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

Background Objective Method Results and Conclusions Cultivating students' problem‐solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)‐based QPIE training mode.To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR‐QPIE training mode, while the other class of 22 learners used the conventional QPIE (C‐QPIE) training mode.The results revealed that the AR‐QPIE training mode enhanced learners' learning achievement, self‐confidence, and several dimensions of learning perceptions more than the C‐QPIE training mode. Besides, in terms of the evaluation of case‐handling performance, the AR‐QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C‐QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case‐handling performance, and improve their self‐confidence in the workspace. [ABSTRACT FROM AUTHOR]

The application of X‐reality (XR) technologies is reshaping the business landscape and redefining the film production process and the role of the audience in films. This study presents a bibliometric and content analysis of 131 academic articles to explore the development and research trends of XR in the film industry. We identify five core themes within the topic: (1) technical considerations, (2) narrative considerations, (3) presence, (4) audience responses and (5) ethical considerations. Based on the identified themes, we provide insights into the intellectual structure of this developing and interdisciplinary topic and propose the framework called the XR Film Innovation Circle (XR‐FIC). The study concludes by identifying the current research gaps and suggesting future directions, further emphasizing the rationales behind the suggested directions. [ABSTRACT FROM AUTHOR]

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

Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education. [ABSTRACT FROM AUTHOR]

Background Objective Method Results and Conclusion Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.A mixed‐method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non‐native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non‐native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non‐native students in the experimental group. [ABSTRACT FROM AUTHOR]

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

A head‐up display (HUD) is conveniently used to provide information on the display without changing the user's gaze. 3D HUDs, capable of projecting three‐dimensional information beyond the 2D HUDs, enable the projection of augmented reality (AR) objects into the real world. Research on the perception of 3D AR HUDs is crucial for their efficient utilization and secure commercialization. In this study, we examined whether a 3D HUD is more comfortable than a 2D HUD in the context of viewing real‐world environments and augmented reality objects together. Additionally, we analyzed participants' perception of distance and fatigue for AR objects at varying distances from the 3D HUD. The study found that using a 3D HUD in an AR environment resulted in less fatigue than using a 2D HUD, as determined by a Mann–Whitney statistical analysis. Participants were able to match the depth of AR objects in a 3D HUD within a range of 3 to 50 m, with similar diopter and parallax angular distance errors, regardless of the distance of the AR object. Visual fatigue increases with increasing distance from the virtual‐image plane and can be modeled as a quadratic function in the domain of diopter and parallax angles. [ABSTRACT FROM AUTHOR]

In the expanding fields of mobile technology and augmented reality, there is a growing demand for compact, high‐fidelity spectral imaging systems. Traditional spectral imaging techniques face limitations due to their size and complexity. Diffractive optical elements (DOEs), although helpful in reducing size, primarily modulate the phase of light. Here, an end‐to‐end computational spectral imaging framework based on polarization‐multiplexed metalens is introduced. A distinguishing feature of this approach lies in its capacity to simultaneously modulate orthogonal polarization channels. When harnessed in conjunction with a neural network, it facilitates the attainment of high‐fidelity spectral reconstruction. Importantly, the framework is intrinsically fully differentiable, a feature that permits the joint optimization of both the metalens structure and the parameters governing the neural network. The experimental results presented herein validate the exceptional spatial‐spectral reconstruction performance, underscoring the efficacy of this system in practical, real‐world scenarios. This innovative approach transcends the traditional boundaries separating hardware and software in the realm of computational imaging and holds the promise of substantially propelling the miniaturization of spectral imaging systems. [ABSTRACT FROM AUTHOR]

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

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

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

This paper includes a research review in five bibliographic databases on using the application of virtual reality (VR) and augmented reality (AR) in physical and occupational therapy (POT). This literature review addresses five research questions and two sub‐research questions. A total of 36 relevant studies were selected in the review based on the defined keywords and inclusion‐exclusion criteria. The primary motivation for using the application of VR and AR in POT is that it is accurate, involves higher patient participation, and requires less therapy recovery time. The standard software tool used is the Unity 3D game engine, and the common device used is the Oculus Rift HMD. Various applications of VR and AR consist of different VR environments and AR contents used in POT. Post‐stroke rehabilitation, rehabilitation exercises, pain management, mental and behavioral disorders, and autism in children are the main aspects addressed through the VR and AR environments. Literature review indicates that questionnaires, interviews, and observation are the primary metrics for measuring therapy's effectiveness. The study's findings show positive results such as reduced treatment time, nervousness, pain, hospitalization period, making therapy enjoyable and encouraging, improved quality of life, and focus on using the application of VR and AR in POT. This review will be relevant to researchers, VR and AR application designers, doctors, and patients using the application of VR and AR in POT. Further research addressing multiple participants with clinical trials, adding new VR environments and AR content in VR and AR applications, including follow‐up sessions, and increasing training sessions while using the application of VR and AR in POT are recommended. [ABSTRACT FROM AUTHOR]

Aim Methodology Results Conclusion To develop and evaluate a suitable software application for mobile devices designed for teaching root canal anatomy to undergraduate students in an informative and engaging manner.Extracted human teeth were scanned by μCT and digitized by converting into STL files. An extended reality (XR) application illustrating the root canal anatomy of the scanned teeth was developed. Prior to deployment, undergraduate dental students were voluntarily asked about their expectations regarding an educational application on tooth anatomy. After a testing phase of the application on a mobile device and within a virtual reality environment, a subsequent evaluation was conducted to assess their overall experience in relation to their initial expectations. Data were analysed using Kolmogorov‐Smirnov test and Mann‐Whitney U test. The level of significance was set to .05 (p = .05).The application was able to meet the expectations of the students in all categories (p < .466–.731). Furthermore, it was evaluated as user‐friendly (98.2%) and highly motivating for the purpose of learning more on root canal anatomy (100%).Given the overwhelmingly positive reception from undergraduate dental students, the application emerges to be a promising supplementary teaching method for the endodontic curriculum. [ABSTRACT FROM AUTHOR]

Immersive technologies are assumed to have many benefits for learning due to their potential positive impact on optimizing learners' cognitive load and fostering intrinsic motivation. However, despite promising results, the findings regarding the actual impact on learning remain inconclusive, raising questions about the determinants of efficacy. To address these gaps, we conducted a PRISMA systematic review to investigate the contributions and limitations of virtual reality (VR) and augmented reality (AR) in learning, specifically by examining their effects on cognitive load and intrinsic motivations. Through the application of an analytical grid, we systematically classified the impact of VR/AR on the causal relationship between learning performance (ie, objective learning improvement) and cognitive load or motivation, while respecting the fundamental assumptions of the main theories related to these factors. Analysing 36 studies, the findings reveal that VR, often causing extraneous load, hinders learning, particularly among novices. In contrast, AR optimizes cognitive load, proving beneficial for novice learners but demonstrating less effectiveness for intermediate learners. The effects on intrinsic motivation remain inconclusive, likely due to variations in measurement methods. The review underscores the need for detailed, sophisticated evaluations and comprehensive frameworks that consider both cognitive load and intrinsic motivation to improve understanding of the impact of immersive technologies on learning. Practitioner notes What is know Virtual and augmented reality show promise for education, but findings are inconsistent. Existing studies suggest that augmented reality optimizes learners' cognitive load. The literature often asserts that VR and AR are expected to enhance learning motivation. Adding VR introduces unnecessary cognitive load, while AR proves effective for learning performance and cognitive load, particularly for novice learners. The impact of AR and VR on motivation to learn is unclear. Our analytical grid offers a comprehensive framework for assessing the effects of AR and VR on learning outcomes. Implications AR is more suitable than VR for education concerning cognitive load. The cost/benefit balance of VR should be carefully considered before implementation, especially for novice learners. Rigorous studies on motivation to learn in AR and VR contexts are essential. What is know Virtual and augmented reality show promise for education, but findings are inconsistent. Existing studies suggest that augmented reality optimizes learners' cognitive load. The literature often asserts that VR and AR are expected to enhance learning motivation. Adding VR introduces unnecessary cognitive load, while AR proves effective for learning performance and cognitive load, particularly for novice learners. The impact of AR and VR on motivation to learn is unclear. Our analytical grid offers a comprehensive framework for assessing the effects of AR and VR on learning outcomes. Implications AR is more suitable than VR for education concerning cognitive load. The cost/benefit balance of VR should be carefully considered before implementation, especially for novice learners. Rigorous studies on motivation to learn in AR and VR contexts are essential. [ABSTRACT FROM AUTHOR]

Summary: In mobile edge computing (MEC), due to the limited computing resources and power of mobile augmented reality (MAR) devices, cache identification results which can reduce power consumption and executing time of mobile devices are the solution to process MAR tasks. In this paper, we study an allocation cache problem in MAR systems. The allocation cache problem is formulated as maximizing the cache utility of cache hit ratio and user preference factor. To solve this problem, a cache resource allocation and cache space adjustment policy for edge computing systems is proposed. We also propose an improved double deep Q‐network (DDQN) algorithm to learn this policy. Simulation results show that the policy greatly improves the cache hit ratio compared with the traditional caching policy. [ABSTRACT FROM AUTHOR]

Purpose: The aims of the present study were (a) to compare the scanning time and image count to complete optical scans of a typodont between augmented‐reality‐assisted intraoral scanning (ARIOS) and intraoral scanning (IOS); (b) to compare the accuracy of the digital casts derived from ARIOS and IOS; (c) to compare participant‐related outcomes between ARIOS and IOS. Materials and Methods: A multi‐session within‐subject experiment was conducted to compare ARIOS and IOS. Thirty‐one dental students participated in the study. Following a trial session, each participant obtained optical scans under ARIOS and IOS conditions. The time required to complete the scan, and the number of images taken were recorded. Participant feedback was collected using entry, exit, and NASA‐Task Load Index (TLX) surveys. The accuracy of the digital casts derived from the optical scans was measured in root mean square error (RMSE). Results: The present study found a 6.8% increase in preference for ARIOS from entry to exit survey. Slightly more participants favored the ARIOS setup compared to IOS; 54.8% of participants favored ARIOS, 9.7% were indifferent, and 35.5% favored IOS. NASA‐TLX subscale ratings were higher for IOS in general apart from mental demand. The accuracy of the digital casts between ARIOS and IOS was comparable in RMSE. Conclusion: ARIOS was advantageous compared to IOS in ergonomics, improved scanner tracking, and ease of scanner orientation. However additional trials, increased field of view, and better superimposition of scanning status to the target site were improvements desired by the study participants. [ABSTRACT FROM AUTHOR]

Brands and retailers are eager to utilize augmented reality (AR) technology to engage consumers and develop favorable relationships with them. However, there is a need for a theoretical understanding of the assumed AR effect. This study aims to identify an underlying mechanism of the AR (vs. typical online website) effects by focusing on consumers' perception of malleable self‐concept, which refers to the changeable nature of the self‐concept. The findings of two experiments demonstrate that AR, when compared to a typical online website without AR function, increases self‐brand connection through enhanced imagery and beliefs on the malleability of the self. The improved self‐brand connection further heightens marketing outcomes, such as revisit intention to the website. The AR effect is qualified by consumers' virtual self‐discrepancy, suggesting an important implication for brand management. This research offers new insights into the role of AR interface in consumer‐brand relationships and highlights the impact of AR on consumer's self‐perception. Innovative marketers and brands are likely to benefit from this study in improving their relationship with consumers by utilizing emerging digital retail environments. [ABSTRACT FROM AUTHOR]

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

Augmented reality (AR) technology allows virtual objects to be superimposed on the real‐world environment, offering significant potential for improving cognitive assessments and rehabilitation processes in the field of visuospatial learning. This study examines how patients with acquired brain injury (ABI) evaluate the functions and usability of a SLAM‐based smartphone AR app to assess object‐location skills. Ten ABI patients performed a task for the spatial recall of four objects using an AR app. The data collected from 10 healthy participants provided reference values for the best performance. Their perceptions of the AR app/technology and its usability were investigated. The results indicate lower effectiveness in solving the task in the patient group, as the time they needed to complete it was related to their level of impairment. The patients showed lower, yet positive, scores in factors related to app usability and acceptance (e.g., mental effort and satisfaction, respectively). There were more patients reported on entertainment as a positive aspect of the app. Patients' perceived enjoyment was related to concentration and calm, whereas usability was associated with perceived competence, expertise, and a lower level of physical effort. For patients, the sensory aspects of the objects were related to their presence, while for healthy participants, they were related to enjoyment and required effort. The results show that AR seems to be a promising tool to assess spatial orientation in the target patient population. [ABSTRACT FROM AUTHOR]

The demand for less complex and more accurate architectures has always been a priority since the broad usage of computer vision in everyday life, like auto‐drive cars, portable applications, augmented reality systems, medical image analysis etc. There are a lot of methods that have been developed to improve the accuracy and complexity of object detection, like the generations of R‐CNNs and YOLOs. However, these methods are not the most efficient architectures, and there is always room to improve. In this study, the 5th version of YOLO is employed and the improved architecture, Inception‐YOLO, is presented. The model significantly outperforms the SOTA YOLO family. Specifically, the improvements can be summarised as follows: impressive improvement of floating point operations (FLOPs) and number of parameters, as well as improvement in accuracy compared to the models with fewer FLOPs. All our presented approaches, like the optimized inception module, proposed structures for CSP and SPPF, and the improved loss function used in this research, work together to incrementally improve detection results, accuracy, demanded memory, and FLOPs simultaneously. For a glimpse of performance, the Inception‐YOLO‐S model hits 38.7% AP with 5.9M parameters and 11.5 BFLOPs and outperforms YOLOv5‐S with 37.4% AP, 7.2M parameters, and 16.5 BFLOPs. [ABSTRACT FROM AUTHOR]

The measured spatial resolution of augmented reality head‐mounted displays (AR HMDs) is determined by three components: optics, display, and the rendering pipeline, which includes the anti‐aliasing method. Therefore, separating and quantifying the contributions from these components is necessary for evaluating the spatial resolution of AR HMDs. We demonstrate a method for quantifying the contributions from the optical performance and the rendering pipeline on the spatial resolution of AR HMD using point‐spread function (PSF) analysis. In this method, an imaging photometer captures a series of rendered scenes on the AR HMD that consist of arrays of spheres of increasing sizes with different anti‐aliasing (AA) methods. The contributions from the optics, display, and anti‐aliasing methods can be separated, and we find that temporal anti‐aliasing (TAA) and multisample anti‐aliasing (MSAA) are in good agreement with the performance of no AA. However, fast approximate anti‐aliasing (FXAA) results in decreased luminance for smaller rendered targets and a different spatial resolution for larger targets. Finally, we repeated our methods on multiple HMDs and characterized the dependence of the spatial resolution across the field of view. These measurements show significant non‐uniformity in the optical contribution to the spatial resolution. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022). Objectives: Remarkably, the utilisation of XR‐based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR‐based teacher education remain unanswered. Methods: To this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library). Results: The results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre‐service teachers (PSTs) rather than in‐service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR‐based training affected teachers positively. Conclusions: It urges researchers and developers to consider theory‐driven training design, which increases the potential to better understand what features of XR promote in‐service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR‐based teacher education to offer more insightful recommendations and foster further discussion. Lay Description: What is already known about this topic: Numerous empirical studies have shown the great potential of virtual reality (VR), augmented reality (AR) and mixed reality (MR) technologies utilised in teacher education.This rapidly growing field calls upon a synthesis of the use of extended reality (XR) technologies in teacher education. What this paper adds: Presents a systematic review of XR‐based teacher education, which provides a thorough overview of how previous research utilised XR technologies to promote teacher education.Conducted a SWOT analysis and pointed out the strengths, weaknesses, opportunities, and threats of XR‐based teacher education. Implications for practice and/or policy: A depth of understanding of previous research on this topic may enable educators to better plan and promote teacher education programs.It can guide researchers to optimise the multisensory immersion and interactivity of the virtual systems and platforms and develop suitable materials and tasks to be used in such learning environments. [ABSTRACT FROM AUTHOR]

Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second‐year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education. [ABSTRACT FROM AUTHOR]

Against a background of global resource shortage and climate change, there is an urgency for the construction industry to aim towards sustainable development. With the rapid development of information technology, the emergence of extended reality (XR) has provided new ideas and options for sustainable construction (SC). Such technologies are applied in research and practice of the whole construction lifecycle, which can well meet the requirements of SC. This paper presents a critical review of XR applications in SC, aiming to systematically summarize the specific uses and advantages of virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies. This study also examines the gap in research into the imbalance between the use of technology and the construction stages involved. Most XR applications focus on the preconstruction stage, while visualization and interactivity are the main features for further application. Through qualitative analyses, different applications of XR are introduced in stages throughout the entire lifecycle of building projects. In addition, the current challenges and limitations are presented, and several suggestions are proposed to facilitate further advancements in SC research and practice in the near future. This review provides valuable information to help stakeholders understand the advances in XR research and benefit future exploration and practice in the field. [ABSTRACT FROM AUTHOR]

Eye tracking as an important human‐machine interface plays avital role in immersive displays such as augmented reality (AR) and virtual reality (VR). Different from near infrared (NIR) camerabased methods, the proposed corneal reflection method based on principle of eyeball co‐vision takes advantage of using eye‐safe 940‐ nm vertical cavity surface emitting laser (VCSEL) and dual‐column linear array sensor (DCLAS) to obtain coordinates of the eyeball's moving positions through detecting its reflected light. The DCLAS not only delivers high sensitivity at eye‐safe NIR wavelength, but also has high spatial resolution for position accuracy and wide dynamic range to suppress ambient light influence. Together with low power consumption, good wearability, low data redundancy and simple computing algorism, a great promise can be made to enable smart eye tracking for AR/VR. [ABSTRACT FROM AUTHOR]

We demonstrate a point spread function method for measuring the angular dependence of the spatial resolution of a virtual reality head mounted display. The angular dependence of spatial resolution of the imaging detector was characterized to remove the detector's contribution at each angular location measured on the VR HMD. This method allows measuring the twodimensional spatial resolution and modulation transfer function. [ABSTRACT FROM AUTHOR]

We propose a simulation method for two‐dimensional (2D) crossed‐type exit pupil expansion based on polarization volume grating (PVG) applied in diffractive waveguide holographic display. The functions of turning and decoupling of the PVG are realized through two continuous Bragg regions, and the spatial director distribution of liquid crystal is combined with RCWA to model its diffractive characteristics and ray tracing simulation. [ABSTRACT FROM AUTHOR]

In this paper, the influence of parallax and image shape type on stereo vision perception is quantitatively explored by using RDS stimuli based on AR equipment through subjective scoring. Results show that an angular parallax amplitude between 0.6 ° and 1.2 ° can bring the best stereo sense. When amplitude ranged between 0 ° and 1.2°, the best visual comfort and the fastest image fusion speed could be achieved. [ABSTRACT FROM AUTHOR]

AR display has been the most promising new technology in the current display market. Among which surface relief grating waveguide has the advantages of large field of view, small volume and light weight. This article adopts the large‐area (370 mm * 470 mm) waveguide prepraration route as a solution to the low‐cost and high‐efficiency waveguide route, showing excellent structural uniformity of more than 95%. The waveguide numbers is 5 to 10 times that of the conventional wafer‐level route, which can further promote the practical application of AR waveguides. [ABSTRACT FROM AUTHOR]

Polarization Volume Hologram (PVH) waveguide is an innovative liquid crystal‐based diffractive waveguide designed for augmented reality (AR) smart glasses, showcasing exceptional optical performance and simplified fabrication process. This presentation offers a comprehensive overview, including its working principles, advantages, performance optimization, process development, challenges and opportunities. The objective is to provide insights into PVH waveguide technology, from its inception to practical implementation. [ABSTRACT FROM AUTHOR]

We evaluate the geometric distortion on video see‐through (VST) head‐mounted displays (HMDs) with single‐camera and dualcamera design. We present the experimental setup and metrology for geometric calibration and VST geometric distortion measurement. Physical geometric distortion is compared to the distortion of digital content on a VST HMD. We investigate the impacts of camera misalignment and depth distance on VST geometric distortion with angular‐based distortion correction. [ABSTRACT FROM AUTHOR]

Measuring the eyebox of a near‐eye display is a complex and time‐consuming process. The recent introduction of the Draper eyebox method offers an opportunity to simplify the process and dramatically reduce the measurement time. This study compares the Draper method with the standard goniometric method with both pupil and eye rotation, and discusses its correlation. [ABSTRACT FROM AUTHOR]

Prior work showed how the annulus source method could extract the true regular reflectance component from a reflective display in the presence of multiple scattering components. This study extends this work by demonstrating the capability of this method to measure the regular reflectance and transmittance of emissive, transparent, and augmented reality displays. [ABSTRACT FROM AUTHOR]

We present a method of monolithically integrating GaN microLEDs with an IGZO TFT backplane to produce an activematrix microdisplay. After discussion of the fabrication process, individual LEDs, TFTs, and the integrated system are characterized. Results demonstrate a 32x32 pixel, 78.4 PPI microdisplay with luminance exceeding 1500 nits. This type of monolithic microdisplay forges the path forward for future high luminance integrated displays to enable augmented and mixed reality applications. [ABSTRACT FROM AUTHOR]

Holography plays a vital role in the advancement of virtual reality (VR) and augmented reality (AR) display technologies. Its ability to create realistic three‐dimensional (3D) imagery is crucial for providing immersive experiences to users. However, existing computer‐generated holography (CGH) algorithms used in these technologies are either slow or not 3D‐compatible. This article explores four inverse neural network architectures to overcome these issues for real time and 3D applications. [ABSTRACT FROM AUTHOR]

This document discusses the optimization of display systems for augmented reality glasses. The author categorizes augmented reality devices into three groups based on field of view (FOV): small FOV (15-30 degrees), medium FOV (~50 degrees), and large FOV (>65 degrees). The author explores different choices and consequences for projectors, combiners, and dimmers in each category. They also discuss the use of different technologies, such as microLED panels, LCoS, OLED, and laser beam scanning. The document emphasizes the importance of optimizing the overall system, including illumination, projectors, displays, and waveguides, to achieve desired performance metrics such as resolution, efficiency, contrast, brightness, volume, and weight. [Extracted from the article]

A varifocal augmented reality head‐up display (AR‐HUD) using Alvarez freeform lenses is proposed. One virtual image can be continuously adjusted between 2.5 and 7.5 m; the other is fixed at 7.5 m. Novel design enables the Alvarez lenses to have apertures larger than 15 cm and a system volume smaller than 10 L. [ABSTRACT FROM AUTHOR]

Hitting the performance, cost and yield targets for microLED displays that can be used in augmented reality headsets poses formidable challenges. Here we discuss some of those issues and report on the progress of MICLEDI 300mm manufacturing platform. [ABSTRACT FROM AUTHOR]

Here, we present triple sets of wavefront modulation by proposing quarter‐waveplate‐based GPL (QWP GPL). We demonstrate nine depth‐switchable AR imaging functions with a bi‐stack condition of the QWP GPL modules. The presented QWP‐based GPL module scheme is advantageous for increasing depth‐switchable layers without increasing the switchable optic units required. In addition, the AR display optics based on the QWP GPL module can further improve form‐factor issues and AR imaging properties. [ABSTRACT FROM AUTHOR]

This article presents an AR HUD using micro LED technology for enhanced brightness and image quality. It utilizes micro LED's high brightness to merge AR images seamlessly with external views and employs Nature 3D technology to improve the HUD's 3D depth, significantly boosting vehicle safety. [ABSTRACT FROM AUTHOR]

Binocular 3D display systems, including virtual, augmented and mixed reality (collectively referred to as XR) devices support stereoscopic depth perception by presenting dichoptic views separately to the two eyes rendered according to their vantage points. A common human factors issue is a mismatch between the observer's physical interpupillary distance (IPD) and 1) the separation between the device optics and 2) the rendered/captured content. This paper provides a theoretical review of the importance and consequences for user experience of accurately estimating IPD and incorporating it into HMD adjustments, calibration and rendering. [ABSTRACT FROM AUTHOR]

Augmented reality smart glasses, in general, have highest requirements as compared with smart phones and watches. Its display must be of light weight (a few grams), tremendous brightness (millions of nits), low power consumption (hundreds of milliwatts), and extremely small volume (a small fraction of cubic centimeter) to allow fashionable smart glass designs that would be socially and aesthetically favored by consumers. We have been focusing on micrometer‐scale native semiconductor MicroLED integration, to create miniaturized panels and projectors, which can be seamlessly integrated into the frames of the smart glasses. Among many technical aspects of microLED displays, two key parameters will be emphasized here. First, a microLED panel must be bright and efficient at the same time, especially for red microLED panel with small pixel pitch, such as 2.5 µm. Second, a microLED technology must enable reasonable reliability at a high energy density of, such as 10 watts per square centimeter. Vertically stacked native semiconductors monolithic integration, quantum dots conversion, perovskites, etc., will be discussed, in a context of facing challenges in materials and device physics and fulfilling the two requirements. In addition, an image quality correction method on the waveguide‐microLED display module will be proposed. [ABSTRACT FROM AUTHOR]

This developed 1.2‐inch 4K2K LCOS with 76.0 lp/mm spatial resolution can still achieve high phase accuracy and obviously enlarge field‐of‐viewing (FOV) angle compared with previous 0.55‐inch 2K1K LCOS. The holographic image quality within phase‐only LCOS not only can be improved by using higher phase accuracy and compensation technologies, but also can realize the real 3D imaging into near‐eye displays to avoid the VAC phenomena. In addition to, the holographic 4K2K LCOS (26.6mm x 15.8mm) optical design can achieve lighter optical engine and reconstructed square (26.6mm x 26.6mm) image per eye, so that it has advantages of more feasible driving condition and cost competition. As high‐speed technologies of display electronics, liquid crystal, and optical algorithm were gradually mature, the above 1.2" phase‐only LCOS with both high pixel resolution and smaller pixel pitch will be another choice into the VR & MR headsets utilized video see‐through (VST) method. Meanwhile, the 1.2" 4K2K LCOS with enhanced FOV can be alternative scheme for AR glasses using optical see‐through (OST) method before the trade‐off between volume, brightness, and FOV angle are resolved. [ABSTRACT FROM AUTHOR]

Ferroelectric liquid crystals (FLCs) have two attractive characteristics: very fast switching speeds and stable alignment against electrical fringe fields from neighboring pixels. However, care needs to be taken because FLC panels can be prone to alignment defects caused by Chevron structures. At this time, we have succeeded in developing a new FLC which has an improved temperature range, with a wider SmC phase, and which is more stable, thus making it less likely to have alignment defects. We look forward to demonstrating this to you with LCOS panels containing this new FLC. [ABSTRACT FROM AUTHOR]

A near‐eye display technology, Anamorphic‐XRTM, incorporating imaging waveguides is described. Developed for multiple applications since 2011, unique light manipulation capabilities and highly compact form factors are achievable. Catadioptric anamorphic optics and polarisation management are used to sidestep limitations of conventional VR lens and AR waveguide displays, enhancing performance and manufacturability. Simulations and measurements indicate an achievable specification of 90º field‐of‐view at 60ppd; >2000 nits/lumen; 80% polarised light transmission; and >15mm eyebox at 18mm eye relief from a <4mm thick waveguide. A Hybrid Immersive Display is proposed, combining an anamorphic waveguide with a conventional VR display. [ABSTRACT FROM AUTHOR]

Objectives: Augmented reality (AR) and virtual reality (VR) are emerging technologies with wide potential applications in health care. We performed a scoping review of the current literature on the application of augmented and VR in the field of facial plastic and reconstructive surgery (FPRS). Data Sources: PubMed and Web of Science. Review Methods: According to PRISMA guidelines, PubMed and Web of Science were used to perform a scoping review of literature regarding the utilization of AR and/or VR relevant to FPRS. Results: Fifty‐eight articles spanning 1997–2023 met the criteria for review. Five overarching categories of AR and/or VR applications were identified across the articles: preoperative, intraoperative, training/education, feasibility, and technical. The following clinical areas were identified: burn, craniomaxillofacial surgery (CMF), face transplant, face lift, facial analysis, facial palsy, free flaps, head and neck surgery, injectables, locoregional flaps, mandible reconstruction, mandibuloplasty, microtia, skin cancer, oculoplastic surgery, rhinology, rhinoplasty, and trauma. Conclusion: AR and VR have broad applications in FPRS. AR for surgical navigation may have the most emerging potential in CMF surgery and free flap harvest. VR is useful as distraction analgesia for patients and as an immersive training tool for surgeons. More data on these technologies' direct impact on objective clinical outcomes are still needed. Level of Evidence: N/A Laryngoscope, 134:2568–2577, 2024 [ABSTRACT FROM AUTHOR]

Holographic Optical Elements (HOEs) employ refractive index (RI) modulation to manipulate light, establishing their widespread application in augmented and virtual reality technologies. Despite significant strides in HOEs' fabrication, a comprehensive 3D examination and measurement of these elements remain largely unexplored. This study targets this void by conducting an in‐depth exploration of the 3D RI distributions of volume holographic gratings (VHGs), a quintessential representative of HOEs. Direct tomographic measurements of the 3D RI distributions within millimeter‐scale VHGs are performed at a spatial resolution of 156 nm × 156 nm × 1.2 µm and an RI precision of 2×10−4. This level of precision facilitates a systematic high‐resolution characterization of VHGs. The findings present a substantial evolution from traditional measurement techniques and promise to considerably advance the evaluation of intricate HOE structures and refine the corresponding fabrication processes. [ABSTRACT FROM AUTHOR]

Collaboration in extended reality (XR) environments presents complex challenges that revolve around how users perceive the presence, intentions, and actions of their collaborators. This paper delves into the intricate realm of group awareness, focusing specifically on workspace awareness and the innovative visual cues designed to enhance user comprehension. The research begins by identifying a spectrum of collaborative situations drawn from an analysis of XR prototypes in the existing literature. Then, we describe and introduce a novel classification for workspace awareness, along with an exploration of visual cues recently employed in research endeavors. Lastly, we present the key findings and shine a spotlight on promising yet unexplored topics. This work not only serves as a reference for experienced researchers seeking to inform the design of their own collaborative XR applications but also extends a welcoming hand to newcomers in this dynamic field. [ABSTRACT FROM AUTHOR]

For the needs of augmented reality (AR), virtual reality (VR) and mixed reality (MR), smart contact lenses (SCL) have become an important platform as a display source in the future consumer market. Accordingly, this paper demonstrates a display device based on contact lenses. This device integrates a 3 × 3 Mini‐LED display array, a micro antenna, and a driver and transmission chip and is packaged in a smart contact lens made of hydroxyethyl methacrylate (HEMA). It is note that in order to simultaneously meet the goals of wearing comfort, biocompatibility, wireless energy transmission and adjustable display functions, the final package thickness needs to be less than 200 μm. Here, we use heterogeneous packaging technology to connect the driver and transmission chip and the Mini‐LED display array with metal wires on the flexible substrate, and use metal wires on the same conductive layer to design the antenna required for wireless energy transmission. In order to complete the above functions, we use 920 MHz RFID technology as the energy source for wireless energy transmission. When the antenna of the RFID reader is 2 cm away from the smart contact lens, the designed receiving chip can receive 100 μW of energy. After converting this energy to DC 3 V, it can drive Mini‐LED with a current of about 30 μA, and the mini‐LED display array can be instantly controlled to display different contents by transmitting display commands through the RFID protocol. © 2024 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]