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In order to better promote the use of mobile technology in the field of language education, we created an augmented reality mobile game, Guardians of the Mo‘o, for ESL (English as Second Language) learners to enhance their cultural understanding, communicational skills and also language development. Through detailed analysis of the video recorded play-through data, we found that students were able to coordinate their actions and engage in both the virtual and physical world during problem-solving processes. Thus, we argue that the embodied gaming environment which Guardians of the Mo‘o provided afforded the dynamic learning experience, and it is a successful exploration of using mobile technology in creating a new learning environment.

The development of new technologies surveying has allowed great strides to acquire spatial data for various applications. Among these, it the scanner technology is one of the methods That Allows for rapid and detailed acquisition of date. Particular and interesting application Concerns The Importance of cultural context as in the surveying of buildings, statues and artifacts and dissemination through Android apps, augmented reality and Webgis thus putting at the disposal of technical and historical information community through the use of new technologies. (C) 2016 The Authors. Published by Elsevier Ltd.

Augmented Reality (AR) is a technology that augments reality with either two or three dimensional computer generated imagery (CGI), objects and/or information, and allows users to interact with them. AR on mobile devices are evolving and offer a great deal of potential in terms of learning and training. This paper discusses the development process of a mobile prototype learning environment that utilises mobile-Augmented Reality (mAR). The prototype is called the Human Anatomy in Mobile Augmented Reality or HuMAR, and the selected learning topic is the anatomy of the human skeletal structure. The main objective of HuMAR is to aid students and it could potentially enhance their learning process. There has been a report stating that there is a decline in retaining and generating long lasting information longer when learning the abovementioned topic. This paper describes the theory, concept, prototype development and results of HuMAR taken from a pilot test. The pilot test used the experimental method with science's students from three different universities. The objectives of the pilot test were to consolidate users’ experience from a didactic and technical point of view. Based on the results of the pilot test, it is concluded that students were satisfied with HuMAR in terms of its usability and features; which in turn could have a positive impact in their learning process.

The study on augmented reality and its use in education, that is a base of this paper, arises from the needs of deeper notional and content definition of augmented reality in the context of education and sought to examine this issue from the technological psychological, physiological and didactical points of view. Primarily, it deals with the description of technological-functional properties and specifics of augmented reality, specifications of the significance of combining real environment with added information for information value of the provided content, identifying methodology of augmented reality, defining the system of criteria for technology solutions and didactical use of augmented reality and generating didactical aspects of augmented reality in education. This paper focuses on identification of the perceptual and technological aspects of augmented reality and on categorization of augmented reality systems.

This article discusses the use of new media in education and shows new opportunities but also risks of the use of these technologies, especially in the tourism and history. New media through a new user interface facilitates controlling of mobile applications thanks to motion and geolocation sensors and allows the data visualization in dependence on the surroundings of the user. The article will focus on the technology of augmented reality (AR) and describe how this technology can be used in education. Augmented reality is one of the newest technologies, which offers new ways how to educate effectively and attractively.

The aims of this research were to: 1) design Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy, and 2) evaluate and certify the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The research is divided into two steps: 1) designing Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy 2) evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The sample consisted of seven experts by purposive sampling. The sample must have relevant experience at least three years, consisting of three experts in Connectivism, two experts in Augmented Reality (AR) and two experts in scientific literacy. The form for evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy was used as a research tool. The mean and the standard deviation were used to analyze data. The results showed that the developed Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy is composed of four major components as follows: 1.1) The components of learning environment 1.2) The learning process to enhance scientific literacy 1.3) The characteristics of environment and 1.4) The scientific literacy 2) The nine experts evaluated and certified the Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The overall suitability was rated as “Most”. 2.2) The overall suitability of learning process to enhance scientific literacy was rated as “Most” and 2.3) The overall suitability of characteristics of environment was rated as “Most”.

Across the globe, over 3 billion hours a week are devoted to gaming, and with the ubiquitous presence of mobile technologies, gaming is now also mobile. A well-developed video game will keep a player enthralled for hours on end. What if educators could engage learners the way video games engage players? In fact, many educators are turning to gamification to do just that. Gamification uses game-based mechanics, and game thinking to engage people, motivate action, and promote learning. The principal goal of this research is to assess the potential of a new mobile learning tool Explorez . Explorez was created for first-year University French students in order to bridge the gap between gaming and education through quest-based learning and augmented reality. Using GPS, Explorez transforms the University of Victoria, B.C. campus into a virtual francophone world, where students interact with characters, items, and media as they improve their French language skills and discover their campus. This paper explores potential benefits and limitations to this prototype learning-tool, via a case study.

In the contemporary landscape, human interaction is characterized by the pervasive mediation of intelligent agents. Owing to advances in computer science and engineering, phenomena once limited to fixed locations are metamorphosing from extraneous entities to implicit components of the everyday. Computing power has simultaneously enhanced and miniaturized to the extent that contemporary consumer devices demonstrate power equivalent to or greater than that of personal computers of recent memory. At the same time, network connectivity has proliferated to ubiquitous levels, reflected in the fact that the amount of inanimate objects connected to the Internet has recently surpassed the human population of earth. Digitally mediated experiences are thus no longer the province of fixed-line terminals; rather than projecting a virtual avatar of oneself into a synthetic environment, elements of that environment are extricated and placed into the physical domain. In this landscape, the concept of augmented reality (AR) has emerged as a way to visualize the pervasive virtual information woven into the physical environment. However, research on the phenomenon has largely remained technical in nature; the collective body of work which seeks to understand its role in society has remained comparatively limited. This paper aims to bridge the divide between these hitherto disparate research avenues. The paper affords particular attention to the impact of AR on the discipline of marketing communications, as the domain's interest towards phenomenon accelerates; following the motifs of historically innovative phenomena such as television and the Internet. Through a qualitative approach, the paper derives insight from key social actors, resulting in a number of findings used as a foundation to build knowledge on the nascent role of AR in the marketing communications domain. A model is presented which schematizes an approach to the deployment of AR, formalizing the collective intelligence of those key social actors. The aim of the paper is thus to propose heuristics for marketing professionals who seek to implement AR as a component of a communications programme, and increase the collective knowledge of the discipline on this enigmatic phenomenon. The proposed model is dual-natured, highlighting not only the unique attributes of AR, but emphasizing the robustness of traditional best practice values to which its implementation must adhere. The latter represents a recurring theme throughout the research findings; a potentially significant one given the singular nature of the phenomenon and the tendency towards the novel observed in many of its early applications.

An increasing number of applications that use virtual reality technology have appeared in the classroom recently. Augmented reality (AR) uses humanized and interactive operations to allow students to learn from a total immersion experience. The market for keyboard- and mouse-based gaming is gradually being replaced by real-time interactive and sensory games. The application of AR technology can be seen in a variety of areas such as news, travel, sports, and commercials in which tangible and exciting experiences occur. Educators and technical developers are beginning to exploit the capabilities of AR technologies to enable new forms of learning in various fields. AR uses virtual objects that simulate a real environment and, if it can integrate image recognition and detection technology, its influence in gaming and education could be powerful. This study develops an AR system and tries to determine its advantage and drawbacks.

During the course of “Fundamentals and applications of Science of Representation - Geometric drawing” (held at the Faculty of Engineering at the University of Palermo) we successfully tested the adoption of informatics tools to enhance the comprehension and the critical analysis of complex figures in the geometrical space. The peculiarity in the teaching methodology was the adoption of interactive software products (Cabri Geometre and GeoGebra concerning dynamic and geometrical constructions; the well-known Rhinoceros plug-in, Grasshopper, about generating algorithms; Linceo regarding implementing the graphic display of complex solids in augmented reality). According to our experience within didactic laboratories, the adoption of ICT allowed us to stimulate and interest students towards subjects of descriptive and projective Geometry and the expected results are very satisfactory. In this paper we show some of the most interesting examples of geometric constructions created by students.

13th International Educational Technology Conference -- OCT 30-NOV 01, 2014 -- Lisbon, PORTUGAL, WOS: 000360920300086, Along with the fast developments in mobile technologies, the need to learn mobile learning has become more important. The easy usage and easy accessibility of these mobile devices have made them more significant than ever. This study gains importance in extend of the need for mobile learning and meeting the new learning conditions. In addition, handling the current and the future mobile learning and suggesting some new ideas about it are also considered as important topics. (C) 2013 The Authors. Published by Elsevier Ltd.

The rapid evolution of technology has changed the face of education, especially when technology was combined with adequate pedagogical foundations. This combination has created new opportunities for improving the quality of teaching and learning experiences. Until recently, Augmented Reality (AR) is one of the latest technologies that offer a new way to educate. Due to the rising popularity of mobile devices globally, the widespread use of AR on mobile devices such as smartphones and tablets has become a growing phenomenon. Therefore, this paper reviews several literatures concerning the information about mobile augmented reality and exemplify the potentials for education.

Augmented Reality is considered as one of the highly sophisticated technologies in research field of virtual reality. It generates the virtual information to the real world to the user's perception and interaction to perform the tasks. Graphics, Audio-visual and Interaction (GAI) based mobile Augmented Reality is a Human Computer Interaction technology where user can view the multimedia content (like video, 2D, 3D, text, animation) with audio visuals in augmented environment. GAI based mobile AR system allows user to develop their own Augmented Reality applications and games. This system based on Symbian and Android Smartphone where the users can use their Smartphone's camera for real time video capturing and rendering virtual object augmented environments. Users can interact and control the virtual objects by touch in touch enable phone or by button in non touch phone. The general purpose of this technology is to introduce multimedia base Mobile Augmented Reality to user. This paper describes the potential of AR in mobiles and how the various useful features like 2D/3D object, audio, video can be implemented in Mobile AR.

In this study, we proposed a cubic net assisted learning system by using Kinect sensor technologies for enhancing learners’ spatial ability. The content of the system is based on the geometric learning theory, and 3D real-time objects used to provide the different viewing angle control. The goal of the proposed system is to facilitating learners’ motivation by providing realistic 3D-visual materials and to evaluate the effects of specific operating experiences. As the advantages of Kinect SDK (Software Development Kit), our system employs body and depth tracking function to help learners using their hand to operate objects. The result of the System Usability Scale (SUS) showed that our system is usability and learnability. According to the evaluation results, we concluded that Kinect sensor assisted learning system not only could promote in developing the students’ spatial visualization skills, but also encourage them to become the active learner.

This work follows up the validation and usability study done over an augmented reality based application for the development of the spatial skills of engineering students. In this paper can be found all work done prior to its commercial launch for widespread use. In addition, a study will be done to find out the influence of the display device (computer screen or head-mounted display) in terms of spatial ability acquisition and improvement, as well as the time required in terms of using them.

In the actual curriculums of engineering degrees in the framework of the European Higher Education Area (EHEA), the spatial vision skill is considered as a competence that should be developed by students. The teachers of Graphic Design are struggling to achieve that students develop those tasks which require spatial visualization and reasoning abilities. This is the source of interest for developing and validating applications and procedures which might be included in the curriculum of Graphic Engineering for providing the students with good levels of spatial skill. This paper presents a satisfaction study about the tools and didactic material designed to evaluate the effect of attending several intensive remedial courses based on three different methodologies: Virtual Reality (VR), Augmented Reality (AR) and Portable Document Format 3D (PDF3D) intended to improve the spatial ability of freshmen engineering students.

Traditionally, environment orientations are given via signposts, tour guides, or through the web. However, these methods cannot construct a personal context-aware learning environment. With the advancement of augmented reality (AR) and smart phone devices containing a built-in camera, Internet connection, GPS technology and a compass device, mobile learning, or ubiquitous context-aware learning, becomes easy and boundary-free. AR technology creates a user-centered, visualized operation, and a real-time-feedback learning environment. For campus touring purposes, AR enhances users learning interest, and therefore reinforces learning. To explore how AR mobile learning can help visitors become familiar with an environment, a smart phone AR implementation tool, Layar, was used. A prototype campus touring system for Fu-Jen Catholic University was developed and reviewed by two focus groups (freshmen). Interview data were collected. The thoughts and reactions from these two focus groups were summarized. Findings of the research reveal that the smart phone AR campus touring system provides hidden information in a real environment, giving freshmen instant assistance if they have gotten lost, and is a good personal mobile learning tool. However, to make the smart phone AR touring more effective, suggestions are provided for further implementation.

This paper presents an analysis of the educational experiences related to the use of mobile devices in the classroom. The article includes a proposal in which Augmented Reality technologies are applied to support the explanation of concepts by means of the addition of information to the object being recorded by a mobile device. This technique relies on analysis of the image features and their combination using a software application that overlaps stored data with real images. This methodology is set to improve the educational learning output of students through the application of these technological resources.

Augmented Reality (AR) applications have become widespread with the continued miniaturization of technology. With the increasing use of smart phones, which often provide increased processing power, enhanced and open software platforms, Augmented Reality has become instrumental in the way we perceive our surroundings and the information that it carries. Augmented Reality has also become a welcome visualization tool for many fields, not restricted to Human-Computer Interaction. In this paper we present a novel approach for building interactive interfaces using Augmented Reality and we give an example how one can use our framework for creating games to collect common sense knowledge from users. We present a software framework for ubiquitous Augmented Reality enhancement for human-computer interaction called UIAR (User Interface through AR). Our framework improves on four areas in Augmented Reality development that we currently see lacking.

The VisualYzARt project intends to develop research on mobile platforms, web and social scenarios in order to bring augmented reality and natural interaction for the general public, aiming to study and validate the adequacy of YVision platform in various fields of activity such as digital arts, design, education, culture and leisure. The VisualYzARt project members analysed the components available in YVision platform and are defining new ones that allow the creation of applications to a chosen activity, effectively adding a new language to the domain YVision. In this paper we will present the role of the InstitutoPolitécnico de Santarém which falls into the field of education. VisualYzART is funded by QREN – Sistema de Incentivos à Investigação e Desenvolvimento Tecnológico (SI I&DT), Project n. º 23201 - VisualYzARt (from January 2013 to December 2014). Partners: YDreams Portugal; Instituto Politécnico de Santarém - Gabinete de e-Learning; Universidade de Coimbra - Centro de Informática e Sistemas; Instituto Politécnico de Leiria - Centro de Investigação em Informática e Comunicações; Universidade Católica do Porto - Centro de Investigação em Ciência e Tecnologia das Artes. info:eu-repo/semantics/publishedVersion

Migration to new visualization techniques is a trend that allows for a better spatial understanding. In order to evaluate the resilience ability of first-year students of Spanish architecture degree, we have compared two learning methodologies: the traditional generation of printed plans, and the generation of interactive 3D models using new systems of publication and interaction. The main objective of the study is to evaluate the new methodology that assumes that the use of friendly technology in the classroom makes it much easier and satisfying for students to follow the subjects, allowing better acquisition of the skills they are learning.

Augmented reality is a human-machine interaction tool that presents information generated by computer on the real world using a camera. Augmented reality technology has the potential to draw students’ attention to visualize a layer of information on real objects using handheld devices such as tablets and smartphones. The objective of this study was to assess students’ perception of the use of augmented reality in learning microprocessor. Therefore, a mobile application was designed and developed by integrating elements of augmented reality for teaching and learning this topic. This study was conducted based on the ADDIE model that consists of five phases: Analysis, Design, Development, Implementation and Evaluation. The study found that students’ perception of the use of augmented reality is positive based on the average mean score. However, the disadvantage of this application is the use of images as compared to the use of real microprocessor as the learning object. An area for future study is to assess the students’ perception of the use of real objects as the learning object in using mobile augmented reality application.

In this study. we develop a new technology. how the virtual environment 3D computer should be able to recognize human hand as part as virtual object. so it can interact with virtual environment for education. This research is using Nonparametric Belief Propagation (NBP) as a tracker in virtual interaction by using Augmented Reality (AR). the problem that arise in AR is how to read marker. so it can display a virtual object that has been computed before. basically NBP is used to read the geometry model of human hand. then the result from the processing of the human hand model geometry is used as a marker. so it can interact with a virtual environment on AR as one of the HCI model implementation. This process is intended for the movement of human hands that have been read as a virtual object can communicate virtually using image processing.

Paper deals with visual perception, which is a prerequisite for the functioning of augmented reality and very important area in the context of the use of augmented reality in education. The paper aims to analyse the specifics of visual perception and lists the characteristics of augmented reality systems and applications from the perceptual point of view. Characteristics of augmented reality from the point of view of visual perception reflect primarily the form and the nature of the added information, cognitive difficulty of processing information presented to a user, its decoding and processing, properties of augmented reality systems and their potential applications in education.

This paper investigates 3D immersive and collaborative environments designed for educational purposes, as a support for constructivist and experiential learning models, appropriate for artistic education and skill transfer, and in particular for teaching and learning the art of traditional design. The author's research method is based on a comparative analysis of educational environments based on Virtual Reality (VR) and respectively on Augmented Reality (AR)/Mixed Reality (MR) as particular immersive environments for developing student's 3D spatial skills, their cultural awareness and also for enabling self-training and social and professional collaboration. An additional purpose of the paper is to present design criteria to consider when creating high quality virtual educational spaces. The author will apply these findings in a doctoral thesis, and also in a research project at the National University of Arts, Bucharest, regarding an e-learning system for traditional design.

This paper introduces an Augmented Reality application for teaching practice of electrical engineering. In order to improve the student«s autonomy and self-ability we have developed new practical AR-manuals for being used in the Electric Machines Laboratory. We have used these AR-manuals and the classical ones observing an improvement in both learning and students« motivation. The augmented information consists in 3D models, animations and sound which are superimposed over real objects helping the students in specific tasks’ training. The user provided with a tablet PC or HMD with webcam will be able to visualize on screen the virtual objects added to the real scene.