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Following the recent advances in Industry 4.0 and the upcoming Industry 5.0, the use of multiple UAVs for indoor tasks has risen, particularly in real-time remote monitoring, wireless coverage, and remote sensing. As a result, UAVs can be viewed as proactive problem solvers and can support Internet of Things (IoT) platforms by collecting and monitoring data cost-effectively and efficiently, leading to better decision-making. Moreover, sophisticated drone operations require specialised software and data processing abilities. However, the utilisation of drones has been mainly focused on outdoor environments, thus creating a literature gap regarding indoor navigation and operation. Therefore, the design and development of a method for remote planning and control of drones based on the utilisation of AR is presented in this paper. The proposed method is based on the utilisation of drones for remote monitoring. The suggested approach involves engineers designing a sequence of actions and transmitting them wirelessly to the drone, eliminating the need for human intervention. Thus, the proposed method contributes towards enabling engineers visualise the drone path with the use of Augmented Reality and provides the flexibility of adding multiple way points. The applicability of the developed framework is tested in a laboratory-based machine shop. [ABSTRACT FROM AUTHOR]

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

Mental simulation is an important tool for managers who want consumers to imagine what life would be like if they engaged in positive consumption behaviors. However, research has found mixed effects of mental simulation on behavior. To understand this inconsistency, the authors conduct a meta-analysis to quantify the effect of different mental simulation prompts. This multivariate three-level meta-analysis of 237 effect sizes spanning four decades (1980–2020) and representing 40,705 respondents yields a positive but small effect of mental simulation on behavioral responses. Managers and researchers can amplify this effect by using dynamic visual inductions (e.g., augmented reality), inductions involving both visuals and verbal instructions, and repeated inductions spaced over time (e.g., weekly, akin to real-world marketing campaigns). Inducing simulations repeatedly but massed (e.g., using the same message at the same time across different platforms or retargeting ads) actually reduces subsequent behavioral performance. The authors explain the implications of these findings for theory and practice and identify novel avenues for research. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) is being adopted at heritage settings as a means of creating and delivering experiences for heritage visitors. While several studies have examined AR applications and the antecedents and consequences of their employment from a consumer perspective, the heritage supplier's view in relation to how AR applications are designed remains underexplored. We explore the way heritage suppliers utilise AR for heritage settings, and as an interpretive medium that induces experience co-creation among visitors. Drawing on insights gained from interviewing heritage experts, the findings shed light on the virtual and physical experience elements included when designing AR. Five techniques employed by heritage producers that facilitate experience co-creation through AR are revealed: social interaction, personalisation, storytelling, gamification, and participation. Opportunities and implications of AR for sectors beyond heritage are then discussed. [ABSTRACT FROM AUTHOR]

This study pioneers the integration of augmented reality (AR) with reality puzzle games to enrich local cultural understanding and enhance the sense of place. By merging AR’s interactive capabilities with the narrative depth of geography, we offer an innovative approach to experiential learning. Our research demonstrates how AR can transform the learning experience, making local history and culture more engaging and memorable for learners. Through an empirical study involving learners engaged in AR-enhanced reality puzzle-solving activities, we found significant improvements in their comprehension of regional historical contexts and emotional connections to the place. This paper not only showcases the potential of AR in educational settings but also contributes to the literature by providing a novel method for fostering deeper connections between people and their local environments. Our findings suggest that AR can serve as a powerful tool in the geography education domain, offering a dynamic and immersive learning experience that traditional methods struggle to match. [ABSTRACT FROM AUTHOR]

Human errors are prevalent in manual assembly line statistics, but humans are still a necessary and numerous working force for assembly tasks. Since faster and shorter production cycles lead to higher mental efforts, an alternative to decrease the cognitive load and errors of manual assembly lines is using augmented reality (AR). AR increases system interaction and assists operators in the step-by-step of any tasks performed. Its use allows granular production data, enabling an increase in quality control and timely detection of assembly problems. However, AR alone is not enough to avoid demotivation and lack of engagement in the task, which is repetitive. Gamification can become an auxiliary resource to increase operators' motivation and engagement. This paper presents a system model to integrate AR and gamification for a manual assembly line of printed circuit boards (PCBs) called GRAAL, used to develop an actual system for PCB assembly, which can guide operators using AR but also tracks down their efficiency and efficacy which is then used for gamifying their performance. A prototype system was implemented and assessed by 34 specialist respondents. TAM 3 (Technology Acceptance Model 3) Questionnaire was used to assess the system, which allowed us to find that GRAAL was well accepted (all scores were above the center of a Likert scale from 1 to 7 values), suggesting that GRAAL may be useful as an auxiliary resource to manual assembly lines. We conclude that modeling a system that merges AR and gamification is feasible but a non-trivial task in industry. The system's features are dependent on conditioning factors such as Application Environment, Application Context, Application Audience, AR hardware, and gamification elements. [ABSTRACT FROM AUTHOR]

Children's interest in new technologies and games creates opportunities to use these tools to facilitate their thinking processes for scientific content and education, especially to support abstract reasoning in the areas of Science, Technology, Engineering, Maths (STEM). Chemistry concepts, in particular, can benefit from being presented through hybrid physical/digital interfaces. However, the actual impact of immersive gaming technologies on learning and teaching chemistry to young children can benefit from further evaluations. We developed the "Periodic Fable Discovery" AR game to fill this gap. "Periodic Fable Discovery" is an AR serious game that uses a tangible interface and storytelling to introduce and teach basic chemistry concepts to young children from 9 to 13 years old. After designing and implementing the game, we conducted a study with 30 children, using a mixed-method approach, comparing the AR game versus a traditional method of teaching activity. The results show a significant positive learning outcome, higher motivation and engagement in the AR experience. [ABSTRACT FROM AUTHOR]

The article presents a novel artificial Intelligent based feature parameters extraction that utilizes Mixed descriptors for analyzing white blood cell images. The proposed approach involves integrating these matrices into an artificial intelligent and Mixed descriptor architecture called AI-MD. The performance of the AI-MD model is evaluated using four cross-validation methods and various evaluation metrics including loss and accuracy curves, F1-score, recall, and receiver operating characteristic curve. The study concludes with a comparison of the proposed method with other recognition approaches. In order to assess the effectiveness of our architecture, we utilized the four cross-validation method. Recognition accuracy was evaluated using the area under the curve (AUC) metric for specific classes for all based on the original image matrices. The AUC values attained for these classes were as follows: 99.49%, 99.75%, 98.60%, and 99.72% respectively. Our method yielded highly favorable outcomes, with an impressive AUC value of 93.93%. This result outperformed existing approaches, highlighting the significant potential of our method. Consequently, it underscores the necessity for additional research in the realm of screening methods within medical applications, we also validate this experimentation using dataset of UCI has suggested to classify the fetus into three classes: normal, suspicious, and pathological. [ABSTRACT FROM AUTHOR]

Abstract\nPRACTICING POINTSPurpose: Virtual interactive 3-dimensional models (VI3DM) and immersive virtual reality are implemented in medical education and surgical training. VI3DM allow learners to view and interact with a virtual 3D object and help in conceptualising learning objectives that demand high cognitive and visuo-spatial skills. However, the effects of VI3DM in medical education are unknown. We aimed to determine whether VI3DM are helpful in conceptualising complex anatomical structures. Materials and methods: We included 5 specimens, which were assessed by 200 first-year medical students categorised into experimental (n = 100) and control (n = 100) groups using a systemic randomisation method after matching for age and sex. The experimental group was given VI3DM as interventional learning resources while the control group was given 2-dimensional photographs as conventional learning resources for self-directed learning for 30 minutes. Participants completed a questionnaire before and after the learning session to assess their knowledge related to external features, attachments, and relations of anatomical specimens. Results: The scores of the experimental group improved significantly in the post-test compared to those of the control group for all 5 specimens included in the study (p < 0.05, confidence interval = 95%, unpaired student’s t-test). Conclusions: VI3DM can help conceptualise external features, attachments, and relations of anatomical structures.VI3DM allow interaction with and manipulation of 3D images of anatomical specimens on digital screens, web applications, mobile applications, and head mounted devices.Conceptualisation of anatomical structures requires processing of high cognitive and visuo-spatial information which can be eased by VI3DM.The anatomy can be visualised in high quality using digital 3D technology, which results in good perception of the third dimension and effectively increases the post-test score compared to the conventional method of learning, with higher engagement and satisfaction of the learners.Digital 3D models improve learners’ engagement and compliance, specifically when the presented digital 3D models are interactive. [ABSTRACT FROM AUTHOR]

AbstractThe applicability of augmented reality (AR) as a tool for geospatial data analysis and urban environment interaction relies on developing robust and accurate systems capable of aligning the virtual reference frame with the geographic one. In this article, we introduce our work toward the conceptualization and realization of Geographic-Aware Augmented Reality (GeoAR), including an evaluated framework for the automatic registration of georeferenced AR content. The proposed framework uses a novel calibration method that enables highly accurate placement of augmentations at their assigned geographic coordinate. Moreover, it introduces four calibration approaches suitable for different user needs. The framework was evaluated to assess the robustness of the augmentation’s positional accuracy in three areas with different environmental characteristics, using references up to 50 m away while the user moves around. The results demonstrate that this framework supports novel outdoor AR applications, extending the possibilities in research and urban applications. [ABSTRACT FROM AUTHOR]

With the development of augmented reality (AR) technology, AR navigation tools have gradually received increasing attention. Few previous studies have comprehensively discussed the advantages and disadvantages of AR and 2D maps from a spatial cognition perspective. Through three experiments, this article investigated the effects of different AR navigation display methods on wayfinding performance and spatial knowledge acquisition. First, we compared participants' performances in using AR and 2D map navigation aids for wayfinding and spatial knowledge tasks. Second, we developed a combined map and compared the usability of this map with that of an AR map. Then, we applied the focus + context technique to improve the combined map's minimap and verified the improved map's effectiveness by laboratory simulation. The AR map is superior to the 2D map in acquiring spatial knowledge. AR displays are crucial for helping individuals acquire landmark and route knowledge. The improved map expands the range of exocentric spatial information and highlights the landmark locations to provide comprehensive information about the environment; thus, the improved map can further assist in acquiring spatial knowledge. [ABSTRACT FROM AUTHOR]

We present a novel approach to the inclusion of online services within a physical retailing scenario through the use of augmented reality (AR) technology and head-mounted displays (HMD). A concept has been designed for providing the innovative combination of product data, comparison support and product recommendations, all directly accessible from the pertinent physical products. Prototypes were implemented and evaluated in several user studies to address questions related to information acquisition, product exploration and user acceptance, including a comparison against a baseline system (i.e., smartphone app without AR capabilities). The results indicate that providing in-store functions via AR HMDs can be on par with a non-AR smartphone approach in terms of practicality, and may provide superior benefits concerning the discovery and exploration of products, and the perception of their differences. However, effort must be dedicated to design AR UIs able to compete against the clearer and more structured information visualization of traditional displays. [ABSTRACT FROM AUTHOR]

Heuristic evaluation is a famous usability inspection method often used in the assessment of Augmented Reality (AR) systems. Usability heuristics can be characterized as general or specific to a domain. During comparative studies between a new and a traditional set of heuristics, the focus is often around performance metrics (number of problems, time, errors), and little attention is given to the experience itself (i.e., evaluator's overall satisfaction toward utilization of the set of heuristics). In addition, limited research has been done on the application of heuristics to evaluate interfaces with different levels of interaction, along with how a longer set of low-level heuristics compares against a traditionally-sized set of high-level heuristics. In this study, recruited participants (mostly university students) performed a heuristic evaluation using either a set of 110 specific heuristics (SH) or a set of 23 general heuristics (GH) to evaluate two versions of an AR application, designed with a low and a high level of interactivity. Big Five personality traits, prior experience with AR or Virtual Reality systems, and various usability data (e.g., subjective ratings related to the usability of heuristics and AR application, number of unique problems, and severity ratings) were collected through questionnaires and utilized during statistical analysis. Results show that even though the employment of the set of GH produced higher overall satisfaction of evaluators, the set of SH resulted in a significantly larger number of unique usability problems. Furthermore, the more interactive version of the AR application was perceived by evaluators as the harder version to inspect, regardless of the set of heuristics utilized. Neuroticism and agreeableness traits were found with a significant impact on subjective usability ratings. [ABSTRACT FROM AUTHOR]

The study of consciousness has developed well-controlled, rigorous methods for manipulating and measuring consciousness. Yet, in the process, experimental paradigms grew farther away from everyday conscious and unconscious processes, which raises the concern of ecological validity. In this review, we suggest that the field can benefit from adopting a more ecological approach, akin to other fields of cognitive science. There, this approach challenged some existing hypotheses, yielded stronger effects, and enabled new research questions. We argue that such a move is critical for studying consciousness, where experimental paradigms tend to be artificial and small effect sizes are relatively prevalent. We identify three paths for doing so—changing the stimuli and experimental settings, changing the measures, and changing the research questions themselves—and review works that have already started implementing such approaches. While acknowledging the inherent challenges, we call for increasing ecological validity in consciousness studies. In this perspective, Mudrik et al. call for more naturalistic studies of consciousness, given the artificial nature of most experimental manipulations. Despite the entailed challenges, they argue that this will increase ecological validity, generate new questions, and yield stronger effects. [ABSTRACT FROM AUTHOR]

Clustering is a popular data analysis technique that can explore the structure of data through cluster analysis. Similar data are put into the same cluster, while dissimilar data allocate to other clusters. The similarity/dissimilarity among data objects is determined using a distance function. Further, clustering algorithms aim to choose the optimal set of centroids for obtaining better partitioning, but clustering accuracy is always susceptible. This issue of clustering is addressed through meta-heuristic algorithms. This research also aims to handle the accuracy issue and presents a new algorithm for effective cluster analysis. The proposed clustering algorithm is inspired by a water flow optimizer (WFO). The WFO algorithm performance is validated on the well-defined clustering problems based on SSE, accuracy (AR) and detection rate (DR) parameters. The results indicate that the WFO algorithm gets higher clustering results in terms of SSE, AR and DR than the same class of algorithms. The performance is also validated using Friedman statistical test followed by a post hoc test. Results indicated that the proposed WFO gets better statistical results than other clustering algorithms. [ABSTRACT FROM AUTHOR]

Augmented reality is increasingly used in various fields, especially industrial applications. Although augmented reality devices' characteristics and technological benefits are still evolving, augmented reality's clear advantages in facilitating mechanical tasks and improving operator performance have made it popular. In industrial settings, the human factor remains irreplaceable, but the evolution of artificial intelligence has allowed any activity on the shop floor to be given new semantic possibilities. Through a semantic layer, it is possible to interpret and validate the environment, provide multimodal interaction, and analyze and evaluate information to detect anomalies or risky situations. Deep learning has opened up new possibilities for existing augmented reality solutions, such as visual interpretation of the environment, natural language understanding for problem-solving, or automatic anomaly detection. This new intelligent layer minimizes unnecessary interactions with the environment, validates the operator's actions, and increases comfort, safety, and focus, making them more efficient in high cognitive level tasks. This work presents a general architecture based on a Semantic layer that relies on augmented reality systems and validates its advantages in a real industrial setting. Overall, integrating artificial intelligence and augmented reality solutions in industrial settings offers significant potential for improving productivity, safety, and worker satisfaction. [ABSTRACT FROM AUTHOR]

The combination or mixture of methodologies offers so-called hybrid results, whose benefits can be focused on all areas of knowledge. In the present study, the creation of an Interactive Hybrid Maps Augmented Reality (AR) Application focused on teaching earth sciences was combined with edaphological, geographical, and cartographic information as a complement to online teaching due to the pandemic caused by COVID-19. Information was collected by studies carried out in the municipalities of Ixmiquilpan, Tasquillo, and Cardonal located at Mezquital Valley in Hidalgo, Mexico. The application was developed under evolutionary development models in combination with 2D maps, and Geographic Information Systems through the software Unity 3D graphics engine and AR Foundation SDK. In addition, laboratory results, information from historical databases, as well as field information, and pictures showing soil profiles of the study region were incorporated. The Interactive Hybrid Maps AR Application was installed and evaluated by Bachelor´s students of Biology with a specialty in soil sciences from the National Autonomous University of Mexico through a survey quiz that included items such as a learning tool, graphic 3D maps quality in augmented reality, easy handling, interaction and recommendable. Our results obtained a value of 0.90 Cronbach Alpha Coefficient indicating excellent reliability of the instrument. Moreover, an analysis of the last 10 years shows an incipient development of applications based on Augmented Reality for teaching earth sciences for university education. However, it is shown a wide development of AR applications in several fields since mathematics to museums. [ABSTRACT FROM AUTHOR]

In the field of augmented reality, 6D pose estimation of rigid objects poses limitations and challenges. Most of the previous 6D pose estimation methods have trained deep neural networks to directly regress poses from input images or predict the 2D locations of 3D keypoints for pose estimation; thus, they are vulnerable to large occlusion. This study addresses the challenge of 6D pose estimation from a single RGB image under severe occlusion. A novel method is proposed that is based on PVNet but improves its performance. Similar to PVNet, our method regresses target object segments and pixel-wise direction vectors from an RGB image. Subsequently, the 2D locations of 3D keypoints are computed using the direction vectors of object pixels, and the 6D object pose is obtained using a PnP algorithm. However, accurate segmentation of object pixels is difficult, particularly under severe occlusion. To this end, a focal segmentation mechanism is proposed that ensures accurate complete segmentation of occluded objects. Extensive experiments on LINEMOD, LINEMOD-Occlusion datasets validate the effectiveness and superiority of our method. Our method improves the accuracy of PVNet by 1.09 and 5.14 on average in terms of the 2D reprojection error and ADD metric, respectively, without increasing the computational time. [ABSTRACT FROM AUTHOR]

This study investigates the impact of integrating Building Information Modeling (BIM) technologies with Virtual and Augmented Reality (VR-AR) in didactic applications within the AECO (Architecture, Engineering, Construction, and Operations) field. To address this gap, a systematic literature review (SLR) analyzed 30 primary studies, providing a comprehensive overview for teachers and researchers interested in a deeper exploration of the area. The results indicate that the educational implementation of BIM VR-AR has garnered the interest of researchers across various contexts and applications, fostering novel forms of communication and representation. Positive outcomes are notable in terms of motivation and spatial cognitive skills development. In this context, avatar mapping and presence in virtual environments are closely linked to immersion, social presence, and cognitive load. However, challenges such as teacher and student training, costs, interoperability, and device usability persist. The emergence of mobile immersive VR technologies shows promise in mitigating some of these barriers, contributing to realizing the didactic potential of these technologies in STEM (Science, Technology, Engineering, and Mathematics) education. [ABSTRACT FROM AUTHOR]

Large-scale furniture production involves complex manufacturing processes and methods. However, Taiwanese schools face limitations in terms of space and equipment, restricting students from engaging in furniture prototype creation or small-batch production. As a result, students often struggle to grasp practical aspects of large-scale furniture production, leading to a partial understanding of manufacturing processes and methods. To bridge this gap, this study introduces Augmented Reality (AR) technology and miniaturized furniture production lines in a school’s woodshop. AR can be used to guide students through miniaturized production stages, emphasizing semi-automated furniture production features. Additionally, Virtual Reality (VR) technology is combined to provide an immersive experience of real-world, large-scale furniture production, allowing students to understand processing scenarios and conditions in facilities of other countries. In an experiment involving 30 first-year students, an experimental group (15 participants) received mixed AR and VR instruction, while a control group (15 participants) received traditional teaching methods. Findings reveal that AR and VR integration enhanced students’ comprehension of differences between the school workship and overseas large-scale furniture production facilities. This strategy improved their furniture production knowledge, and fostered adaptability to various production conditions and methods. [ABSTRACT FROM AUTHOR]