, comprehending research trends and decision-making in this rapidly evolving field presents significant challenges. To address these challenges, this paper employs Bibliometrics, a method involving statistical and quantitative analysis of publications. Although augmented reality holds significant potential for higher education, limited studies have focused on its application, and scant attention has been given to bibliometric visualization. To bridge this gap, the paper utilizes VOSViewer, a bibliometric visualization software incorporating advanced machine learning techniques. The objective is to delineate the evolving landscape of augmented reality research from 2002 to the present and identify key research categories. Following an overview of the software's functionality, artificial intelligence, and machine learning concepts, the study progresses to its practical stage. The research involves the retrieval of publications related to augmented reality from the Scopus bibliographic database, resulting in the identification of 730 relevant publications. After their retrieval, the paper conducts a comprehensive statistical analysis and employs VOSViewer for further processing. The culmination of the study involves the construction of bibliometric maps, visualizing keywords and terms extracted from the titles and abstracts of international scientific journal publications. The analysis of these maps yields valuable insights, observations, and conclusions, contributing to a better understanding of the current state and trends within the augmented reality research landscape. This approach facilitates informed decision-making and provides a foundation for future developments in the educational sector leveraging augmented reality technology conclusions. [ABSTRACT FROM AUTHOR]

Spatial perspective‐taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR, on middle‐school students' SPT ability. We conducted a sequential explanatory mixed‐method study with 90 students to test GeoSolvAR's twin features of augmented systems and inquiry‐based activities. The study had one experimental (n = 30) and two control groups (n = 30 × 2), where students were individually administered an online pre‐ and posttest to measure their SPT ability. The experimental group worked with both the features of GeoSolvAR, while the control group worked with only the AR feature or had no intervention. Our findings reveal that the experimental group showed significant improvement in SPT ability while students in the control groups showed non‐significant improvement or no change. Furthermore, we found that all experimental group students used certain body movements and imagined shifts in spatial positions while solving the activity questions. Thus, we conjecture that GeoSolvAR affords thinking and imagining with the body which makes it a potent tool for improving students' SPT ability. Practitioner notes What is already known about this topic Spatial perspective taking (SPT) belongs to a set of spatial abilities that have been shown to positively influence academic success and career success in STEM fields. Augmented reality systems with their ability to augment 2D images into 3D forms are being explored mostly in college and above levels to improve SPT ability. Limited research investigating the improvement of SPT in school students has used VR digital games or robots. These have either yielded inconclusive findings or not found any improvement in school students' SPT abilities. What this paper adds Conclusive evidence for improving SPT ability in middle‐school students. Empirical evidence for a design to effectively combine augmenting abilities of AR systems with inquiry‐based learning scaffolds to improve the SPT ability of middle‐school students. A conjecture about the mechanism by which middle‐school children's spatial perspective taking improves when scaffolded with an Augmented Reality Enhanced Learning Environment (ARELE) tool. Implications for practice and policy Practitioners such as teachers may directly use GeoSolvAR (the ARELE tool) to help middle‐school students improve their spatial perspective‐taking abilities. Researchers from the fields of both technology‐enhanced learning and science education may use the findings to design improved AR tools and test their impact on students' SPT ability. This work can serve as the basis for further investigating the effect of improved SPT ability on students' performance in STEM subjects. Our work provides support for embodied cognition being used as a strategy for solving SPT tasks. The identification of specific head and hand movements (gestures) can be further probed to understand the exact mechanism of how the ARELE mediates students' performance on the SPT tasks. What is already known about this topic Spatial perspective taking (SPT) belongs to a set of spatial abilities that have been shown to positively influence academic success and career success in STEM fields. Augmented reality systems with their ability to augment 2D images into 3D forms are being explored mostly in college and above levels to improve SPT ability. Limited research investigating the improvement of SPT in school students has used VR digital games or robots. These have either yielded inconclusive findings or not found any improvement in school students' SPT abilities. What this paper adds Conclusive evidence for improving SPT ability in middle‐school students. Empirical evidence for a design to effectively combine augmenting abilities of AR systems with inquiry‐based learning scaffolds to improve the SPT ability of middle‐school students. A conjecture about the mechanism by which middle‐school children's spatial perspective taking improves when scaffolded with an Augmented Reality Enhanced Learning Environment (ARELE) tool. Implications for practice and policy Practitioners such as teachers may directly use GeoSolvAR (the ARELE tool) to help middle‐school students improve their spatial perspective‐taking abilities. Researchers from the fields of both technology‐enhanced learning and science education may use the findings to design improved AR tools and test their impact on students' SPT ability. This work can serve as the basis for further investigating the effect of improved SPT ability on students' performance in STEM subjects. Our work provides support for embodied cognition being used as a strategy for solving SPT tasks. The identification of specific head and hand movements (gestures) can be further probed to understand the exact mechanism of how the ARELE mediates students' performance on the SPT tasks. [ABSTRACT FROM AUTHOR]

This is Part 2 of the paper "Initiating Immersive Teaching and Learning Service in Academic Libraries" by Plamen Miltenoff (Part 1 published in the previous issue of International Information and Library Review DOI: 10.1080/10572317.2024.2301864). In Part 2 "Pedagogical opportunities, including integration into an information literacy programme" the methodology applies contextual analysis, including systematic literature review. The paper highlights how virtual reality has great potential as a technology for learning and social engagement. However, the need for clear policies is highlighted regarding technology, along with the need to invest in infrastructure and resources, fostering collaboration among stakeholders and promoting equity and access. As with other educational technologies, academic libraries remain the best candidates for hosting a university-level sandbox of immersive teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Augmented reality (AR) is receiving increasing interest as a tool to create an interactive and motivating learning environment. Yet, it is unclear how instructional support affects performance in AR. Objectives: This study sought to explore how varying the instructional support in AR can affect performance‐related behaviours of students with low cognitive abilities during assembly work. Methods: A total of 90 Belgian secondary school students repeatedly executed four different realistic assembly tasks. Three levels of instructional support (low, medium, and high) in AR as well as a control condition with paper instructions with a high level of detail were systematically varied across tasks and participants. Results and Conclusions: Multilevel regression analyses showed that AR instructions yielded lower assembly times and a lower perceived physical effort than paper instructions. Additionally, participants perceived tasks as less complex when given AR instructions with a high or a medium level of detail than when given a low level of detail. No effects of instructional support were established for other performance‐related behaviours, namely necessary assistance, error‐making, cognitive load, competence frustration, and stress. Effect sizes were small, at least among the instructional support conditions studied, yielding a limited base for adaptivity. Presumably, tailoring the instructional support in AR is only beneficial for highly complex tasks. The results might be useful for the design and implementation of AR in educational settings. Lay Description: What is currently known about the subject matter: Augmented reality is knowing increased use in education.Little is known about how to design effective instructional support in augmented reality. What this paper adds: This study represents an initial insight into how to personalize instructional support.The impact of instructional support on augmented reality performance of students with low cognitive abilities was investigated.The study suggests that varying instructional support may lead to differences in performance outcomes. Implications for practitioners: How instructional support is constructed may affect augmented reality learning.The results may inform the design of effective augmented reality learning environments for students with special needs.How individual, contextual, and task‐specific characteristics moderate the effectiveness of instructional support should be further investigated. [ABSTRACT FROM AUTHOR]

Background: Cognitive load during AR use has been measured conventionally by performance tests and subjective rating. With the growing interest in physiological measurement using non‐invasive biometric sensors, unbiased real‐time detection of cognitive load in AR is expected. However, a range of sensors and parameters are used in various subject fields, and reported results are fragmented. Objectives: The aim of this review is to analyse systematically how physiological methods have been used to measure cognitive load and what the implications are for the future research on AR‐based tools. Methods: This paper took the systematic review approach. Through screening with 10 exclusion criteria, 23 studies, that contain 3 key elements: AR‐based intervention, cognitive state examination and physiological methods, were identified, analysed and synthesised. Results: Physiological methods in their current form require reference to provide meaningful interpretations and suggestions. Therefore, they are often combined with conventional methods. Many studies investigate the effect of wearable devices in comparison with non‐AR stimuli, which has been controversial, but detection of different causes of cognitive load are on the horizon. Eye‐tracking is the method most used and most consistent in the use of its parameters. Conclusions: A multi‐method approach combining two or more evaluation instruments is essential for the validation of users' cognitive state. In addition to the AR stimuli in question, having another independent variable such as task difficulty in experiment design is useful. Statistical approaches with more data input could help establish a reliable scale. The future research should attempt to dissociate cognitive load caused by different effects such as device, instruction, and other AR techniques as well as intrinsic and extraneous aspects, in a better experimental setup with multiple parameters. Lay Description: What is already known about this topic: The efficacy of AR‐based instructional tools can be evaluated using the concept of cognitive load.Cognitive load has been conventionally measured by self‐reporting and performance.There is a growing interest in physiological measurement of cognitive load with non‐invasive biometric sensors. What this paper adds: This paper systematically analyses how physiological methods are used to measure cognitive load in AR.It synthesises the fragmented results of AR studies conducted with a range of physiological methods. Implications for practice: Combining two or more evaluation instruments is essential for the validation of users' cognitive state.Eye‐tracking is the method most used, and fixation duration is the most consistent parameter.A statistical approach with more biometric data input could help establish a reliable cognitive load scale.Future research should attempt to separate cognitive load caused by different effects and different cognitive aspects. [ABSTRACT FROM AUTHOR]

The light field (LF) imaging technique can capture 3D scene information in 4D by recording both 2D intensity and 2D direction of incoming light rays. Due to this capability, LF has shown a great interest in virtual reality (VR) and augmented reality (AR) for enhanced immersion, improved depth perception and reconstruction of realistic 3D environments. This paper presents a comprehensive review of LF imaging technology and other approaches used for VR content creation. The applications of LF technology beyond VR and AR are also discussed. The challenges and limitations of other approaches for VR content creation are examined. State‐of‐the‐art research has focused on how VR experiences benefit from LF technology and identified the challenges to creating comfortable, immersive and realistic VR content such as (1) image size and resolution, (2) processing speed, (3) precise calibration and (4) depth reconstruction. Recommendations that can be considered for creating immersive VR content are provided to enhance user experience. These recommendations aim to contribute to developing more comfortable and realistic VR content, extending the potential applications of LF imaging technology in diverse fields. [ABSTRACT FROM AUTHOR]

RGB-D image mapping is an important tool in applications such as robotics, 3D reconstruction, autonomous navigation, and augmented reality (AR). Efficient and reliable mapping methods can improve the accuracy, real-time performance, and flexibility of sensors in various fields. However, the currently widely used Truncated Signed Distance Field (TSDF) still suffers from the problem of inefficient memory management, making it difficult to directly use it for large-scale 3D reconstruction. In order to address this problem, this paper proposes a highly efficient and accurate TSDF voxel fusion method, RGBTSDF. First, based on the sparse characteristics of the volume, an improved grid octree is used to manage the whole scene, and a hard coding method is proposed for indexing. Second, during the depth map fusion process, the depth map is interpolated to achieve a more accurate voxel fusion effect. Finally, a mesh extraction method with texture constraints is proposed to overcome the effects of noise and holes and improve the smoothness and refinement of the extracted surface. We comprehensively evaluate RGBTSDF and similar methods through experiments on public datasets and the datasets collected by commercial scanning devices. Experimental results show that RGBTSDF requires less memory and can achieve real-time performance experience using only the CPU. It also improves fusion accuracy and achieves finer grid details. [ABSTRACT FROM AUTHOR]

Markers are the backbone of various cross-domain augmented reality (AR) applications available to the research community. However, the use of markers may limit anywhere augmentation. As smart sensors are being deployed across the large spectrum of consumer electronic (CE) products, it is becoming inevitable to rely upon natural gestures to render and interact with such CE products. It provides limitless options for augmented reality applications. This paper focuses on the use of the human palm as the natural target to render 3D virtual objects and interact with the virtual objects in a typical AR set-up. While printed markers are comparatively easier to detect for camera pose estimation, palm detection can be challenging as a replacement for physical markers. To mitigate this, we have used a two-stage palm detection model that helps to track multiple palms and the related key-points in real-time. The detected key-points help to calculate the camera pose before rendering the 3D objects. After successfully rendering the virtual objects, we use intuitive, one-handed (uni-manual) natural gestures to interact with them. A finite state machine (FSM) has been proposed to detect the change in gestures during interactions. We have validated the proposed interaction framework using a few well-known 3D virtual objects that are often used to demonstrate scientific concepts to students in various grades. Our framework has been found to perform better as compared to SOTA methods. Average precision of 96.5% (82.9% SSD+Mobilenet) and FPS of 58.27 (37.93 SSD+Mobilenet) have been achieved. Also, to widen the scope of the work, we have used a versatile gesture dataset and tested it with neural network-based models to detect gestures. The approach fits perfectly into the proposed AR pipeline at 46.83 FPS to work in real-time. This reveals that the proposed method has good potential to mitigate some of the challenges faced by the research community in the interactive AR space. [ABSTRACT FROM AUTHOR]

As a young class of socio‐technical systems, Augmented Reality (AR), which enriches the real world with virtual information, is becoming increasingly important. It offers a variety of possibilities in the areas of education and training. Here, interactive and immersive learning experiences increase motivation and learning success. AR also enables the specific support of workers in the production environment. When dealing with complex tasks, AR applications help workers to increase efficiency and quality. Based on the developments of the BMBF collaborative project KORESIL, this paper contains an overview of the current application scenarios of AR in teaching and industry. The outlook provides an analysis of this technology's potential and identifies current challenges in hard‐ and software. [ABSTRACT FROM AUTHOR]

Assembly simulation and evaluation have become an effective means to analyze product assembly design and assembly plan. Compared with the widely used digital assembly simulation method, the AR-based human-in-the-loop assembly simulation and evaluation method can discover and solve the problems related to the human factors, which is very important for manual assembly. This paper proposes an AR-based human-in-the-loop manual assembly evaluation with high-fidelity assembly simulation method. By proposing the natural human assembly gesture intention recognition method and the virtual assembling parts motion simulation method based on the dual geometric and physical constraints, the AR-based human-in-the-loop manual assembly simulation is realized to provided natural assembly simulation experience and generate realistic assembly simulation process data. In addition, the assembly evaluation methods are integrated to objectively evaluate the performance and operation difficulty of manual assembly process, which comprehensively capture and utilize the human-in-the-loop assembly simulation data including the assembly hand actions, assembly visibility, and assembly time. Finally, the prototype system was developed based on the proposed method and verified in an assembly case by a set of experiments. The results illustrate that the assembly simulation is high fidelity and the assembly evaluation more comprehensively by using the proposed method, realizing a high consistence between virtual and real assembly process validation. This study provides a practical methodology for the manual assembly simulation and evaluation through human-in-the-loop in the AR environment. [ABSTRACT FROM AUTHOR]

Building on several decades of research and development, the recent progress in virtual reality (VR) and augmented reality (AR) devices with spatial computing technologies marks a significant leap in human–computer interaction, with applications ranging from entertainment and education to e‐commerce and healthcare. Advances in these technologies promise immersive experiences by simulating and augmenting the real world with computer‐generated digital content. The core objective of the VR and AR systems is to create convincing human sensory perceptions, thereby creating immersive and interactive experiences that bridge the gap between virtual and physical realities. However, achieving true immersion remains a goal, and it necessitates a comprehensive understanding of the neuroscience of human multisensory perception and accurate technical implementations to create a consistency between natural and synthetic sensory cues. This paper reviews the human sensory‐perceptual requirements vital for achieving such immersion, examines the current status and challenges, and discusses potential future advancements. [ABSTRACT FROM AUTHOR]

This paper addresses the problem of 6D pose tracking of plane segments from point clouds acquired from a mobile camera. This is motivated by manual packing operations, where an opportunity exists to enhance performance, aiding operators with instructions based on augmented reality. The approach uses as input point clouds, by its advantages for extracting geometric information relevant to estimating the 6D pose of rigid objects. The proposed algorithm begins with a RANSAC fitting stage on the raw point cloud. It then implements strategies to compute the 2D size and 6D pose of plane segments from geometric analysis of the fitted point cloud. Redundant detections are combined using a new quality factor that predicts point cloud mapping density and allows the selection of the most accurate detection. The algorithm is designed for dynamic scenes, employing a novel particle concept in the point cloud space to track detections' validity over time. A variant of the algorithm uses box size priors (available in most packing operations) to filter out irrelevant detections. The impact of this prior knowledge is evaluated through an experimental design that compares the performance of a plane segment tracking system, considering variations in the tracking algorithm and camera speed (onboard the packing operator). The tracking algorithm varies at two levels: algorithm ( A wpk ), which integrates prior knowledge of box sizes, and algorithm ( A woutpk ), which assumes ignorance of box properties. Camera speed is evaluated at low and high speeds. Results indicate increments in the precision and F1-score associated with using the A wpk algorithm and consistent performance across both velocities. These results confirm the enhancement of the performance of a tracking system in a real-life and complex scenario by including previous knowledge of the elements in the scene. The proposed algorithm is limited to tracking plane segments of boxes fully supported on surfaces parallel to the ground plane and not stacked. Future works are proposed to include strategies to resolve this limitation. [ABSTRACT FROM AUTHOR]

Background: Glenoid component positioning is an important and challenging aspect of total shoulder arthroplasty. The use of freehand technique with standard instrumentation or preoperative planning based on 2-dimensional computed tomography (CT) scans provides an opportunity for improvement in terms of component accuracy, precision, and deformity correction. These techniques have produced varying outcomes. Methods: Preoperative planning software (PPS), patient specific instrumentation (PSI), and intraoperative navigation (NAV) have been developed to improve the accuracy of implant placement and deformity correction with the ultimate goals of improved patient outcomes and implant longevity. Literature search was conducted on published and available studies comparing the accuracy of glenoid component placement and improvements in surgical and patient outcomes amongst the aforementioned techniques. Results: PPS, PSI, and NAV have demonstrated improved accuracy over freehand techniques with standard instrumentation. However, data demonstrating the clinical benefit and cost effectiveness of these new technologies are lacking. Discussion: In this paper, we reviewed the evidence available to answer the question of whether or not advanced shoulder arthroplasty technologies have been beneficial and reviewed future technologies in development such as virtual/mixed-reality and robotic assisted shoulder surgery. Level of Evidence: 4. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this systematic review is to assess the clinical implications of employing various Extended Reality (XR) tools for image guidance in urological surgery. Methods: In June 2023, a systematic electronic literature search was conducted using the Medline database (via PubMed), Embase (via Ovid), Scopus, and Web of Science. The search strategy was designed based on the PICO (Patients, Intervention, Comparison, Outcome) criteria. Study protocol was registered on PROSPERO (registry number CRD42023449025). We incorporated retrospective and prospective comparative studies, along with single-arm studies, which provided information on the use of XR, Mixed Reality (MR), Augmented Reality (AR), and Virtual Reality (VR) in urological surgical procedures. Studies that were not written in English, non-original investigations, and those involving experimental research on animals or cadavers were excluded from our analysis. The quality assessment of comparative and cohort studies was conducted utilizing the Newcastle-Ottawa scale, whilst for randomized controlled trials (RCTs), the Jadad scale was adopted. The level of evidence for each study was determined based on the guidelines provided by the Oxford Centre for Evidence-Based Medicine. Results: The initial electronic search yielded 1,803 papers after removing duplicates. Among these, 58 publications underwent a comprehensive review, leading to the inclusion of 40 studies that met the specified criteria for analysis. 11, 20 and 9 studies tested XR on prostate cancer, kidney cancer and miscellaneous, including bladder cancer and lithiasis surgeries, respectively. Focusing on the different technologies 20, 15 and 5 explored the potential of VR, AR and MR. The majority of the included studies (i.e., 22) were prospective non-randomized, whilst 7 and 11 were RCT and retrospective studies respectively. The included studies that revealed how these new tools can be useful both in preoperative and intraoperative setting for a tailored surgical approach. Conclusions: AR, VR and MR techniques have emerged as highly effective new tools for image-guided surgery, especially for urologic oncology. Nevertheless, the complete clinical advantages of these innovations are still in the process of evaluation. [ABSTRACT FROM AUTHOR]

Combining the fundamental aspects of teaching activities in chemistry and emphasizing safety, environmental friendliness, and visualization, this paper explores potential technical features and applications of virtual reality technology in experimental teaching and scientific research. In contrast to simulations, virtual reality technology, with its interactive and immersive experiences, can vividly depict the procedural aspects of chemical experimental education and training. [ABSTRACT FROM AUTHOR]

BIM‐based assessment of sustainable maintenance measures for existing building structures In Germany, around 70 % of all building construction work is done on existing buildings. This high proportion emphasizes the need for the maintenance management of buildings. For this purpose, digital methods and technologies are combined with integrating sustainability aspects for optimized decision‐making. In this paper, a holistic method for the building maintenance is developed by using the BIM‐method in combination with the integration of sustainability aspects. Different digital technologies are combined within a semi‐automated workflow. In the first step, the status quo of digital maintenance on reinforced concrete structures is analyzed in a literature review. Subsequently, the process‐related and data‐technical basics are defined. Based on this, the concept development and validation are carried out by holding the steps ‐ data acquisition, an algorithmic data process and sustainability analysis as well as data provision via augmented reality and a common data environment. At the end, the process steps are validated using a real demonstrator. The result of the article demonstrates a semi‐automated process chain and decision support for resource‐efficient maintenance management of reinforced concrete structures. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) can benefit manual assembly operations by superimposing intuitive visual guidance on the workbench directly, alleviating the mental load to determine the next operation while improving assembly performance. Where the bare-hand gesture interface is considered a promising manner to manipulate the virtual assembly model, nevertheless, it usually suffers from unreliable recognition results and poor adaptability due to the unfamiliarity with gesture libraries in actual AR assembly tasks. In this paper, we try to establish a robust and easy-to-use natural bare-hand interactive AR assembly system, enabling the operator to interact against the ongoing virtual assembly models intuitively and resulting in a human-centric AR assembly performance. Firstly, a normalized feature information extraction for real-time bare-hand gestures is presented, which can establish a robust gesture model expression when encountering different sensing distances and varying operators. Followed by the definition of some typical bare-hand interaction functions related to manual assembly operations, and thus reliable interactions between hand gestures and virtual components are available. Then, a bare-hand-enabled interactive AR assembly system is established, where operators can explore and manipulate a large amount of assembly-related information with the help of real-time bare-hand interaction. Finally, extensive experiments are carried out to evaluate the proposed bare-hand interactive AR assembly system, and results demonstrate that it can alleviate the cognitive load for the operators while providing a human-centric assembly performance. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) could improve maritime collaboration by facilitating human factors like situation awareness and decision-making. However, it is not clear in which ways AR can be beneficial and for which maritime operations. This paper addresses the need for a systematic literature review of state-of-the-art ways AR can facilitate maritime collaboration. Following the PRISMA statement, we searched for the constructs "AR," "maritime operation," and "collaboration" in the Web of Science and IEEE Xplore databases. Out of 691 search results, we retained 32 publications for analysis. Ten publications from other sources were included. Our results provide a review of AR applications for the maritime operations of ship navigation, personal navigation, maritime construction, maritime maintenance and inspection, and other. We suggest that research focuses on bringing promising AR applications to higher technology readiness levels, learning from other industries, applying robust evaluation methods, and grounding more on human factors like decision-making, situation awareness, and communication. [ABSTRACT FROM AUTHOR]

Background: Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students. Objectives: This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history. Methods: The research was conducted using a design‐based research method consisting of four stages: Analysis, design, development‐implementation‐evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis. Results and Conclusions: As a result of the research, a MAR application named TISAR‐3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience. Implications: The widespread use of the TISAR‐3D application in science history education is recommended, as well as the development of similar MAR applications for other topics. Lay Description: What is known about this topic: AR technology is an increasingly used technology in education.AR technology is effective in teaching the history of science.AR makes abstract concepts concrete and provides interactive experiences for students. What this paper adds: The research focuses on the development of a MAR application called TISAR‐3D.The application supports Turkish and English languages and offers voice narration.The role of scientists in the history of science is not sufficiently known.Scientists are not adequately represented in textbooks. Implications of the study findings for practitioners: Include more scientists in the app for a broader learning experience.Include more interactive activities in the app for a fun learning experience.Teachers should extend more time to accommodate the app's use in class. [ABSTRACT FROM AUTHOR]

The present article explores the potential and usefulness of virtual reality (VR) and augmented reality (AR) technologies in space engineering. VR is a realistic, interactive 3D computer-created world that you can explore as if you really are there. In this work, we explored VR technology usage in space borne systems and engineering. Usually, designers use native mechanical design software like CATIA and CREO to design and analyse various systems and subsystems. System designers must also analyse system interfaces, intricacies, and alignments from all angles in an interactive and immersive fashion to foresee and avoid potential issues. Therefore, an in-house virtual reality solution is developed to understand a complex engineering sub-system/system; its assembly, dis-assembly; sectional views and perform 360-degree analysis of system/sub-systems by direct interaction in a virtual environment. This technical paper also explores the use of AR technology for various users to understand intricate engineering models and assist the crew members remotely, even in case of unavailability of proper communication. The AR application is equipped with interactive simulations and demonstrations, enabling engineers to manipulate and investigate 3D models in a mixed-reality environment. Application is designed in a generalized way to take any complex engineering model as an input. The contribution of this work to the field of space technology lies in its innovative approach and in-house developments to visualize and interact with complex models through VR and AR-based solutions. [ABSTRACT FROM AUTHOR]

\nSummaryVirtual reality (VR) is a computer-generated environment where scenes and objects appear to be real, immersing the user in their surroundings. This systematic review aims to explore the benefits and challenges of VR and AR in higher education and to identify the trends and issues regarding courses and teaching methods in which VR and AR are integrated. 95 articles from the past 7 years were reviewed to gather comprehensive insights. According to findings, VR and AR in higher education have been used most frequently in medical courses, while simulations have been predominantly implemented as teaching strategies in VR and AR. The most common types of research methods have been experimental and survey studies. The findings indicate that, while VR/AR has promising potential in higher education, certain challenges such as understanding how and when virtual and augmented reality can be most effective must be addressed before widespread adoption in higher education.What is already known about this topic Virtual and augmented reality-based learning modes, in terms of motivation and engagement, may attract and motivate learners to learn and boost their confidence.Virtual and augmented realities are not widely used in education due to limitations such as required technologies, cost, etc.Virtual and augmented reality-based learning modes, in terms of motivation and engagement, may attract and motivate learners to learn and boost their confidence.Virtual and augmented realities are not widely used in education due to limitations such as required technologies, cost, etc.What this paper adds Virtual and augmented realities in higher education have been implemented mostly in medical courses. These courses include medicine, biology, surgery, and nursing.In terms of interaction and collaborative learning, the teaching strategies used with virtual and augmented realities do not provide an interactive environment and opportunity for collaborative learning for students, contrary to expectations.Simulations have been used mostly in virtual and augmented reality research in higher education. Simulations are explained as scenario-based learning in some research, and students were expected to complete some tasks based on the scenario.Virtual and augmented realities in higher education have been implemented mostly in medical courses. These courses include medicine, biology, surgery, and nursing.In terms of interaction and collaborative learning, the teaching strategies used with virtual and augmented realities do not provide an interactive environment and opportunity for collaborative learning for students, contrary to expectations.Simulations have been used mostly in virtual and augmented reality research in higher education. Simulations are explained as scenario-based learning in some research, and students were expected to complete some tasks based on the scenario.Implications for practice and/or policy It is crucial to identify how and when learning with virtual and augmented realities is effective.Virtual and augmented realities in higher education have both advantages and disadvantages in the context of technology-enhanced learning, and its use is up to the learning designers.It is crucial to identify how and when learning with virtual and augmented realities is effective.Virtual and augmented realities in higher education have both advantages and disadvantages in the context of technology-enhanced learning, and its use is up to the learning designers. [ABSTRACT FROM AUTHOR]

This paper presents the development of an innovative augmented reality application for evaluating clamping concepts through visualizing the finite element analysis. The focus is on transforming the traditional simulation results into immersive, holographic displays, enabling users to experience and assess finite element analysis in three dimensions. The application development process involves data processing by MATLAB, visualization in the software Unity, and displaying holograms through Microsoft's Hololens2. The most significant advancement introduces a new algorithm for rendering different finite elements in Unity. The application targets not only university engineering students but also vocational students with limited background in finite element analysis and machining, aiming to make the learning process more interactive and engaging. It was tested in a real machining environment, demonstrating its technical feasibility and potential in engineering education. [ABSTRACT FROM AUTHOR]

True Crime Games is an award winning Melbourne-based game company headed by artist and designers Andy Yong and Emma Ramsay. This paper explores the first of their games–Misadventure in Little Lon – a case study that brings to light local histories that have been lost, elided or marginalized in traditional accounts of Melbourne and its development around the time of Federation. Drawing upon the phenomenology of Vivian Sobchack and the microhistory of Carlo Ginzburg, the article argues that implementing AR in historically driven game contexts allows for an improved grasp of the microhistory of a specific area. It does this by bringing the agency to the ‘ghost in the machine’ –characters in the AR game who enable players to resituate themselves and reorientate themselves to city streets through game play. This method of resituating historical sources so that players discover ‘opaque zones’, new ways of viewing located history that encourages reading ‘against the grain’ , is coincidental with important archaeological work that has been undertaken in the Little Lon district of Melbourne. Misadventure in Little Lon therefore joins a larger effort to reveal, circulate and celebrate the communities, individuals, and stories that traditional histories have ignored. [ABSTRACT FROM AUTHOR]

Implementing digital technologies, such as augmented reality and 3D modeling, to various cultural sectors is an ongoing procedure, especially favorable after the COVID-19 pandemic. Even though such technologies are common to museums, galleries and archaeological places all over the world, little research or practical cases have been developed when it comes to theaters and theatrical costumes. The proposed research article describes the methodology of both reference material collection and application development, while an analysis of functions and aesthetic results are described, especially when it comes to 3D modeling. This paper's aim is to reveal that theatrical operations (as part of the cultural sector) as well as structured parts (such as acts, performances and costumes) can be preserved and served to larger audiences via technological means, such as an augmented reality application. [ABSTRACT FROM AUTHOR]

With the rapid development of modern science and technology, navigation technology provides great convenience for people's life, but the problem of inaccurate localization in complex environments has always been a challenge that navigation technology needs to be solved urgently. To address this challenge, this paper proposes an augmented reality navigation method that combines image segmentation and multi-sensor fusion tracking registration. The method optimizes the image processing process through the GA-OTSU-Canny algorithm and combines high-precision multi-sensor information in order to achieve accurate tracking of positioning and guidance in complex environments. Experimental results show that the GA-OTSU-Canny algorithm has a faster image edge segmentation rate, and the fastest start speed is only 1.8 s, and the fastest intersection selection time is 1.2 s. The navigation system combining the image segmentation and sensor tracking and registration techniques has a highly efficient performance in real-world navigation, and its building recognition rates are all above 99%. The augmented reality navigation system not only improves the navigation accuracy in high-rise and urban canyon environments, but also significantly outperforms traditional navigation solutions in terms of navigation startup time and target building recognition accuracy. In summary, this research not only provides a new framework for the theoretical integration of image processing and multi-sensor data, but also brings innovative technical solutions for the development and application of practical navigation systems. [ABSTRACT FROM AUTHOR]

Occlusion handling is a key technical issue in augmented reality research. This paper proposes a new occlusion algorithm based on object contour detection to address issues such as poor real-time occlusion processing, high computational complexity in comparing the depth values of virtual and real objects, and the presence of jagged, blurry, and hollow edges in occluded areas. First, based on the depth and color information, we obtained aligned images of real scenes. Second, we extracted the maximum closed contour of the real object in the scene and overlaid it with the aligned image. Subsequently, we generated a virtual object and obtained a depth map of the virtual object. Finally, by comparing the depth values of the stacked images with the virtual objects, masks are generated in real time and optimized to present the occlusion processing results. Experimental comparisons demonstrated that the algorithm presented in this study not only improves real-time performance but also enhances accuracy at the intersection edges of virtual and real images. Simultaneously, it is no longer limited by the size of real scene images and can achieve real-time virtual and real occlusion effects. [ABSTRACT FROM AUTHOR]

Previous studies have highlighted a lack of practical strategies in mobile learning that effectively enhance learners' agency with mobile technology. The paper aims to engage and interest learners in cultural issues by exploring the capacity of mobile technology. In this paper, we report the design and development of a prototype story game app, The Story of Praya Lane that combines use of mobile sensing, machine learning and augmented reality (AR) to engage users in physical mobile activities as part of a gamified, non-linear storytelling application. We took a multidisciplinary approach to involve cultural heritage stakeholders to preserve and share the cultural stories of the Kristang community in Praya Lane, Malacca, a UNESCO World Heritage Site. The results of user study show promise in promoting interest and engagement in cultural learning and reflection. From our findings, we recommend design guidelines for future interactive story games to support cultural learning and engagement. [ABSTRACT FROM AUTHOR]

In the era of aging civil infrastructure and growing concerns about rapid structural deterioration due to climate change, the demand for real-time structural health monitoring (SHM) techniques has been predominant worldwide. Traditional SHM methods face challenges, including delays in processing acquired data from large structures, time-intensive dense instrumentation, and visualization of real-time structural information. To address these issues, this paper develops a novel real-time visualization method using Augmented Reality (AR) to enhance vibration-based onsite structural inspections. The proposed approach presents a visualization system designed for real-time fieldwork, enabling detailed multi-sensor analyses within the immersive environment of AR. Leveraging the remote connectivity of the AR device, real-time communication is established with an external database and Python library through a web server, expanding the analytical capabilities of data acquisition, and data processing, such as modal identification, and the resulting visualization of SHM information. The proposed system allows live visualization of time-domain, frequency-domain, and system identification information through AR. This paper provides an overview of the proposed technology and presents the results of a lab-scale experimental model. It is concluded that the proposed approach yields accurate processing of real-time data and visualization of system identification information by highlighting its potential to enhance efficiency and safety in SHM by integrating AR technology with real-world fieldwork. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive survey on the utilization of smart glasses in the context of cultural heritage. It offers a systematic exploration of prevailing trends, the latest state-of-the-art technologies, and notable projects within this emerging field. Through a meticulous examination of diverse works, this study endeavors to categorize and establish a taxonomy, thereby facilitating a structured analysis of the current landscape. By distilling key insights from this categorization, the paper aims to draw meaningful conclusions and provide valuable insights into the potential future trajectory of SGs technology in the realm of CH preservation and appreciation. [ABSTRACT FROM AUTHOR]