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This research aims to develop an augmented reality-based career understanding of media for elementary school students. The research and development procedure consists of 7 steps out of 10 main steps, namely: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) product/design revision, (6) products trial, (7) product revisions. Data were collected using a questionnaire consisting of (1) an expert validation questionnaire (guidance and counseling media expert, career guidance and counseling expert, Indonesian language expert), and (2) a small group trial questionnaire (elementary school teachers). Data analysis uses qualitative analysis to analyze data from expert validation and small group trials distributed through the instrument. The research results show that the research product in the form of augmented reality-based career understanding media containing content from 17 professional fields is suitable for use to improve elementary school students' career understanding, considering that this product has been validated through expert validation and small group trials. The implications of the results of this study emphasize the importance of career understanding in elementary schools, to shape children's future aspirations based on augmented reality (AR) as an interactive media for career guidance services in schools, thereby increasing students' interest in various job professions that change career guidance service methods to be more modern as well as developing students' technological competencies in facing the digital era as part of Generation Z and Alpha. Practically, guidance and counseling teachers can improve students' understanding of various professions through AR technology that facilitates understanding of the duties and responsibilities of job professions, schools can also integrate this application into a technology-based curriculum, encourage project-based learning, and inspire students' creativity and innovation in exploring and designing future careers.

This research aims to develop Augmented Reality learning media for deaf children at the elementary school level in recognizing musical instruments and measuring their effectiveness on learning outcomes. The research method used is research and development (R&D) and uses the Multimedia Development Life Cycle development method. The effectiveness of the media was tested using pretest-posttest. Data analysis techniques use the parametric statistical test. The results of testing by media and content experts concluded that the application was declared suitable for use as a learning medium. From the beta test, it was discovered by 33 deaf students that Augmented Reality learning media was well received. The t-test comparison test shows that there is a difference, which means that the use of Augmented Reality learning media as a medium for introducing musical instruments to deaf students has a positive impact on learning outcomes.

Abstract Background In the realm of trauma response preparation for prehospital teams, the combination of Augmented Reality (AR) and Virtual Reality (VR) with manikin technologies is growing in importance for creating training scenarios that closely mirror potential real-life situations. The pilot study focused on training of airway management and intubation for trauma incidents, based on a Trauma AR-VR simulator involving reserve paramedics of the National EMS service (Magen David Adom) who had not practiced for up to six years, activated during the Israel-Gaza conflict (October 2023). The trauma simulator merges the physical and virtual realms by utilizing a real manikin and instruments outfitted with sensors. This integration enables a precise one-to-one correspondence between the physical and virtual environments. Considering the importance of enhancing the preparedness of the reserve paramedics to support the prehospital system in Israel, the study aims to ascertain the impact of AR-VR Trauma simulator training on the modification of key perceptual attitudes such as self-efficacy, resilience, knowledge, and competency among reserve paramedics in Israel. Methods A quantitative questionnaire was utilized to gauge the influence of AR-VR training on specific psychological and skill-based metrics, including self-efficacy, resilience, medical knowledge, professional competency, confidence in performing intubations, and the perceived quality of the training experience in this pilot study. The methodology entailed administering a pre-training questionnaire, delivering a targeted 30-minute AR-VR training session on airway management techniques, and collecting post-training data through a parallel questionnaire to measure the training’s impact. Fifteen reserve paramedics were trained, with a response rate of 80% (n = 12) in both measurements. Results Post-training evaluations indicated a significant uptick in all measured areas, with resilience (3.717±0.611 to 4.008±0.665) and intubation confidence (3.541±0.891 to 3.833±0.608) showing particularly robust gains. The high rating (4.438±0.419 on a scale of 5) of the training quality suggests positive response to the AR-VR integration for the enhancement of medical training, Conclusions The application of AR-VR in the training of reserve paramedics demonstrates potential as a key tool for their swift mobilization and efficiency in crisis response. This is particularly valuable for training when quick deployment of personnel is necessary, training resources are diminished, and ‘all hands on deck’ is necessary.

Abstract Artificial intelligence (AI) is revolutionizing the field of biomedical research and treatment, leveraging machine learning (ML) and advanced algorithms to analyze extensive health and medical data more efficiently. In headache disorders, particularly migraine, AI has shown promising potential in various applications, such as understanding disease mechanisms and predicting patient responses to therapies. Implementing next-generation AI in headache research and treatment could transform the field by providing precision treatments and augmenting clinical practice, thereby improving patient and public health outcomes and reducing clinician workload. AI-powered tools, such as large language models, could facilitate automated clinical notes and faster identification of effective drug combinations in headache patients, reducing cognitive burdens and physician burnout. AI diagnostic models also could enhance diagnostic accuracy for non-headache specialists, making headache management more accessible in general medical practice. Furthermore, virtual health assistants, digital applications, and wearable devices are pivotal in migraine management, enabling symptom tracking, trigger identification, and preventive measures. AI tools also could offer stress management and pain relief solutions to headache patients through digital applications. However, considerations such as technology literacy, compatibility, privacy, and regulatory standards must be adequately addressed. Overall, AI-driven advancements in headache management hold significant potential for enhancing patient care, clinical practice and research, which should encourage the headache community to adopt AI innovations. Graphical Abstract

Abstract Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators.

Abad 21 merupakan era revolusi industri 4.0 dimana integrasi teknologi sangat diperlukan dalam pembelajaran. Salah satu teknologi yang dapat diaplikasikan dalam pembelajaran adalah Augmented Reality (AR). Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan tujuan menghasilkan produk berupa Boardgame Ular Tangga Berbasis Augmented Reality dengan Model Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Keragaman Budaya. Prosedur pengembangan menggunakan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Teknik pengumpulan data dalam studi pendahuluan berupa wawancara dan dokumentasi, sedangkan dalam pelaksanaan berupa wawancara, observasi, dan dokumentasi. Instrumen dalam penelitian ini adalah instrumen wawancara untuk analisis kebutuhan, lembar validasi ahli media dan ahli materi, instrumen wawancara siswa dan guru, serta soal tes. Hasil uji menunjukkan nilai Sig. (2-tailed) atau Two-Sided < 0,01 dengan standar deviasi 4.582. Nilai tersebut menunjukkan bahwa taraf siginifikansi kurang dari 0,05 sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara hasil yang diperoleh sebelum dan sesudah menggunakan media boardgame ular tangga berbasis augmented reality. Berdasarkan hal tersebut, maka dapat diambil kesimpulan bahwa penggunaan media Boardgame ular tangga berbasis Augmented Reality efektif dalam meningkatkan capaian tujuan pembelajaran materi keragaman budaya.

Abstract Necropsy, the examination of animal carcasses to determine the cause of death, is an essential skill for many professionals. Traditional training methods, however, are costly and time-consuming. The article suggests that Web-based Augmented Reality (WebAR) can offer an immersive and cost-effective training experience for laboratory animal necropsy. It describes using photogrammetry techniques to create a virtual necropsy environment consisting of 10 necropsy steps. A questionnaire was used to evaluate the usability, educational value, and drawbacks of the designed application by students who tested it. The paper outlines best practices for developing WebAR simulations, including high-fidelity 3D models and interactive elements. Additionally, it presents methods for creating new WebAR applications using specific programs or scripts. This paper highlights the potential benefits of WebAR for laboratory animal necropsy training, emphasizing its accessibility, cost-effectiveness, and scalability.

Mixed Reality (MR) Head Mounted Displays (HMDs) offer a hitherto underutilized set of advantages compared to conventional 3D scanners. These benefits, inherent to MR-HMDs albeit not originally intended for such applications, encompass the freedom of hand movement, hand tracking capabilities, and real-time mesh visualization. This study leverages these attributes to enhance indoor scanning process. The primary innovation lies in the conceptualization of manual-positioned MR virtual seeds for the purpose of indoor point cloud segmentation via a region-growing approach. The proposed methodology is effectively implemented using the HoloLens 2 platform. An application is designed to enable the remote placement of virtual tags based on the user's visual focus on the MR-HMD display. This non-intrusive interface is further enriched with expedited tag saving and deletion functionalities, as well as augmented tag visualization through overlaying them on real-world objects. To assess the practicality of the proposed method, a comprehensive real-world case study spanning an area of 330 s2 is conducted. Remarkably, the survey demonstrates remarkable efficiency, with 20 virtual tags swiftly deployed, each requiring a mere 2 s for precise positioning. Subsequently, these virtual tags are employed as seeds in a region-growing algorithm for point cloud segmentation. The accuracy of virtual tag positioning is found to be exceptional, with an average error of 2.4 ± 1.8 cm. Importantly, the user experience is significantly enhanced, leading to improved seed positioning and, consequently, more accurate final segmentation results.

Purpose: Currently, there is limited information regarding the utilization of pin-less augmented reality (AR) assistance in total hip arthroplasty (THA). This preliminary study aimed to evaluate the precision of acetabular cup placement in THA utilizing the AR Navigation “Pin-less” System (Pin-less AR navigation, prototype). Methods: A total of 72 consecutive primary THAs in 58 patients were categorized into two groups: the Pin-less AR navigation group and the conventional group. All THAs were conducted via the direct anterior approach. First, the absolute value of difference between the intra-operative and post-operative angles (absolute difference) was calculated in the Pin-less AR navigation group. Second, the absolute value of error between the post-operative angles and the target angles (absolute target error) was assessed both in the Pin-less AR navigation group and the conventional group. Results: The absolute difference in inclination and anteversion angles was 2.2 ​± ​1.4° and 2.4 ​± ​1.5°, respectively. The absolute target error in the Pin-less AR navigation group versus the conventional group was 1.9 ​± ​1.5° versus 4.2 ​± ​2.7° in inclination (P ​

Water covers most of the Earth’s surface and is nowhere near a good ecological or recreational state in many areas of the world. Moreover, only a small fraction of the water is potable. As climate change-induced extreme weather events become ever more prevalent, more and more issues arise, such as worsening water quality problems. Therefore, protecting invaluable and useable drinking water is critical. Environmental agencies must continuously check water sources to determine whether they are in a good or healthy state regarding pollutant levels and ecological status. The currently available tools are better suited for stationary laboratory use, and domain specialists lack suitable tools for on-site visualisation and interactive exploration of environmental data. Meanwhile, data collection for laboratory analysis requires substantial time and significant effort. We, therefore, developed an augmented reality system with a Microsoft HoloLens 2 device to explore the visualisation of water quality and status in situ. The developed prototype visualises geo-referenced sensor measurements incorporated into the perspective of the surroundings. Any users interested in water bodies’ conditions can quickly examine and retrieve an overview of water body status using augmented reality and then take necessary steps to address the current situation.

Abstract Simulation in healthcare, empowered by big data analytics and artificial intelligence (AI), has the potential to drive transformative innovations towards enhanced interprofessional collaboration (IPC). This convergence of technologies revolutionizes medical education, offering healthcare professionals (HCPs) an immersive, iterative, and dynamic simulation platform for hands-on learning and deliberate practice. Big data analytics, integrated in modern simulators, creates realistic clinical scenarios which mimics real-world complexities. This optimization of skill acquisition and decision-making with personalized feedback leads to life-long learning. Beyond clinical training, simulation-based AI, virtual reality (VR), and augmented reality (AR) automated tools offer avenues for quality improvement, research and innovation, and team working. Additionally, the integration of VR and AR enhances simulation experience by providing realistic environments for practicing high-risk procedures and personalized learning. IPC, crucial for patient safety and quality care, finds a natural home in simulation-based education, fostering teamwork, communication, and shared decision-making among diverse HCP teams. A thoughtful integration of simulation-based medical education into curricula requires overcoming its barriers such as professional silos and stereo-typing. There is a need for a cautious implantation of technology in clinical training without overly ignoring the real patient-based medical education.

Objective. The objective of this study was to conduct a bibliometric analysis of augmented reality and virtual reality studies in the field of sports and physical education using the Scopus database from 2019 to 2024. The analysis has focused on research productivity, document types, journal rankings, popular papers, commonly cited keywords, and co-authorship trends. Materials and methods. Bibliometric analysis was used as a research method for carrying out the study. Research stage (1) identified data using the Scopus database for the Boolean keywords “augmented reality” AND “virtual reality” AND “sports education” or “physical education”. Stage (2) of the search considered original data from articles, conferences, and English language books. Stage (3), initial identification, yielded 1,174 documents, which were then filtered to produce 27 documents suitable for further inquiry. The techniques for collecting and analyzing data included using Mendeley, VosViewer, and Excel. Results. In 2022, research productivity increased rapidly, with the number of documents 8 (30%), the most common document type being original articles containing 19 documents (70%) falling into this category. The Scopus quartile 1 journal had the most articles with a total of 11 documents (41%), including Soltani and Morice’s paper receiving 103 citations, while the trending keywords that appeared frequently were physical education and virtual reality. Regarding researchers who often engage in collaborative endeavours, it was found that there were 18 scientists working on the same topic. Conclusions. Based on these findings, research subjects on sports education using augmented and virtual reality are still needed to improve knowledge.

The era of Society 5.0 demands that human resources possess critical thinking skills in response to rapid changes in the field of education, with Vocational High Schools (VHS) playing a central role in shaping students to be critical and creative. To achieve optimal results, further breakthroughs in the use of educational technology are needed, such as the implementation of Augmented Reality (AR)-based flipbooks in the vocational school environment. This study aims to evaluate the level of critical thinking skills among vocational school students. The method used in this study is a quasi-experimental design with descriptive quantitative data analysis. This research was conducted with 64 tenth-grade students at a vocational school in Bandung. The instruments used to obtain data included critical thinking skills tests. The data analysis technique used was descriptive quantitative analysis to evaluate the improvement of students' understanding and critical thinking skills. The research data was tested using normality test, homogeneity test, independent test, and N-Gain. Research data indicates that the use of AR-based flipbooks significantly enhances student comprehension, with an N-gain value of 0.6 observed in the experimental class. Consequently, it can be concluded that the implementation of AR-based flipbooks effectively improves students' critical thinking abilities in VHS, offering substantial promise for developing more interactive and efficient learning technologies for future education.

More facilities and infrastructure are needed to improve Physical Education learning in schools. This community service activity aims to overcome this problem at SMAN 1 Dulupi, Boalemo Regency, through education of Penjas learning media based on augmented reality. This activity is designed to provide basic understanding and training in using augmented reality learning media so that the learning process can run effectively despite limited facilities. The methods used in this activity include participatory education and direct assistance. Evaluation is carried out by measuring students' understanding of augmented reality technology and their practical skills. The activity results showed that 96% of participants understood augmented reality technology, and 100% knew how to use augmented reality-based learning media. This activity is expected to encourage the government to develop programs that support integrating technology into learning to facilitate students' understanding.

This article presents the results of a systematic literature review followed by a meta-analysis of studies on the use of Augmented Reality (AR) in the teaching and learning of Natural Sciences and Biology, among primary and secondary school students. The variables considered were the effects on student learning and motivation, as well as other variables like students understanding and students’ perception of the cognitive load. The teaching contexts and strategies used in association with AR were also considered. The PRISMA methodology was used in articles published between 2010 and 2023, in EBSCO, Science Direct, Scopus, Springer Link, Taylor & Francis and Web of Science databases. Seven hundred and twenty-one articles (721) were found, which, after applying the inclusion and exclusion criteria, were reduced to 15. The results showed that, in most studies, AR associated with certain teaching strategies and using a quasi-experimental research methodology produced better results in learning and student motivation and other variables such as student understanding and memorization (from Bloom's taxonomy), and perception of cognitive load. The overall analysis of the data allowed us to observe a strong effect size value (d = 1.13 [0.39;1.86]) in favour of the experimental group regarding learning and a moderate effect on motivation when using AR (d = 0.52 [0.30;0.74]). The same occurred with other variables studied where students obtained better results, which translated into a small or medium effect size. For example, in the perception of cognitive load, the effect size was d= 0.73. Doi: 10.28991/ESJ-2024-08-04-025 Full Text: PDF

Background: Metaverse, the disruptive digital technology, has demonstrated significant effectiveness in the fields of preventive and cognitive therapy, diagnostics, surgical interventions and rehabilitation. Virtual Reality (VR), a part of Metaverse, integrates imaging data and input from users and deliver a 3D graphical output which can be visualised through a wearable headset. Augmented reality (AR) on the other hand, can control the presence of the user in the real world. Methodology: A review was undertaken of peer-reviewed literature on the emerging evidence on the applications of AR and VR in healthcare. Research studies carried out to identify effectiveness of AR and VR technologies were included. Result: AR & VR have been effective in rehabilitation of patients of Autism Spectrum Disorders and Mild Cognitive Impairment by improving motor skills, social skills and various cognitive indices like task learning and attention. In the surgical field, AR head mounted device (HMD) can provide three-dimensional, patient specific anatomic information during surgery. It minimises surgical complications and improves patient satisfaction. AR is of particular interest in complicated spinal surgeries and orthopaedic manoeuvres which require high level of surgical skill. AR has also been used successfully in different types of robotic surgeries as well. In several countries AR technology have been used in basic medical and advanced surgical training. Major challenges in implementing AR and VR in the field of health care persist in the domains of cyber security, ethical issues and cost effectiveness. Conclusion: VR and AR technology can maximise patient outcomes and rapidly develop satisfactory patient management in fields of cognitive research and surgical interventions. More clinical trials with immersive digital technologies are required. Ethical and cyber security challenges are present but there are ways to overcome them. It is our duty as physicians to participate in the development of these innovations to ensure virtual health reality benefits for our patients in real-world setting.

Lei Gao,1,2,&ast; Yidi Xu,1,2,&ast; Xixue Zhang,1,2 Zhaoshun Jiang,1,2 Jiajun Wu,1,2 Yanjun Dong,1,2 Ming Li,3 Liang Jin,3 Jianjian Qiu,4 Lijue You,5 Chunhui Qin,6 Weidong Gu1,2 1Department of Anaesthesiology, Huadong Hospital Affiliated to Fudan University, Shanghai, People’s Republic of China; 2Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital Affiliated to Fudan University, Shanghai, People’s Republic of China; 3Department of Radiology, Huadong Hospital affiliated to Fudan University, Shanghai, People’s Republic of China; 4Department of Radiation Oncology, Huadong Hospital affiliated to Fudan University, Shanghai, People’s Republic of China; 5Department of Computer Center, Huadong Hospital affiliated to Fudan University, Shanghai, People’s Republic of China; 6Department of Pain Management, Yueyang Integrated Traditional Chinese Medicine and Western Medicine Hospital Affiliated to Shanghai University of Traditional Chinese Medicine, Shanghai, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Weidong Gu, Email hdmz0800@163.comBackground: Performing spinal anaesthesia in elderly patients with ligament calcification or hyperostosis is challenging for novice practitioners. This pilot study aimed to compare the effectiveness of mixed reality-assisted spinal puncture (MRasp) with that of landmark-guided spinal puncture (LGsp) by novice practitioners in elderly patients.Methods: In this pilot study, 36 patients (aged ≥ 65 years) scheduled for elective surgery under spinal anaesthesia by anaesthesiology residents were included. Patients were randomly assigned to the MRasp group (n = 18) or the LGsp group (n = 18). The outcomes included the number of needle insertion attempts, redirection attempts, passes, the rate of successful first-attempt needle insertion, the rate of successful first needle pass, the spinal puncture time, the total procedure time, and the incidence of perioperative complications.Results: The median number of needle insertion attempts was significantly fewer in the MRasp group than in the LGsp group (1.0 vs 2.0, P = 0.023). The proportion of patients with successful first-attempt needle insertion was 72.2% in the MRasp group and 44.4% in the LGsp group (P = 0.176). The incidence of perioperative complications did not significantly differ between the two groups.Conclusion: This pilot study found that novice practitioners made significantly fewer needle insertion attempts in the MRasp group compared to the LGsp group when performing spinal anaesthesia on elderly patients. A future randomized controlled trial (RCT) is warranted to validate its effectiveness.Trial Registration: This trial was registered at https://www.chictr.org.cn/showproj.html?proj=178960 (ChiCTR-IPR-2300068520). Public title: Mixed reality-assisted versus landmark-guided spinal puncture in elderly patients: a randomized controlled pilot study. Principal investigator: Lei Gao. The registration date was February 22, 2023. The date of the first participant enrolment was February 27, 2023.Plain Language Summary: We developed virtual spine-presenting technology and patented optimal trajectory design technology to assist in spinal puncture and reported that the median number of needle insertion attempts was significantly fewer in the mixed reality-assisted spinal puncture group than in the landmark-guided spinal puncture group.Keywords: augmented reality, computer simulation, mixed reality, spinal puncture

Abstract The popularity of mixed reality (MR) technologies, including virtual (VR) and augmented (AR) reality, have advanced many training and skill development applications. If successful, these technologies could be valuable for high-impact professional training, like medical operations or sports, where the physical resources could be limited or inaccessible. Despite MR’s potential, it is still unclear whether repeatedly performing a task in MR would affect performance in the same or related tasks in the physical environment. To investigate this issue, participants executed a series of visually-guided manual pointing movements in the physical world before and after spending one hour in VR or AR performing similar movements. Results showed that, due to the MR headsets’ intrinsic perceptual geometry, movements executed in VR were shorter and movements executed in AR were longer than the veridical Euclidean distance. Crucially, the sensorimotor bias in MR conditions also manifested in the subsequent post-test pointing task; participants transferring from VR initially undershoot whereas those from AR overshoot the target in the physical environment. These findings call for careful consideration of MR-based training because the exposure to MR may perturb the sensorimotor processes in the physical environment and negatively impact performance accuracy and transfer of training from MR to UR.

Purpose – Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons. However, as a technology, augmented reality (AR) is expected to be widely used in the field of education in the future. The main purpose of this paper is to explore the use of AR for inclusive growth in education as well as identify the challenges, particularly in countries like India and Tanzania. Design/methodology/approach – This paper applies a systematic literature review by analysing and synthesising relevant documents, mainly journal articles, books and conference papers. Descriptive statistics and cross-tabulation were used for the analysis. Content analysis was used to evaluate the contents of the reviewed literature. Findings – For the use of AR, it is important to have adequate digital infrastructure, access to universal internet or broadband facilities and the digital empowerment of citizens. Major challenges to inclusive growth in education include the lack of trained teacher educators and students’ preference for practical or project-based curriculum. Practical implications – Practitioners in both countries may consider the use of AR for inclusive growth in education. Originality/value – This paper specifically examines the use of AR in higher education and the related challenges based on a review of two countries, namely India and Tanzania.

This paper introduces an innovative framework for the management of virtual companies in smart urban environments, with an emphasis on socio-economic resilience facilitated by Sustainable Information Systems. The system aims to equip virtual enterprises in smart cities with tools for robust operations amid socio-economic challenges. Its effectiveness is evidenced by improvements in investment risk assessment, business process simulation, and HR project management, enhancing efficiency and foresight. A key feature is predictive analytics for crisis demand forecasting, enabling swift market adjustments and strategic inventory management. It also helps identify alternative clients and suppliers, ensuring business continuity. Integrating machine learning and augmented reality, the system supports automation and strategic decision-making, significantly benefiting the e-commerce sector by addressing fluctuating demand, supply chain issues, and market adaptations during crises. The Sustainable Information System for Virtual Company Management in Smart Cities offers crucial support for e-businesses facing these socio-economic challenges, facilitating their navigation through turbulent times. Its meticulously designed architecture and functionalities make it a powerful instrument for assisting virtual companies in crisis conditions, fostering their sustainable growth within the socio-economic framework of smart urban settings. Comparative studies with existing models underscore this system’s superior efficiency and holistic approach, highlighting its contribution to enhancing the operational efficiency of virtual companies by 95%, reducing the time needed for critical activities like investment risk analysis and business process simulation, and bolstering the socio-economic resilience of smart cities against crises

Abstract Although building information modelling (BIM) has been widely used in the building industry, its usage in infrastructure projects such as bridges has been very challenging. Extended Reality (XR) that simulates a construction project is still considered a new technology in the Architecture, Engineering, and Construction (AEC) industry. This paper investigates the viability of integrating both BIM and XR technologies into transportation infrastructure projects. A fully integrated workflow for introducing different XR, Augmented Reality (AR), and Virtual Reality (VR), and BIM technologies using different software for a case study of El-Merghani bridge, a reinforced concrete girder type bridge, was developed. The models for the bridge included GIS integration and geometric road design according to AASHTO, documentation, shop drawings and quantification were developed for the bridge. A hypothetical time schedule was generated in Oracle Primavera P6 elevating the BIM model to 4-D and developing VR and AR virtual experiences with the capability to investigate, visualize, and present the model in a virtual environment, at a high level of immersion. Additionally, the associated risk reduction for the considered XR technology was assessed using Monte Carlo simulation. The workflow and the detailed 3D models developed for the bridge along with the highly immersive VR and AR experiences have provided an interactive platform for engineers and different stakeholders to monitor the project during the design and construction phases. The risk analysis showed that significant cost savings can be achieved with the utilization of VR and AR technology in bridges construction.

Abstract Background This study introduced an Augmented Reality (AR) navigation system to address limitations in conventional high tibial osteotomy (HTO). The objective was to enhance precision and efficiency in HTO procedures, overcoming challenges such as inconsistent postoperative alignment and potential neurovascular damage. Methods The AR-MR (Mixed Reality) navigation system, comprising HoloLens, Unity Engine, and Vuforia software, was employed for pre-clinical trials using tibial sawbone models. CT images generated 3D anatomical models, projected via HoloLens, allowing surgeons to interact through intuitive hand gestures. The critical procedure of target tracking, essential for aligning virtual and real objects, was facilitated by Vuforia’s feature detection algorithm. Results In trials, the AR-MR system demonstrated significant reductions in both preoperative planning and intraoperative times compared to conventional navigation and metal 3D-printed surgical guides. The AR system, while exhibiting lower accuracy, exhibited efficiency, making it a promising option for HTO procedures. The preoperative planning time for the AR system was notably shorter (4 min) compared to conventional navigation (30.5 min) and metal guides (75.5 min). Intraoperative time for AR lasted 8.5 min, considerably faster than that of conventional navigation (31.5 min) and metal guides (10.5 min). Conclusions The AR navigation system presents a transformative approach to HTO, offering a trade-off between accuracy and efficiency. Ongoing improvements, such as the incorporation of two-stage registration and pointing devices, could further enhance precision. While the system may be less accurate, its efficiency renders it a potential breakthrough in orthopedic surgery, particularly for reducing unnecessary harm and streamlining surgical procedures.

The metaverse functions as a spatial computing platform that integrates both the physical and virtual realms, enabling individuals to engage with holographic elements within an environment facilitated by advanced technologies such as augmented reality, virtual reality, extended reality, mixed reality, high-speed Internet, blockchain, and artificial intelligence. These technologies are further empowered by an abundance of data. The recent evolution of the metaverse into a social network and recreational space holds the potential to significantly impact clinical practices and healthcare. In the foreseeable future, the metaverse may play a role in promoting health, particularly given the increasing screen time among various demographics, notably children and teenagers. This research delves into the existing literature on the metaverse within the health-care system, employing the Preferred Reporting for Systematic Reviews and Meta-Analysis for Scoping Reviews methodology to define the study’s scope. A total of 989 articles were initially retrieved from electronic databases such as Scopus, PubMed, and Web of Science. After applying the eligibility criteria, 30 articles were included, reviewed, and analyzed. The findings reveal a limited volume of literature considering the vastness of the health-care system. The majority of published articles consist of reports, letters, and case studies exploring the metaverse’s impact on healthcare, with only a few studies utilizing metaverse technology to address specific health-care issues.

Purpose – The purpose of this paper is to investigate how previous literature has analyzed the role of augmented reality and virtual reality in the field of tourism, distinguishing between studies focused on one technology or the other as both have characteristics that profoundly differentiate them. Design/methodology/approach – This study carries out a critical review to assess and synthesize the literature on augmented reality and virtual reality in tourism. Literature searches are conducted using various keywords, resulting in a selection of 84 articles (19 on augmented reality and 65 on virtual reality) from 39 indexed journals. Findings – The research findings demonstrate an increasing scholarly focus on exploring the application of virtual reality and augmented reality within the realm of tourism. These results highlight a noticeable progression in recent years with respect to different matters, such as methodologies, used theories or considered variables, among others. Based on these results, it is proposed a future research agenda that seeks to establish a cohesive framework and drive the development of both augmented reality and virtual reality research in tourism. Originality/value – By conducting an individual and comparative review of the literature on the application of augmented reality and virtual reality in tourism, this research helps elucidate the specific lines of research for each technology while providing a better understanding of how each technology can be used to generate effective tourist experiences. Propósito – El objetivo de este artículo es investigar cómo la literatura previa ha analizado el papel de la realidad aumentada y la realidad virtual en el ámbito del turismo, distinguiendo entre estudios centrados en una u otra tecnología ya que ambas tienen características que las diferencian profundamente. Diseño/Metodología/Enfoque – Este estudio realiza una revisión crítica para evaluar y sintetizar la literatura sobre realidad aumentada y realidad virtual en turismo. Se realizan búsquedas de literatura utilizando diversas palabras clave, que dan como resultado la selección de 84 artículos (19 sobre realidad aumentada y 65 sobre realidad virtual) procedentes de 39 revistas indexadas. Conclusiones – Los resultados de la investigación demuestran que existe un interés creciente en explorar la aplicación de la realidad virtual y la realidad aumentada en el ámbito del turismo. Asimismo, se pone de manifiesto una notable progresión en los últimos años con respecto a diferentes cuestiones, como las metodologías aplicadas, las teorías empleadas o las variables consideradas, entre otras. A partir de estos resultados, se propone una agenda de investigación futura que pretende establecer un marco cohesionado e impulsar el desarrollo de la investigación en el ámbito tanto de la realidad aumentada como de la realidad virtual en turismo. Originalidad – Al realizar una revisión individual y comparativa de la literatura sobre la aplicación de la realidad aumentada y la realidad virtual en el turismo, esta investigación ayuda a esclarecer las líneas de investigación específicas de cada tecnología a la vez que proporciona una mejor comprensión de cómo cada tecnología puede ser utilizada para generar experiencias turísticas efectivas. 目的 – 本文旨在研究以往的文献是如何分析增强现实和虚拟现实在旅游领域的作用的, 并对侧重于其中一种技术或另一种技术的研究加以区分, 因为这两种技术都有深刻区别于其他技术的特点。 设计/方法/途径 – 本研究通过批判性综述来评估和归纳有关旅游业中增强现实和虚拟现实技术的文献。通过使用各种关键词进行文献检索, 从 39 种索引期刊中筛选出 84 篇文章（19 篇关于增强现实技术, 65 篇关于虚拟现实技术）。 研究结果 – 研究结果表明, 学术界越来越重视探索虚拟现实和增强现实在旅游业中的应用。这些结果突显了近年来在方法论、采用的理论或考虑的变量等不同方面的明显进步。在这些成果的基础上, 提出了未来的研究议程, 旨在建立一个具有凝聚力的框架, 推动旅游业中增强现实和虚拟现实研究的发展。 独创性 – 本研究通过对增强现实和虚拟现实技术在旅游业中应用的文献进行单独和比较审查, 有助于阐明每种技术的具体研究方向, 同时让人们更好地了解如何使用每种技术来产生有效的旅游体验。

Information Radiators (IRs) provide context-specific pieces of information in a semi-public place where a group of people can see it while working or passing-by. They can simplify information sharing “out-of-the-box”, foster awareness and socialization, create serendipity and enhance collaboration. Recent sociotechnical developments such as the establishment of permanent hybrid work settings as well as advances in the area of Human Computer Interaction (HCI) such as the emergence of Augmented Reality (AR) and Virtual Reality (VR) are likely to impact how IRs are being used – or even challenge their usefulness. In this article we discuss those developments and their possible implications for the design and use of IRs in the context of knowledge work in the next decades. We argue that IRs will probably remain an important part of future office environments providing awareness, supporting serendipity and building a situated social place for matchmaking as well as informal communication. Using new display and interaction technologies (such as AR) they might even grow in importance by enabling fluid work scenarios.

Abstract HOBIT, which stands for "Hybrid Optical Bench for Innovative Teaching and learning" is an educational platform that leverages the combination of numerical simulation and physical manipulation to facilitate learning of complex phenomena and motivate users about wave optics in practical work. HOBIT operates in real time and is self-adaptive, providing realistic displays of optical phenomena with virtual augmentations designed to facilitate their understanding. HOBIT makes it quick and easy to build any reconfigurable optical experiment. Students can manipulate optical components and observe the changes induced on detectors and displays. We detail the technology, the simulation model and the initial teaching aids. Current and future enhancements should meet the needs of students at different levels, from high school to higher education degrees.

In the last decade, augmented reality has been one type of virtual reality technology. AR can be applied to mobile learning, improving efficiency and effectiveness in education, even for learning mathematics. The study aims to analyze and describe comprehensively the effect of experiential learning and direct instruction assisted by augmented reality on the acquisition and improvement of students' mathematical reasoning abilities. This research uses quantitative methods with a quasi-experimental, one-group pretest-posttest design and a pretest-posttest control group design. The sample in this study consisted of 50 students in the eighth grade at one of the secondary schools in Bandung, Indonesia. The instrument in this study is a set of mathematical reasoning ability tests. The results of this study concluded that 1) Based on the standard of the deviation, the descriptive spread of scores for achieving mathematical reasoning abilities of students learning with experiential learning assisted by augmented reality (more widespread); 2) Cohen's d value on the output paired samples effect sizes was 14.003 with a point estimate of (large) so the value of the effects sizes obtained shows that the implementation of experiential learning assisted augmented reality has a major effect on the acquisition of mathematical reasoning abilities; 3) The mean achievement of mathematical reasoning abilities of students studying with experiential learning assisted by augmented reality was 60.38 relatively lower than the mean achieving mathematics reasoning abilities of students who studied with directed instructions assisted by augmented reality, 70.33; 4) The effect size value shown by the value is -3.50, and this value is less than 0.2, so based on Cohen's d criterion, then the effect of experiential learning assisted by augmented reality on the acquisition of mathematical reasoning abilities students are in the small category. The findings combine experiential learning and directed instructions assisted by augmented reality, influencing students' reasoning ability mathematically.

Dharani Ramamurthy,1 Sangeetha Srinivasan,2 Sruthi Chamarty,3 Tharaniy Velappan,1 Pavan Kumar Verkicharla,3 Angeline Kirubha Samuel Paulraj4 1Department of Optometry, Faculty of Medical & Health Sciences, SRM Medical College Hospital & Research Centre, SRM Institute of Science and Technology, Chennai, Tamil Nadu, 603203, India; 2Vision Research Foundation, Chennai, Tamil Nadu, 600006, India; 3Myopia Research Lab, Brien Holden Institute of Optometry and Vision Sciences, Prof Brien Holden Eye Research Centre, L V Prasad Eye Institute, Hyderabad, 500034, India; 4Department. of Biomedical Engineering, College of Engineering & Technology, SRM Institute of Science and Technology, Chennai, Tamil Nadu, 603203, IndiaCorrespondence: Dharani Ramamurthy, Department of Optometry, SRM Medical College Hospital & Research Centre, Faculty of Medical & Health Sciences, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, 603203, India, Tel +91-44-47432650 ; +91-44-47432393, Email dharanir@srmist.edu.inAbstract: There is a huge unmet need for eye care with more than a hundred million people living without basic eye care services and facilities. There is an exigency to deploy adequate resources in terms of manpower and equipment to address this. The usage of smart devices in optometry and eye care practice has been gaining momentum for last half a decade, due to the COVID-19 pandemic and technological advancements in telemedicine. These smart devices will help facilitate remote monitoring of important visual functions, ocular signs and symptoms, thus providing better eye care services and facilities and promoting outreach services. Smart devices in optometry exist in the form of gadgets that can be worn in the wrist, and spectacle-mounted or head-mounted devices. On the other hand, with the ubiquitous nature of smartphones, a large number of smartphone applications have been developed and tested for advanced optometry and primary eye care practice, which may potentially reduce the burden of inadequate resources and the unmet need for eye care. This article aims to give an overview of the current trends and future perspectives on the application of such smart devices in optometric practice.Keywords: smartphone apps, artificial intelligence, virtual reality, augmented reality, myopia devices

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

High-order cognitive skills (HOCS) are required to solve problems and make decisions. ARVi or augmented reality virus is a learning medium used to enhance HOCS. Aims of this research is to find out the effect of implementing ARVi media on enhancing high-level cognitive skills of students. The research is a quasi-experiment with a pretest-posttest control group design. The research was conducted in MAN 1 Kota Bogor class 10 using the Merdeka curriculum. The research instrument is a multiple-choice test that has been validated to measure high-level cognitive skills. The result of the t-test shows t-value (3.14) > t-table (1.98), indicating that there is a significant difference between the posttest scores of the control group and the experimental group. This means that the use of ARVi media has an effect on high-level cognitive skills. The improvement in high-level cognitive skills was continuous in C5 (evaluation) at 78%, C6 (creation) at 72%, and C4 (analysis) at 70%. These results are not independent of the support provided by the various content offered by ARVi media, such as augmented reality, literacy, and high-level questionnaires. Current education can benefit from technologies like ARVi media that help increase the high-level cognitive skills of students.

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.

This study aims to analyze trends in the use of augmented reality from tangible interfaces in the context of formal and informal education. This study employed a systematic literature review (SLR) method adapted from the PRISMA model. This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2019-2023. The data analysis technique for this research used thematic analysis. The development of AR media showed significant improvement, especially in the aspect of increasingly realistic and diverse user interfaces, enabling closer integration with the curriculum and presenting more engaging learning experiences. The interactive and collaborative features of AR applications showed great potential for enhancing student interaction with learning materials through immersive and interactive visual experiences. In addition, such collaborative features could also facilitate cooperation between students, creating a more dynamic and effective learning environment in schools. This research emphasized the importance of using appropriate research methods to deepen the understanding of the development of AR media in education and the potential of AR applications in creating more interactive and collaborative learning experiences in school environments.

Abstract In total hip arthroplasty (THA), determining the center of rotation (COR) and diameter of the hip joint (acetabulum and femoral head) is essential to restore patient biomechanics. This study investigates on-the-fly determination of hip COR and size, using off-the-shelf augmented reality (AR) hardware. An AR head-mounted device (HMD) was configured with inside-out infrared tracking enabling the determination of surface coordinates using a handheld stylus. Two investigators examined 10 prosthetic femoral heads and cups, and 10 human femurs. The HMD calculated the diameter and COR through sphere fitting. Results were compared to data obtained from either verified prosthetic geometry or post-hoc CT analysis. Repeated single-observer measurements showed a mean diameter error of 0.63 mm ± 0.48 mm for the prosthetic heads and 0.54 mm ± 0.39 mm for the cups. Inter-observer comparison yielded mean diameter errors of 0.28 mm ± 0.71 mm and 1.82 mm ± 1.42 mm for the heads and cups, respectively. Cadaver testing found a mean COR error of 3.09 mm ± 1.18 mm and a diameter error of 1.10 mm ± 0.90 mm. Intra- and inter-observer reliability averaged below 2 mm. AR-based surface mapping using HMD proved accurate and reliable in determining the diameter of THA components with promise in identifying COR and diameter of osteoarthritic femoral heads.

Abstract Background Virtual reality (VR) and augmented reality (AR) are emerging technologies that can be used for cardiopulmonary resuscitation (CPR) training. Compared to traditional face-to-face training, VR/AR-based training has the potential to reach a wider audience, but there is debate regarding its effectiveness in improving CPR quality. Therefore, we conducted a meta-analysis to assess the effectiveness of VR/AR training compared with face-to-face training. Methods We searched PubMed, Embase, Cochrane Library, Web of Science, CINAHL, China National Knowledge Infrastructure, and Wanfang databases from the inception of these databases up until December 1, 2023, for randomized controlled trials (RCTs) comparing VR- and AR-based CPR training to traditional face-to-face training. Cochrane's tool for assessing bias in RCTs was used to assess the methodological quality of the included studies. We pooled the data using a random-effects model with Review Manager 5.4, and assessed publication bias with Stata 11.0. Results Nine RCTs (involving 855 participants) were included, of which three were of low risk of bias. Meta-analyses showed no significant differences between VR/AR-based CPR training and face-to-face CPR training in terms of chest compression depth (mean difference [MD], -0.66 mm; 95% confidence interval [CI], -6.34 to 5.02 mm; P = 0.82), chest compression rate (MD, 3.60 compressions per minute; 95% CI, -1.21 to 8.41 compressions per minute; P = 0.14), overall CPR performance score (standardized mean difference, -0.05; 95% CI, -0.93 to 0.83; P = 0.91), as well as the proportion of participants meeting CPR depth criteria (risk ratio [RR], 0.79; 95% CI, 0.53 to 1.18; P = 0.26) and rate criteria (RR, 0.99; 95% CI, 0.72 to 1.35; P = 0.93). The Egger regression test showed no evidence of publication bias. Conclusions Our study showed evidence that VR/AR-based training was as effective as traditional face-to-face CPR training. Nevertheless, there was substantial heterogeneity among the included studies, which reduced confidence in the findings. Future studies need to establish standardized VR/AR-based CPR training protocols, evaluate the cost-effectiveness of this approach, and assess its impact on actual CPR performance in real-life scenarios and patient outcomes. Trial registration CRD42023482286.

This paper presents a support tool designed for instructors in technical education within engineering programs, focusing specifically on power electronics and laboratory procedures related to the three-phase half-wave rectifier. The Augmented Reality (AR) application was developed for Android devices using Unity+Vuforia, employing a gamification-based approach. The application allows students to evaluate their knowledge and skills in real-time and offers an interactive learning environment. It provides learning diagnostics and sends each student's evaluation to a database stored on Google-Forms that is accessible by the instructor or assessor in question. It's important to note that this APP is freely accessible through the Android APP store. The learning strategy is around a game that tests players on their knowledge of measuring devices and theoretical concepts. Additionally, there is a puzzle task that encourages learners to correctly arrange the waveforms in a rectifier. Students can also connect the half-wave rectifier's essential connections and the transformer's delta-star connections through touch interaction. A comparison study between traditional teaching methods and the innovative AR-based approach has been conducted. This educational proposal itself is an innovative solution that will be especially helpful for laboratories lacking useful equipment in Mexican colleges. To test the effect of AR application on student success, an experimental study was conducted on two groups of students (a control group [non-using AR] and a test group [using AR]). To determine significant difference in acquired learning, an ANOVA statistical analysis was conducted using independent sample tests. According to tests result, there is a significant difference in the acquired knowledge for those who used the designed tool. The probability value (p = 1e-5

Virtual reality, augmented reality, quantum dot light-emitting diodes, and organic light-emitting diodes have progressed over the last two years. Key achievements in these displays are discussed in terms of device performance.

This report summarises the SMARTCLAP research project, which employs a user-centred design approach to develop a revolutionary smart product service system. The system offers personalised motivation to encourage children with cerebral palsy to actively participate more during their occupational therapy sessions, while providing paediatric occupational therapists with an optimal tool to monitor children’s progress from one session to another. The product service system developed includes of a smart wearable device called DigiClap used to interact with a serious game in an Augmented Reality environment. The report highlights the research methodology used to advance the technology readiness level from 4 to 6, acknowledging the contribution of the consortium team and funding source. As part of the technology’s maturity process, DigiClap and the respective serious game were evaluated with target users, to identify the system’s impact in supporting the children’s overall participation and hand function, and to gather feedback from occupational therapists and caregivers on this novel technology. The outcomes of this study are discussed, highlighting limitations and lessons learned. The report also outlines future work and further funding for the sustainability of the project and to reach other individuals who have upper limb limitations. Ultimately, the potential of DigiClap and the overall achievements of this project are discussed.

In this paper, we introduce MiVitals—a Mixed Reality (MR) system designed for healthcare professionals to monitor patients in wards or clinics. We detail the design, development, and evaluation of MiVitals, which integrates real-time vital signs from a biosensor-equipped wearable, VitalitiTM. The system generates holographic visualizations, allowing healthcare professionals to interact with medical charts and information panels holographically. These visualizations display vital signs, trends, other significant physiological signals, and medical early warning scores in a comprehensive manner. We conducted a User Interface/User Experience (UI/UX) study focusing on novel holographic visualizations and interfaces that intuitively present medical information. This approach brings traditional bedside medical information to life in the real environment through non-contact 3D images, supporting rapid decision-making, vital pattern and anomaly detection, and enhancing clinicians' performance in wards. Additionally, we present findings from a usability study involving medical doctors and healthcare practitioners to assess MiVitals' efficacy. The System Usability Scale study yielded a score of 84, indicating that the MiVitals system has high usability.

Considering the significant role of innovated technology in learning processes, the present study focuses on the use of Augmented Reality (AR) in students’ reading skills. Practitioners have started to use AR in different areas of language learning though a few studies examined the use of AR in reading skills. To this end, the present study explored the effect of integrated AR app into learners’ task-based reading instruction (TBRI). Using Test of English as a Foreign Language (TOEFL) diagnostic test, 30 homogeneous senior high school students were selected, randomly divided in two groups of 15 each in Hamedan, Iran. Adopting the pre-test-post-test design with a control group, all participants were given a pretest including 5 sections and 30 items. The validity of questions was confirmed by 12 TEFL specialists, and their reliability coefficient was also confirmed using Cronbach's alpha test. During an academic term-long instruction of reading, the experimental group was taught using integrated AR app, iStormAR, into task-based instruction while the control group underwent task-based instruction with no AR app. Following the treatment, both groups took a previously validated post-test including 5 sections and 30 items. After collecting the data, the results were analyzed using analysis of covariance (ANCOVA). The findings emphasized the effectiveness of learning affordances of integrated AR app into TBRI, specifically in finding main idea questions, requiring that syllabus writers, material developers, and teachers consider the prominent potentials of AR technology for the development of students’ English language.

Tujuan dari penelitian ini adalah memberikan peningkatan self-efficacy siswa kelas 5 SD melalui pengembangan materi pembelajaran buku pop-up berbasis augmented reality dan bangun ruang. Metodologi penelitian dan pengembangan (R&D) digunakan pada penelitian ini. Data dikumpulkan menggunakan survei dan wawancara dengan instrumen yang dinilai pakar bahasa, media, dan materi. Penilaian dari pakar bahasa mendapatkan nilai 82,5% berarti "sangat valid", penilaian dari pakar media mendapatkan nilai 100% berarti “sangat valid”, dan uji validitas produk dari pakar materi mendapatkan nilai 100% berarti “sangat valid”. Dengan skor 97,5% pada skala kemenarikan media, maka tergolong dalam kategori "sangat menarik". Sementara itu, peningkatan Self Efficacy siswa dinilai "tinggi" dengan skor 0,81. Sehingga disimpulkan bahwa media Pop Up Book berbasis Augmented Reality mampu meningkatkan self Efficacy siswa.

The aim of this paper is to develop design options for Augmented Reality (AR)-based remote service business models to support the implementation of AR technology for remote services currently taking place in the manufacturing industry. The design options were developed using a qualitative content analysis based on the results of a systematic literature review and on focus group discussions with 19 service-responsible industry experts from 12 German manufacturing companies. The application of a conceptual approach to taxonomy development resulted in a novel morphological framework with a total of 18 dimensions, each with two to six distinct characteristics representing the targeted design options of AR-based remote service business models. Since previous research on AR for remote services has largely neglected the business model perspective, this work makes a significant contribution to this scarcely explored research field by providing a systematic basis for describing and classifying such business models in terms of their design. The results provide industrial practice with the most important aspects to consider when designing AR-based remote service business models.

Background: Students' low critical thinking skills negatively impact their mathematics learning outcomes. One contributing factor is the insufficient optimization of instructional media. Aim: This study aims to design instructional media, assess its feasibility and practicality, and evaluate the effectiveness of an augmented reality-based pocket book in enhancing the critical thinking skills of fifth-grade students at SDN 01 Bligorejo Doro Pekalongan. Method: The study adopts the Borg & Gall development model and employs a pre-experimental design with a one-group pretest-posttest approach. Data collection techniques include observation, interviews, questionnaires, tests, and documentation. Initial data analysis involves normality tests, while final data analysis uses mean difference tests and N-Gain tests. Results: The findings reveal an improvement in students' critical thinking skills, as indicated by the increase in average test scores from 51.5 to 76.6. The N-Gain analysis result of 0.5052, classified as moderate, provides evidence that the augmented reality-based pocket book is effective in enhancing students' critical thinking skills. Conclusion: The augmented reality-based pocket book proves to be an effective tool for improving students' critical thinking skills, as demonstrated by the significant increase in average test scores and N-Gain values.

Study Design Feasibility study. Purpose A phantom model was used to evaluate the accuracy of a novel augmented reality (AR) system for cervical screw placement. Overview of Literature The use of navigation systems is becoming increasingly common in spine procedures. However, numerous factors limit the feasibility of regular and widespread use of navigation tools during spine surgery. AR is a new technology that has already demonstrated utility as a navigation tool during spine surgery. However, advancements in AR technology are needed to increase its adoption by the medical community. Methods AR technology that uses a fiducial-less registration system was tested in a preclinical cervical spine phantom model study for accuracy during spinal screw placement. A three-dimensional reconstruction of the spine along with trajectory lines was superimposed onto the phantom model using an AR headset. Participants used the AR system to guide screw placement, and post-instrumentation scans were compared for accuracy assessment. Results Twelve cervical screws were placed under AR guidance. All screws were placed in an acceptable anatomic position. The average distance error for the insertion point was 2.73±0.55 mm, whereas that for the endpoint was 2.71±0.69 mm. The average trajectory angle error for all insertions was 2.69°±0.59°. Conclusions This feasibility study describes a novel registration approach that superimposes spinal anatomy and trajectories onto the surgeon’s real-world view of the spine. These results demonstrate reasonable accuracy in the preclinical model. The results of this study demonstrate that this technology can assist with accurate screw placement. Further investigation using cadaveric and clinical models is warranted.

Graphical Abstract

The article analyses the role of immersive technologies in increasing productivity in enterprises. Economic growth is determined not only by productive forces, but also by the rational use of human labour and achievements of scientific and technological progress. The author has examined the experience of using digital tools relevant to the market that improve productivity – virtual and augmented reality. These technologies have a significant impact on labour productivity and contribute to enhancing performance indicators of production operations. The global practice of applying immersive technologies in enterprises demonstrates a wide range of areas of their use. Thus, augmented and virtual reality are in demand in mechanical engineering, energy extraction, logistics, design of facilities and production lines. In essence, these technologies expand the boundaries of human capabilities in interaction with virtual and augmented spaces, providing unique management tools for solving tasks of varying complexity, and have significant potential in the context of better productivity. Based on the results of the analysis, the key functions of augmented and virtual reality in industry have been identified, and the structure of the functional usage of immersive technologies to increase productivity has been developed.

Abstract Background Clinical teaching during encounters with real patients lies at the heart of medical education. Mixed reality (MR) using a Microsoft HoloLens 2 (HL2) offers the potential to address several challenges: including enabling remote learning; decreasing infection control risks; facilitating greater access to medical specialties; and enhancing learning by vertical integration of basic principles to clinical application. We aimed to assess the feasibility and usability of MR using the HL2 for teaching in a busy, tertiary referral university hospital. Methods This prospective observational study examined the use of the HL2 to facilitate a live two-way broadcast of a clinician-patient encounter, to remotely situated third and fourth year medical students. System Usability Scale (SUS) Scores were elicited from participating medical students, clinician, and technician. Feedback was also elicited from participating patients. A modified Evaluation of Technology-Enhanced Learning Materials: Learner Perceptions Questionnaire (mETELM) was completed by medical students and patients. Results This was a mixed methods prospective, observational study, undertaken in the Day of Surgery Assessment Unit. Forty-seven medical students participated. The mean SUS score for medical students was 71.4 (SD 15.4), clinician (SUS = 75) and technician (SUS = 70) indicating good usability. The mETELM Questionnaire using a 7-point Likert Scale demonstrated MR was perceived to be more beneficial than a PowerPoint presentation (Median = 7, Range 6–7). Opinion amongst the student cohort was divided as to whether the MR tutorial was as beneficial for learning as a live patient encounter would have been (Median = 5, Range 3–6). Students were positive about the prospect of incorporating of MR in future tutorials (Median = 7, Range 5–7). The patients’ mETELM results indicate the HL2 did not affect communication with the clinician (Median = 7, Range 7–7). The MR tutorial was preferred to a format based on small group teaching at the bedside (Median = 6, Range 4–7). Conclusions Our study findings indicate that MR teaching using the HL2 demonstrates good usability characteristics for providing education to medical students at least in a clinical setting and under conditions similar to those of our study. Also, it is feasible to deliver to remotely located students, although certain practical constraints apply including Wi-Fi and audio quality.

The use of Augmented Reality glasses opens up many possibilities in hospital care, as they facilitate treatments and their documentation. In this paper, we present a prototype for the HoloLens 2 supporting wound care and documentation. It was developed in a participatory process with nurses using the positive computing paradigm, with a focus on the improvement of the working conditions of nursing staff. In a qualitative study with 14 participants, the factors of autonomy, competence and connectedness were examined in particular. It was shown that good individual adaptability and flexibility of the system with respect to the work task and personal preferences lead to a high degree of autonomy. The availability of the right information at the right time strengthens the feeling of competence. On the one hand, the connection to patients is increased by the additional information in the glasses, but on the other hand, it is hindered by the unusual appearance of the device and the lack of eye contact. In summary, the potential of Augmented Reality glasses in care was confirmed, and approaches for a well-being-centered system design were identified but, at the same time, a number of future research questions, including the effects on patients, were also identified.

Augmented Reality (AR), as a novel data visualization tool, is advantageous in revealing spatial data patterns and data-context associations. Accordingly, recent research has identified AR data visualization as a promising approach to increasing decision-making efficiency and effectiveness. As a result, AR has been applied in various decision support systems to enhance knowledge conveying and comprehension, in which the different data-reality associations have been constructed to aid decision-making.However, how these AR visualization strategies can enhance different decision support datasets has not been reviewed thoroughly. Especially given the rise of big data in the modern world, this support is critical to decision-making in the coming years. Using AR to embed the decision support data and explanation data into the end user’s physical surroundings and focal contexts avoids isolating the human decision-maker from the relevant data. Integrating the decision-maker’s contexts and the DSS support in AR is a difficult challenge. This paper outlines the current state of the art through a literature review in allowing AR data visualization to support decision-making.To facilitate the publication classification and analysis, the paper proposes one taxonomy to classify different AR data visualization based on the semantic associations between the AR data and physical context. Based on this taxonomy and a decision support system taxonomy, 37 publications have been classified and analyzed from multiple aspects. One of the contributions of this literature review is a resulting AR visualization taxonomy that can be applied to decision support systems. Along with this novel tool, the paper discusses the current state of the art in this field and indicates possible future challenges and directions that AR data visualization will bring to support decision-making.

This study aims to develop AR technology of simplified representations based on ISO standards and to quantify the efficiency and contribution of developed AR technology in assisting students in learning mechanical drawing. This research proposed a marker-based AR application development, intended for teaching simplified representations, named Augmented Reality Penyederhanaan Gambar - ARPeGa, and an experimental study to quantify the user experience (UX) using the User Experience Questionnaire (UEQ). A pilot study involving 38 mechanical engineering students was conducted to evaluate the impact of AR involvement on user experience. In addition, the UEQ data analysis tool version 11 was used. The UEQ results showed attractiveness was excellent (1.87), while efficiency, dependability, stimulation, and novelty were good (1.63, 1.60, 1.63, and 1.22 respectively). And perspicuity was categorized as “above average” (1.51). This study’s outcomes demonstrate that using 3D model visualization in the AR application strengthens user experiences to understand simplified representations. Overall, the application has a ‘good’ level in some categories: efficiency, dependability, stimulation, and novelty.