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Augmented reality (AR) technologies promise to increase the flexibility and productivity of the workforce by providing real-time information to workers right where it is needed. Following Cognitive Load Theory and Attention Theory, AR assistance can reduce the burden on workers’ mental capacity while performing a task, thereby improving task performance. The benefits of AR on industrial activities like assembly or maintenance have been investigated extensively, but the literature on AR-assisted quality control, specifically, quality inspection, is scarce. This stands in contrast to the importance of industrial quality inspection and highlights the need for research on the topic. In this work, we develop an AR-based system for head-mounted displays (HMDs) that visualizes product defects directly on physical products. We investigate its effect on task performance and human factors through an experiment. Participants performed multiple quality inspections using real manufacturing products and equipment with the help of an AR HMD, a screen, or no additional help. We find increased task performance using the AR HMD system. In comparison to screen-based assistance, a moderating effect of task difficulty was observed. Specifically, AR was more beneficial to task completion times given a difficult task. Furthermore, the AR HMD system reduced mental workload and received a positive rating regarding user experience. Our work contributes to the research in industrial AR usage through a novel AR HMD system for quality inspection and provides so far missing empirical and theoretically grounded evidence on its benefits with regard to task performance and human factors., Computers in industry, 151, ISSN:0166-3615, ISSN:1872-6194

Multi-user Augmented Reality experiences have proven useful in increasing user engagement and facilitating the learning of new concepts. Thanks to the new generation of Augmented Reality frameworks for smartphones and tablets, their daily use in the classroom is becoming more common. In this paper, we present the work done towards the implementation of classroom-based behavioural lessons based on collaborative Augmented Reality environments. We have developed a library that enables multi-user Augmented Reality applications and have used it to implement some scenarios developed in the context Positive Behaviour Intervention and Support framework.

PurposeTo deliver superior customer experiences, retailers are increasingly turning to augmented reality (AR) technologies for new digital services that can enhance their customer interactions. The potential of AR has been validated in lab experiments, but when implemented in real-world contexts, its commercial impact has been limited. Therefore, this paper investigates how to design AR-based services (AR services) that enhance customer experiences in retail.Design/methodology/approachThe paper uses a conceptual research approach to integrate research on AR in the context of retail, combining customer, retailer, and technical perspectives with the design thinking method to demonstrate how the challenge of AR service design can be addressed through design thinking.FindingsThe paper develops propositions that explain how a design thinking method is useful in the design of effective AR services. The paper also articulates principles for how to implement the design thinking method in the specific context of AR for enhanced customer experiences.Practical implicationsThe study documents critical practices for retailers seeking to be competitive with superior customer experiences under the increasing digitalization of retailer-customer interactions.Originality/valueThe study contributes to the service design literature by answering the call to develop moderately abstracted explanations of how different digital technologies can be used to provision new services in different application domains, with the focus here being the design of AR services in the context of retail.

The transition towards clinical training presents several challenges for the different healthcare educational programs. Specifically in dentistry, where patient care is an integral part of the undergraduate programs, often including invasive and irreversible procedures, this transition challenges dental educators. Traditionally, following progressive theoretical and skills training at a preclinical level, novice dental students deliver surgical patient care, within relatively unknown clinical situations, as part of their undergraduate learning and training. Crucial safety and ethical questions arise about the traditional educational paradigm in dental education. Using adult learning theories in medical education together with general principals regarding the development of high-level skills and competences as framework, this doctorate research addressed the transition towards clinical training in dentistry from different perspectives. An educational assessment of the preclinical-clinical transition, both from the perspectives of teachers and students, was performed to provide a diagnostic description of the preclinical-clinical gap in dentistry. Opportunities to intervene this transition were found in digital haptic simulation technologies. To gain insight in the implementation progress of extended reality haptic simulation devices in dental education, the experiences of different schools using this technology were gathered. Several challenges and opportunities were reported while extended reality haptic simulation in dentistry keeps on growing and developing. Finally, a novel development in digital simulation for clinical training in dentistry is introduced: a patient-centered training module within extended reality haptic simulation, where digital models of a real patient can be provided for training. With this module trainees can develop their competences focusing on the specific set of clinical skills required for the real clinical procedure, in an environment that enables deliberate practice and repetition. The traditional educational/training workflow in dentistry shifts therefore, into a contextual, problem-based, and need-driven approach that provides students and clinicians with unlimited training opportunities. Moreover, the opportunity to beforehand identify and solve possible challenges of a real clinical procedure in a digital environment, increases safety for all stakeholders of clinical training in dentistry. This development has been rapidly incorporated into several extended reality-haptic-simulation devices integrating data with different CAD-CAM systems. The wide variety of opportunities of integrating technologies for clinical training, based on this development, have already resulted in several educational and clinical experiences available in the literature. The evolution towards creating close-to-reality digital twins of patients and a comprehensive digital training-treating integration in dental training is rapidly moving forward.

Practical learning in the laboratory has been limited due to the COVID-19 pandemic. Conventional education must adapt to increasingly digital technological developments. The design of interactive learning media with augmented reality technology can be a solution and support the previous conventional learning. FunAR is a Furniture Augmented Reality Application developed using the analysis, design, development, implementation, and evaluation (ADDIE) method consisting of ADDIE. In its implementation, the FunAR application will provide basic information about existing equipment in Lab Furniture, accompanied by 2D images, and augmented reality technology that creates 3D objects from each piece of equipment in Lab Furniture. From 15 student respondents, the results reveal that distance, angle, and device specifications significantly impact camera marker reading. A distance of 20 cm to 80 cm and an angle of 25° to 100° can display 3D objects. Likewise, the camera’s ability to process reading markers is better on smartphones with better hardware specifications. The results of the respondents showed that 80% of respondents were satisfied with the FunAR application.

The National Research Council of Canada (NRC) is committed to supporting the scale ai cluster's goals through its Artificial Intelligence for Logistics program, which includes convener support in supply chain and logistics. The program also provides R&D expertise focused on next-generation technology issues to ensure Canadian excellence in logistics for the longer term. Using its national reach, the NRC program is creating linkages between stakeholders, and enabling the advancement of the technologies and firms that will make supply chain and logistics excellence a competitive advantage for Canada., Le Conseil national de recherches du Canada (CNRC) s'est engagé à appuyer les objectifs de la grappe scale ai par l'entremise de son programme Intelligence artificielle au service de la logistique, reliant des organisations dans les domaines de la chaine d'approvisionnement et de la logistique. Le programme tire parti d'une expertise en R-D axée sur les enjeux technologiques de la prochaine génération afin d'assurer l'excellence de la logistique canadienne à long terme. Fort de sa portée nationale, le programme crée des liens entre les intervenants et permet l'avancement des technologies et des entreprises qui fera de l'excellence dans la gestion de la chaîne d'approvisionnement et de la logistique un avantage concurrentiel pour le Canada.

The monograph on "Augmented Reality for Interactive Education" covers a wide range of topics related to the Implementation of augmented reality in modern education platform. Augmented reality (AR) has revolutionized education by making learning interactive and immersive. It enhances student engagement andmotivation, bridging the gap between theory and practice. As AR technology advances, it will continue toreshape education, offering captivating learning experiences. AR is already being utilized in various subjects,and its potential in e-learning is vast. With its integration with mobile learning and other technologies, ARopens up new possibilities for situated learning. Overall, AR has a significant impact on education,transforming the learning landscape and empowering students to reach their full potential.

Augmented Reality (AR) is a technology that allows virtual elements to be superimposed over images of real contexts, whether these are text elements, graphics, or other types of objects. Smart AR glasses are increasingly optimized, and modern ones have features such as Global Positioning System (GPS), a microphone, and gesture recognition, among others. These devices allow users to have their hands free to perform tasks while they receive instructions in real time through the glasses. This allows maintenance professionals to carry out interventions more efficiently and in a shorter time than would be necessary without the support of this technology. In the present work, a timeline of important achievements is established, including important findings in object recognition, real-time operation. and integration of technologies for shop floor use. Perspectives on future research and related recommendations are proposed as well.

This paper presents results from experimental studies that assess the utilization of virtual, augmented, and mixed reality (VR, AR, MR) at different stages of developing personalized 3D printed upper limb prostheses for adult patients. The prostheses are designed automatically using the AutoMedPrint system, leveraging 3D scans as described in various prior publications. Various stages of development of the prosthesis are made as applications of different extended reality technologies. An assembly instruction is implemented as an immersive VR application, a configurator is designed as AR application and a configurator and try-on application is prepared and deployed in MR. The applications are tested by an international group of experts during a scheduled experiment. The experts then participate to surveys and comparatively evaluate the potential of all the XR technologies. The paper presents the development of these applications, provides a detailed account of the experimental process, including the rankings of XR technologies for different applications throughout the lifecycle of a prosthetic device.

The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies.

This study aims to (1) analyze students' reading comprehension using Assemblr media; (2) find out whether this media can foster students' interest in reading. The approach in this research is descriptive qualitative, the subject of this research is 17 students of the 6th grade students of SDIT Al Irsyad Banten. Data were obtained from tests, questionnaires, and interviews. In the learning process, Assemblr is used as a medium or tool for displaying teaching materials. This teaching material is in the form of a story entitled "The Lonely Lion". The reading comprehension activity lasts for 15 minutes. After that, students were given 5 questions related to the contents of the story to find out students understanding. The results showed that reading comprehension was quite good with an average score of 84, and the results of the questionnaire showed 64.7% of students found using Assemblr learning media more fun and growing their interest and motivation in reading. Based on the results of the study, it was concluded that Assemblr can make learning activities interactive and fun with 3D and AR.

To create a truly accessible and inclusive society, we need to take the more than 2.2 billion people with vision impairments worldwide into account when we design our cities, buildings, and everyday objects. This requires sympathy and empathy, as well as a certain level of understanding of the impact of vision impairments on perception. In this study, we explore the potential of an extended version of our vision-impairment simulation system XREye to increase sympathy and empathy and evaluate its educational value in an expert study with 56 educators and education students. We include data from a previous study in related work on sympathy and empathy as a baseline for comparison with our data. Our results show increased sympathy and empathy after experiencing XREye and positive feedback regarding its educational value. Hence, we believe that vision-impairment simulations, such as XREye, have merit to be used for educational purposes in order to increase awareness for the challenges people with vision impairments face in their everyday lives.

Much of the equipment that is used in the chemical and process industry and for handling or treating hazardous substances is subject to deterioration. To manage the risk of major accidents due to this deterioration, the current legislation requires periodic controls that must be carried out to verify the health conditions (ageing). To support the inspectors performing this task, a virtual sensor has been designed and developed. It is a system composed of hardware and software that uses mathematical models and augmented reality to assist in on-field inspections for monitoring and predicting equipment ageing. Currently, there are no AR devices to perform inspections aimed at verifying the integrity of equipment. The virtual sensor collects ageing-related information and returns the corrosion rate, the probability of the critical pit, the corrosion evolution through iso-contour corrosion maps, and the RUL; finally, it allows visualising the equipment condition through augmented reality, (e.g., by means of thickness maps and tables that overlay the equipment). The aim of this paper is to present the graphical interface of the software application, which has been improved to minimise errors due to human–machine interaction. A large diesel storage tank has been used to show how the virtual sensor works.

Augmented Reality (AR) is a technology that can turn virtual objects in the form of two dimensions (2D) or three dimensions (3D) into an object that looks real, then able to display objects in real-time. Using AR technology, you can visualize learning material into 3D objects to make it easier to understand when using it as a learning medium. This research aims to develop an AR application with multiple marker features that can be used as an interactive learning medium. The method used is Research and Development (R&D), and the development model used is 4D. The evaluation used was the Software Usability Measurement Inventory (SUMI), involving 11th-grade which involved 30 students consisting of 20 male students and 10 female students, the parameters assessed in this evaluation were between others are Efficiency, Affect, Helpfulness, Control, and Learnability. Based on the analysis performed on these parameters, the results show that all five parameters obtain valid and reliable results for each parameter in the validity and reliability tests with a Cronbach's alpha score of 0.934 (Efficiency), 0.868 (Affect), 0.917 (Helpfulness), 0.878 (Control), and 0.919 (Learnability). Thus, this multiple marker-based interactive learning media, Augmented Reality (AR), can be used in learning activities.

Augmented reality (AR) permits the visualization of pre-operative data in the surgical field of view of the surgeon. This requires the alignment of the AR device’s coordinate system with the used navigation/tracking system. We propose a multimodal marker approach to align an AR device with a tracking system: in our implementation, an electromagnetic tracking system (EMTS). The solution makes use of a calibration method which determines the relationship between a 2D pattern detected by an RGB camera and an electromagnetic sensor of the EMTS. This allowed the projection of a 3D skull model on its physical counterpart. This projection was evaluated using a monocular camera and an optical see-through device (HoloLens 2) (https://www.microsoft.com/en-us/hololens/) achieving an accuracy of less than 2.5 mm in the image plane of the HoloLens 2 (HL2). Additionally, 10 volunteers participated in a user study consisting of an alignment task of a pointer with 25 projections viewed through the HL2. The participants achieved a mean error of 2.7 1.3 mm and 2.9 2.9$$^\circ $$ ∘ in positional and orientation error. This study showcases the feasibility of the approach, provides an evaluation of the alignment, and finally, discusses its advantages and limitations.

The metaverse has been heralded as a next frontier for fuelling strategic business opportunities. At the same time, recent months have witnessed explosive volatility in the market potential of proposed metaverse offerings. As a result, businesses are struggling to set a meaningful strategic course through an unchartered landscape of fast-paced change. We argue that the success of developing and scaling the metaverse as a vibrant new business ecosystem is largely dependent on the understanding that it is a unified and immersive reality where the physical and synthetic customer experiences seamlessly converge. In turn, crucial to this understanding is the notion that businesses and their customers need to be able to suspend their disbelief that synthetic elements are inherently false. We, thus, advance the metaverse as a differentiated experience by exploring the promise and perils of falsity. We discuss how businesses can strategically embrace falsity by harnessing its intended, as well as mitigating unintended, consequences, while manoeuvring through major technological challenges in capturing customer value. We offer a diverse set of examples that illustrate how these strategies translate into managerial actions to competitively succeed in this new reality.

BACKGROUND: Augmented reality (AR) has become a promising tool in neurosurgery. It can minimise the anatomical challenges faced by conventional endoscopic or microscopic transsphenoidal reoperations and can assist in intraoperative guidance, preoperative planning, and surgical training.OBJECTIVES: The aims of this systematic review are to describe, compare, and evaluate the use of AR in endoscopic and microscopic transsphenoidal surgery, incorporating the latest primary research.METHODS: A systematic review was performed to explore and evaluate existing primary evidence for using AR in transsphenoidal surgery. A comprehensive search of MEDLINE and EMBASE was conducted from database inception to 11th August 2021 for primary data on the use of AR in microscopic and endoscopic endonasal skull base surgery. Additional articles were identified through searches on PubMed, Google Scholar, JSTOR, SCOPUS, Web of Science, Engineering Village, IEEE transactions, and HDAS. A synthesis without meta-analysis (SWiM) analysis was employed quantitatively and qualitatively on the impact of AR on landmark identification, intraoperative navigation, accuracy, time, surgeon experience, and patient outcomes.RESULTS: In this systematic review, 17 studies were included in the final analysis. The main findings were that AR provides a convincing improvement to landmark identification, intraoperative navigation, and surgeon experience in transsphenoidal surgery, with a further positive effect on accuracy and time. It did not demonstrate a convincing positive effect on patient outcomes. No studies reported comparative mortalities, morbidities, or cost-benefit indications.CONCLUSION: AR-guided transsphenoidal surgery, both endoscopic and microscopic, is associated with an overall improvement in the areas of intraoperative guidance and surgeon experience as compared with their conventional counterparts. However, literature on this area, particularly comparative data and evidence, is very limited. More studies with similar methodologies and quantitative outcomes are required to perform appropriate meta-analyses and to draw significant conclusions.

The use of augmented reality (AR) technology is growing in the maintenance industry because it can improve efficiency and reduce costs by providing real-time guidance and instruction to workers during repairs and maintenance tasks. AR can also assist with equipment training and visualization, allowing users to explore the equipment’s internal structure and size. The adoption of AR in maintenance is expected to increase as hardware options expand and development costs decrease. To implement AR for job aids in mobile applications, 3D spatial information and equipment details must be addressed, and calibrated using image-based or object-based tracking, which is essential for integrating 3D models with physical components. The present paper suggests a system using AR-assisted deep reinforcement learning (RL)-based model for NanoDrop Spectrophotometer training and maintenance purposes that can be used for rapid repair procedures in the Industry 4.0 (I4.0) setting. The system uses a camera to detect the target asset via feature matching, tracking techniques, and 3D modeling. Once the detection is completed, AR technologies generate clear and easily understandable instructions for the maintenance operator’s device. According to the research findings, the model’s target technique resulted in a mean reward of 1.000 and a standard deviation of 0.000. This means that all the rewards that were obtained in the given task or environment were exactly the same. The fact that the reward standard deviation is 0.000 shows that there is no variability in the outcomes.

Many researchers in the construction field have explored the utilization of augmented reality (AR) and its impact on the industry. Previous studies have shown potential uses for AR in the construction industry. However, a comprehensive critical review exploring the ways in which AR supports synchronized communication is still missing. This paper aims to fill this gap by examining trends identified in the literature and by analyzing both beneficial and challenging attributes. This work was performed by collecting numerous journal and conference papers, using keywords including “augmented reality”, “construction”, and “synchronous communication”. The papers were then categorized based on the reported attributes that were indicated to be challenges or benefits. Throughout the analysis, several benefits were consistently reported, including training, visualization, instantly sharing information, decision making, and intuitive interaction. Similarly, several challenges were consistently reported, such as difficulty in manipulation, unfriendly interface, device discomfort, and sun brightness. Regarding other attributes, such as field of view, cost, safety hazards, and hands-free mode, researchers provided divergent reports regarding whether they were beneficial or detrimental to AR communication. These findings provide valuable guidance for future researchers and practitioners, enabling them to leverage AR for synchronized communication in ways that consistently offer value.

While Industrial Augmented Reality (IAR) has many applications across the whole product lifecycle, most IAR applications today are custom-built for specific use-cases in practice. This contribution builds upon a scoping literature review of IAR data representations to present a modern, modular IAR architecture. The individual modules of the presented approach are either responsible for user interface and user interaction or for data processing. They are use-case neutral and independent of each other, while communicating through a strictly separated application layer. To demonstrate the architecture, this contribution presents an assembly process that is supported once with a pick-to-light system and once using in situ projections. Both are implemented on top of the novel architecture, allowing most of the work on the individual models to be reused. This IAR architecture, based on clearly separated modules with defined interfaces, particularly allows small companies with limited personnel resources to adapt IAR for their specific use-cases more easily than developing single-use applications from scratch.

The integration of computational intelligence and augmented reality has become increasingly prevalent in dental practices. Three-dimensional (3D) printing techniques have now become routine in orthodontics, prosthetics, and maxillofacial surgery. The objective of this study is to assess the effectiveness of stereolithography (SLA) printed models compared to traditional plaster casts over a three-year period. The experimental dataset consisted of 36 orthodontic patients, each with SLA printed models and plaster casts for both the upper and lower jaws, resulting in a total of 72 scans in the form of Standard Template Library (STL) files and 72 traditional impressions. The upper dental arch models were constructed using an SLA 3D printer, employing a blue 405 nm laser beam to solidify a liquid polymer. The classical plaster casts were prepared in a dental laboratory. The models were retained for long-term orthodontic therapy control. To evaluate the differences between the dental models, a laboratory scanner was used to generate virtual casts. The meshes obtained were adjusted and pre-aligned using the best-fit algorithm. Subsequently, registration of the models was performed using the iterative closest point (ICP) algorithm. Distances between the point clouds and meshes for each point of the printed model were calculated by determining the nearest triangle on the reference mesh (cast). Additionally, the model surfaces were assessed using a scanning electron microscope and a stereomicroscope. The results from 22 experimental datasets indicated a high level of agreement between the plaster casts and virtual surfaces, with a mean absolute difference of 0.018 mm and a standard deviation of 0.17 mm. These values were obtained by averaging 231,178 data points for each comparison. Overall, this study demonstrates the comparability and accuracy of SLA printed models in relation to traditional plaster casts, supporting their potential as reliable alternatives in dental practice.

ICT-based learning media is urgently needed to increase student motivation in learning, especially learning mathematics in flat material. The learning media used is Augmented Reality. Augmented Reality is defined as a technology that combines the real world with the virtual world, is interactive in real time, and is in the form of three-dimensional animation. This type of research is research design research type validation study qualitatively. Students' interest in learning that utilizes technology directly can be seen from their enthusiasm when explained about the barcode which contains augmented reality in the form of the Musi 6 Palembang bridge. Based on the research process that was carried out both during the pilot experiment and teaching experiment, the researchers saw that the enthusiasm of the students was not much different. In addition to increasing the enthusiasm of students, it turns out that there is a barcode containing augmented reality in the form of the Palembang 6 musi bridge about the activities students will be working on, which also helps students understand what they are doing. With the help of explanations from these videos the teacher makes it easier and saves more time because students are not confused when carrying out the activities given

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively.

Augmented Reality (AR) solutions are providing tools that could improve applications in the medical and industrial fields. Augmentation can provide additional information in training, visualization, and work scenarios, to increase efficiency, reliability, and safety, while improving communication with other devices and systems on the network. Unfortunately, tasks in these fields often require both hands to execute, reducing the variety of input methods suitable to control AR applications. People with certain physical disabilities, where they are not able to use their hands, are also negatively impacted when using these devices. The goal of this work is to provide novel hand-free interfacing methods, using AR technology, in association with AI support approaches to produce an improved Human-Computer interaction solution.

The objective of augmented reality (AR) is to add digital content to natural images and videos to create an interactive experience between the user and the environment. Scene analysis and object recognition play a crucial role in AR, as they must be performed quickly and accurately. In this study, a new approach is proposed that involves using oriented bounding boxes with a detection and recognition deep network to improve performance and processing time. The approach is evaluated using two datasets: a real image dataset (DOTA dataset) commonly used for computer vision tasks, and a synthetic dataset that simulates different environmental, lighting, and acquisition conditions. The focus of the evaluation is on small objects, which are difficult to detect and recognise. The results indicate that the proposed approach tends to produce better Average Precision and greater accuracy for small objects in most of the tested conditions., Comment: 11 pages, 4 figures, conference

International audience; We present how we co-designed with a connoisseur a system that visualizes a star-like ribbon joining at the solar plexus and animated it from motion capture data to perform Isadora Duncan’s dances. Additionally, the system visualizes the trace of the solar plexus and specific keyframes of the choreography as key poses placed in the 3D space. We display the visualization in a Hololens headset and provide features that allow to manipulate it in order to understand and learn Duncan’s qualities and choreographic style. Through a workshop with dancers, we ran a structured observation where we compared qualitatively how the dancers were able to perceive Duncan’s qualities and embody them using the system set according to two different conditions: displaying all the future keyframes or displaying a limited number of keyframes. We discuss the results of our workshop and the use of augmented reality in the studio for pedagogical purposes.

Immersive technologies (ImTs) have emerged as a viable pathway to address poor occupational safety and health (OSH) performance through training and education of workers. This study aimed to gain a holistic view of the applications of ImTs for OSH training and education. A review on the application of ImTs for OSH training and education is conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) approach and bibliometric analysis. This resulted in the evaluation of 67 relevant journal articles collected from Scopus, Web of Science, and Engineering Village. The review revealed that ImTs have been applied for OSH training and education in various industries including transportation, construction, mining, and healthcare. It was also revealed that the OSH hazards addressed by ImT-based training and education include but are not limited to fire, fall, electrical and chemical hazards in order to prevent or reduce injuries, illnesses and fatalities. In addition, it was revealed that one of the benefits of ImTs for OSH training and education is better retention of concepts when compared to conventional training and education. Challenges associated with the use of ImTs for OSH training and education include insufficient display brightness for users to effectively see virtual objects in a brightly luminated environment. Among the recommendations for future work is research into how to develop effective communication methods between trainers and trainees immersed in a virtual environment for trainers to fully understand the difficulties trainees experience in operating the developed ImT-based platform and provide solutions to such difficulties.

This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and analyzes the results of a 49-item paper-based questionnaire. In total, 8 research questions were explored. The results of the study revealed that several educational benefits can be yielded when integrating such applications in teaching and learning activities and actively involving students in the design and development process. In particular, the application was assessed as an effective learning tool that could enrich and improve the educational process and create interactive, inclusive, and student-centered learning environments. Its use led mostly to positive effects and experiences while maintaining the negative ones to a minimum and most students expressed positive emotions. Students were able to learn in a more enjoyable and interesting manner, and their motivation, engagement, self-efficacy, and immersion were greatly increased. Students’ innate need for autonomy, competence, and relatedness was satisfactorily met and both their intrinsic and extrinsic learning motivations were triggered. They felt a sense of belonging and cultivated their social skills. The potential of the application to improve students’ knowledge acquisition and academic achievements was also observed. The application also enabled students to improve their computational thinking and critical thinking skills. Therefore, the potential of combining augmented reality, gamification, and serious games to enhance students’ cognitive and social–emotional development was highlighted.

We established a direct communication channel between Microsoft HoloLens 2 and 3D Slicer to exchange transform and image messages between the platforms in real time. This allows us to seamlessly display a CT reslice of a patient in the AR world. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Research supported by projects PI122/00601 and AC20/00102 (Ministerio de Ciencia, Innovación y Universidades, Instituto de Salud Carlos III, Asociación Española Contra el Cáncer and European Regional Development Fund “Una manera de hacer Europa”), project PerPlanRT (ERA Permed), TED2021-129392B-I00 and TED2021-132200B-I00 (MCIN/AEI/10.13039/501100011033 and European Union “NextGenerationEU”/PRTR) and EU Horizon 2020 research and innovation programme Conex plus UC3M (grant agreement 801538). APC funded by Universidad Carlos III de Madrid (Read & Publish Agreement CRUE-CSIC 2023).

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how children communicate and relate to other people and the world around them. Emerging studies have shown that neurofeedback training (NFT) games are an effective and playful intervention to enhance social and attentional capabilities for autistic children. However, NFT is primarily available in a clinical setting that is hard to scale. Also, the intervention demands deliberately-designed gamified feedback with fun and enjoyment, where little knowledge has been acquired in the HCI community. Through a ten-month iterative design process with four domain experts, we developed Eggly, a mobile NFT game based on a consumer-grade EEG headband and a tablet. Eggly uses novel augmented reality (AR) techniques to offer engagement and personalization, enhancing their training experience. We conducted two field studies (a single-session study and a three-week multi-session study) with a total of five autistic children to assess Eggly in practice at a special education center. Both quantitative and qualitative results indicate the effectiveness of the approach as well as contribute to the design knowledge of creating mobile AR NFT games.

This research studied people’s responses to requests that ask for accessing their personal information when using augmented reality (AR) technology. AR is a new technology that superimposes digital information onto the real world, creating a unique user experience. As such, AR is often associated with the collection and use of personal information, which may lead to significant privacy concerns. To investigate these potential concerns, we adopted an experimental approach and examined people’s actual responses to real-world requests for various types of personal information while using a designated AR application on their personal smartphones. Our results indicate that the majority (57%) of people are willing to share sensitive personal information with an unknown third party without any compensation other than using the application. Moreover, there is variability in the individuals’ willingness to allow access to various kinds of personal information. For example, while 75% of participants were open to granting access to their microphone, only 35% of participants agreed to allow access to their contacts. Lastly, monetary compensation is linked with an increased willingness to share personal information. When no compensation was offered, only 35% of the participants agreed to grant access to their contacts, but when a low compensation was offered, 57.5% of the participants agreed. These findings combine to suggest several practical implications for the development and distribution of AR technologies.

This study aims to determine the effect of Augmented Reality on student learning outcomes. This study consists of two variables: Augmented Reality as the independent variable and student learning outcomes as the dependent variable using quantitative meta-analysis research. The instrument used is an article coding sheet containing the data needed for meta-analysis in the form of mean data, the number of samples, and the standard deviation of control and experimental groups from articles that have passed the selection based on inclusion and exclusion criteria obtained through Google Scholar search. The results of the meta-analysis on 13 research articles obtained a summary effect (average effect size) of 0.541 which means that augmented Reality has a significant positive effect on student learning outcomes based on the effect size category set by Cohen. The results of the publication bias test show that the conclusion of the meta-analysis is not indicated by publication bias, as evidenced by the results of the funnel plot, egger test, and fail-safe N results. This study concludes that there is an effect of Augmented Reality on student learning outcomes.

Natural Sciences (IPA) is a science related to human endeavors in understanding and finding out about the universe through precise observations and using procedures that can be explained by reasoning so as to get a clear conclusion. There are 5 main branches in Natural Sciences, namely Astronomy, Biology, Chemistry, Earth Sciences, and Physics. Science learning should be able to provide direct experience so as to increase the ability to understand and apply the concepts that have been learned. Anatomy is a branch of biology that deals with the structure of living things, in the anatomy of the human body, there are organs that support the formation of the body as a whole. The organs of the body such as bones, joints, skeletal muscles, brain, digestive system, and circulatory system and other organs. The digestive system is a process of mechanically and chemically breaking food into a form that is easier for the body to absorb. interactively in real time. The existence of technology in the form of Augmented Reality will facilitate the process of introducing information and displaying Anatomy Learning objects. This research aims to introduce anatomy to a digestive system in the human body using Augmented Reality technology which can facilitate students in the learning process. The software development method used to design and implement traditional musical instrument recognition applications is the Rational Unified Process method. Application testing is carried out using black-box testing and user testing. User testing was carried out by distributing questionnaires at SMP Negeri 2 Pedamaran Timur. Testing user satisfaction is calculated using a Likert scale and the results of questionnaire questions which can have a final score of 87% which is included in the strongly agree category

South Sumatra has several traditional musical instruments in the form of Burdah OKU, Gong, Kolintang, Flute, Gambus, Trumpet, Weaving, Genggong, Tambourine, Kenong Basemah. In this research, an application for recognizing traditional South Sumatran musical instruments has been designed and implemented by utilizing Augmented Reality technology. Augmented Reality is a combination of real objects and virtual objects that run interactively in real time. With the existence of technology in the form of Augmented Reality, it will facilitate the process of recognizing information and displaying objects of traditional musical instruments in South Sumatra. This research aims to help reintroduce residents to increase their knowledge of traditional musical instruments in South Sumatra. The software development method used to design and implement traditional musical instrument recognition applications is the Rational Unified Process method. Application testing is carried out using black-box testing and user testing. User testing was carried out by distributing questionnaires at Madrasah Ibtidaiyah Marfu'ah to grade 5 students. User satisfaction testing was calculated using a Likert scale and the results of the questionnaire questions obtained had a final score of 91% which was included in the strongly agree category

This study focuses on the relationship between community-based knowledge construction and participatory technology design. Contextualized against digital divide research, the goals of this study are twofold: understand how students from a low socioeconomic background perceive an emerging technology as a tool to learn with and understand how the iterative and inherently reflective process of technology design may influence student knowledge construction. Grounded in distributed cognition theory, this study examines this relationship by co-designing an augmented reality book with an eighth-grade class in New England, USA. Augmented reality (AR) is an emerging technology that allows users to place virtual models into the physical world using a mobile device or headset. The students created a book about COVID-19 and worked with the researcher to build an iOS app that projected virtual models atop the book. The analysis answers questions about how students perceive and use AR as a tool to learn with, demonstrating that students use AR as an exploratory tool, first broadly across a diverse set of topics, and then deeper into specific details. The study also examines the influence of iteration, observing how students switched between roles of producer and consumer as they sought to improve the app, thereby encouraging critical reflection on the material. Ultimately, this study shows the ways in which individual students used the unique affordances of AR to contribute and modify information for the advancement of the community’s knowledge.

The objective of this work is to propose the development of a virtual electronics laboratory with an aeronautical radar simulator using immersive technologies to help students learn. To verify whether this proposal was viable, the systematic literature review (SLR) methodology was used, whose objective was to verify whether immersive technologies were being used effectively in education and, also, what challenges, opportunities, and benefits they bring to Education 4.0. For this, eight Research Questions (RQs) were formulated to be answered by articles based on the highest SLR scores. The results presented by SLR were as follows: there was an increase in the use of immersive technologies in education, but virtual reality (VR) is still more used in education than AR, despite VR being more expensive than AR; the use of these new technologies brings new challenges, opportunities, and benefits for education; there was an increase in the quality of teaching for complex subjects; and there was an increase in students’ interest in the content presented.

Flood management and media production planning are both tasks that require timely and sound decision making, as well as effective collaboration between professionals in a team split between remote headquarter operators and in situ actors. This paper presents an extended reality (XR) platform that utilizes interactive and immersive technologies and integrates artificial intelligence (AI) algorithms to support the professionals and the public involved in such incidents and events. The developed XR tools address various specialized end-user needs of different target groups and are fueled by modules that intelligently collect, analyze, and link data from heterogeneous sources while considering user-generated content. This platform was tested in a flood-prone area and in a documentary planning scenario, where it was used to create immersive and interactive experiences. The findings demonstrate that it increases situation awareness and improves the overall performance of the professionals involved. The proposed XR system represents an innovative technological approach for tackling the challenges of flood management and media production, one that also has the potential to be applied in other fields.

In the last ten years, Virtual Reality (VR) and Augmented Reality (AR) technologies have been rapidly developed as a means to distribute digital content and to disseminate organizations worldwide. Cultural industry adopted these technologies and developed applications as a means of strategic development in the digital world and in order to “internationalize” their audience. Moreover, these technologies offered the opportunity to reshape the whole industry by enriching (physical and digital) visitors’ experiences. Current research provides evidence about developing VR and AR tools that can act as internationalization facilitators when it comes to cultural industry. Research was conducted during the “VARSOCUL” project funded by the European Regional Development Fund (ERDF) as part of the Greek National Scope Action entitled “RESEARCH-CREATE-INNOVATE”. The project’s main result are presented, alongside with VR and AR tools developed.

The widespread usage of BIM and technological advances in augmented reality (AR) paves the way for Construction 4.0. This digital transformation has reached the construction industry and requires consideration of all life cycle phases. The approval phase has been little researched to date. In Vienna, the analogous process takes up to 18 months. This long duration inhibits progress in the building industry. One reason for this is objections from parties who are nonexperts and have difficulty understanding the project solely from its 2D plans. Therefore, the City of Vienna wants to redesign the building authority processes through the use of BIM and AR in the BRISE-Vienna research project. This article examines possible applications for public authorities. AR can be utilised at the interface between authorities and stakeholders and is intended to accelerate processes through better communication. For the City of Vienna, 12 AR use cases were developed from process analyses and expert interviews. In addition to the conception of the AR use cases for public authorities, a study was carried out regarding their benefits and feasibility. The use cases have the potential to increase the understanding of the project for experts and nonexperts. The best-rated AR use cases (plan checking and hearing during the permission process) will be further developed in the research project. The AR use cases should help to significantly accelerate processes in Vienna and, thus, serve as a basis for other cities and countries.

One of the natural disasters currently happening in Indonesia is an earthquake. An earthquake is a condition where the earth shakes due to volcanic activity and collisions due to the movement of the earth's plates. Earthquake activity causes many problems. One of them is liquefaction. Liquefaction is an event that indicates a loss of soil shear strength due to an increase in pore water pressure. This occurs because the earthquake load occurs so quickly and briefly. Liquefaction is an illustration of the effect of an earthquake so that the soil layer loses its strength. The public rarely knows the phenomenon of earthquakes and liquefaction. Not many people know how the process of the movement of the earth is the forerunner of earthquakes, especially people with hearing impairments. They could only feel an earthquake. Therefore, there is a need for education that can be conveyed to the public. Educational techniques in the virtual form will be a special attraction for people, especially people who are deaf or hard of hearing. Augmented Reality (AR) technology is a technology where virtual objects and real objects are combined. The AR is used to create virtual and interactive learning media. This study produced an application as a learning media that utilizes AR technology with the Marker Based Tracking method. The technology was developed using the MDLC (Multimedia Development Life Cycle) method for the learning media to be more interactive. The results of the tests concluded that the application could be used as an interactive learning medium to increase knowledge about earthquakes and the effects of liquefaction on the community. &nbsp

The internet-of-things (IoT) refers to the growing number of embedded interconnected devices within everyday ubiquitous objects and environments, especially their networks, edge controllers, data gathering and management, sharing, and contextual analysis capabilities. However, the IoT suffers from inherent limitations in terms of human-computer interaction. In this landscape, there is a need for interfaces that have the potential to translate the IoT more solidly into the foreground of everyday smart environments, where its users are multimodal, multifaceted, and where new forms of presentation, adaptation, and immersion are essential. This work highlights the synergetic opportunities for both IoT and XR to converge toward hybrid XR objects with strong real-world connectivity, and IoT objects with rich XR interfaces. The paper contributes i) an understanding of this multi-disciplinary domain XR-IoT (XRI); ii) a theoretical perspective on how to design XRI agents based on the literature; iii) a system design architectural framework for XRI smart environment development; and iv) an early discussion of this process. It is hoped that this research enables future researchers in both communities to better understand and deploy hybrid smart XRI environments.

The field of augmented reality (AR) and human behavior emerged when Azuma et al. (2001) refined the term augmented reality in 2001. Research on the topic has grown steadily in the past decade, yet there is a notable lack of consensus on humans' motivations and outcomes in interacting with AR. The present research takes a bibliographic approach to shed light on current research on AR in human-computer interaction and, using topic modeling, to identify and classify the topics that have drawn researchers' interest. The results reveal three major topics of interest to researchers, namely "Education, Learning & Training Research", "Marketing, Consumer Behavior & Business Research", and "Digital Tourism & Cultural Heritage Research". Drawing upon coauthorship theory, we identify prominent AR expert co-authorship networks that work on similar topics, yet also highlight that AR research is concentrated in a few research groups that publish articles with similar groups of authors and little outside their own networks. Together with AR experts from the four largest co-authorship networks, we highlight the common challenges that emerge in AR research, suggest solutions, and jointly propose a research agenda for AR and human behavior research.

My interest is in ‘extended reality’ (XR) technologies, particularly augmented reality (AR), and the worlds that they are creating. Worlds that transcend the border between the real and the virtual. This edition of the UOU scientific journal (Borders) is a useful moment for me to bring my thoughts together and to consolidate them into a ‘student’ essay submission for the journal. It tells a story and reflects upon my engagement with a module on my MA in Architectural and Urban Design degree. I hope it provokes others, likewise, to reflect upon the theme. Note: The title “Meet yourself as you really are” comes from a 1936 psychology book of the same name by Prince Leopold Loewenstein and William Gerhard.

It is important to preserve our cultural identity through the preservation of our mother tongue, contributing to its dissemination. Augmented reality (AR) is a great ally of education that provides efficiency, and productivity and increases the interest of students in their academic activities. An AR application was developed for learning Quechua in preschool children, thus improving their learning, satisfaction, and preference compared to traditional teaching. Previously, learning styles were identified for better coverage of the application; the design thinking methodology was applied for the development of the application, then the respective tests were conducted where it was obtained that the children's performance improved by 28.3% more compared to traditional teaching, with an average satisfaction of 89% of the classrooms, and 81% of students' preference. It was concluded that the proposed application considerably favors the written and audiovisual learning of the Quechua language in preschool students.

In recent years, both Virtual Reality (VR) and Augmented Reality (AR) technology have shown great promise for the instruction of individuals with autism spectrum disorder (ASD) by simulating real-world experiences in a safe and controlled environment. However, there are many reports of the failure of such research to include individuals with both ASD and Intellectual Disability (ID). The present scoping review consists of 20 studies which utilized VR/AR to teach various skills to children and youth with comorbid ASD and ID. Findings show that within the small number of eligible studies, a great deal of variation exists in essentially every intervention element (e.g., identification of ID, VR/AR equipment, target skills). Beyond increasing the quantity of VR/AR intervention research conducted on this population, the current review suggests the need for greater uniformity and consistency to improve research, practice, and the lives of those with ASD and ID who may benefit from such interventions.

Location-based Augmented Reality applications are increasingly used in many research and commercial fields. Some of the fields that these applications are used are recreational digital games, tourism, education, and marketing. This study aims to present a location-based augmented reality (AR) application for cultural heritage communication and education. The application was created to inform the public, especially K12 students, about a district of their city with cultural heritage value. Furthermore, Google Earth was utilized to create an interactive virtual tour for consolidating the knowledge acquired by the location-based AR application. A scheme for evaluating the AR application was also constructed using factors suitable for location-based applications: challenge, educational usefulness (knowledge), collaboration, and intention to reuse. A sample of 309 students evaluated the application. Descriptive statistical analysis showed that the application scored well in all factors, especially in challenge and knowledge (mean values 4.21 and 4.12). Furthermore, structural equation modeling (SEM) analysis led to a model construction that represents how the factors are causally related. Based on the findings, the perceived challenge significantly influenced the perceived educational usefulness (knowledge) (b = 0.459, sig = 0.000) and interaction levels (b = 0.645, sig = 0.000). Interaction amongst users also had a significant positive impact on users’ perceived educational usefulness (b = 0.374, sig = 0.000), which in turn influenced users’ intention to reuse the application (b = 0.624, sig = 0.000).

This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using com puters, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

Most current surgical navigation methods rely on optical navigators with images displayed on an external screen. However, minimizing distractions during surgery is critical and the spatial information displayed in this arrangement is non-intuitive. Previous studies have proposed combining optical navigation systems with augmented reality (AR) to provide surgeons with intuitive imaging during surgery, through the use of planar and three-dimensional imagery. However, these studies have mainly focused on visual aids and have paid relatively little attention to real surgical guidance aids. Moreover, the use of augmented reality reduces system stability and accuracy, and optical navigation systems are costly. Therefore, this paper proposed an augmented reality surgical navigation system based on image positioning that achieves the desired system advantages with low cost, high stability, and high accuracy. This system also provides intuitive guidance for the surgical target point, entry point, and trajectory. Once the surgeon uses the navigation stick to indicate the position of the surgical entry point, the connection between the surgical target and the surgical entry point is immediately displayed on the AR device (tablet or HoloLens glasses), and a dynamic auxiliary line is shown to assist with incision angle and depth. Clinical trials were conducted for EVD (extra-ventricular drainage) surgery, and surgeons confirmed the system’s overall benefit. A “virtual object automatic scanning” method is proposed to achieve a high accuracy of 1 ± 0.1 mm for the AR-based system. Furthermore, a deep learning-based U-Net segmentation network is incorporated to enable automatic identification of the hydrocephalus location by the system. The system achieves improved recognition accuracy, sensitivity, and specificity of 99.93%, 93.85%, and 95.73%, respectively, representing a significant improvement from previous studies.

This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using computers, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

The internet-of-things (IoT) refers to the growing field of interconnected pervasive computing devices and the networking that supports smart, embedded applications. The IoT has multiple human-computer interaction challenges due to its many formats and interlinked components, and central to these is the need to provide sensory information and situational context pertaining to users in a more human-friendly, easily understandable format. This work addresses this by applying mixed reality toward expressing the underlying behaviors and states internal to IoT devices and IoT-enabled objects. It extends the authors’ previous research on IoT Avatars (mixed reality character representations of physical IoT devices), presenting a new head-mounted display framework and interconnection architecture. This contributes i) an exploration of mixed reality for smart spaces, ii) an approach toward expressive avatar behaviors using fuzzy inference, and iii) an early functional prototype of a hybrid physical and mixed reality IoT-enabled object. This approach is a step toward new information presentation, interaction, and engagement capabilities for smart devices and environments.