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Augmented reality (AR) can bring a new interactive experience to the collaboration between users. When users are in the same place, there are two modes of joint operation for the same object: parallel-work (PW) and cross-work (CW). PW means two users perform their tasks, while CW means assisting each other. To investigate the difference that collaboration using PW and CW in an AR environment brings to users, we developed a two-person local collaboration system, LoCol. We designed and conducted user experiments by selecting the tasks of adjusting the virtual model of the assembly and adding missing boundaries in the model. The results showed that CW led to a higher sense of social coexistence while reducing workload. In terms of task completion time and accuracy, CW and PW each had advantages. We found that users generally want to reduce unnecessary repetitive operations and frequent movement by working with others. This is likely an important criterion for determining who is better suited for a particular job in either approach. Refereed/Peer-reviewed

This paper reports at Augmented Reality (AR) as a field, where a real time integration of a 3 dimensional real environment and the virtual 3D objects. This paper explains the applications related to medical, engineering, simulation, route planning, entertainment, and military that have been discussed. Two of the greatest challenges in constructing efficient augmented reality or AR systems are registration errors and sensing errors. In this paper, authors summarize current practices to overcome these issues. A discussion of future strategies and the areas requiring more study is done. Moreover, this survey can serve as an initial point for anyone those who are interested in researching and/or using augmented reality. This is because peoples are at a stage wherein adoption of technologies based on augmented reality for enhancement of our perception and to help ourselves sense our environment in a new and an enriched way is the need of the hour.

International audience; Establishing an effective collaboration between augmented-reality (AR) and remote desktop users is a challenge because collaborators do not share a common physical space and equipment. Yet, such asymmetrical collaboration configurations are common today for many design tasks, due to the geographical distance of people or unusual circumstances such as a lockdown. We conducted a first study to investigate trade-offs of three remote representations of an AR workspace: a fully virtual representation, a first-person view, and an external view. Building on our findings, we designed ARgus, a multi-view video-mediated communication system that combines these representations through interactive tools for navigation, previewing, pointing, and annotation. We report on a second user study that observed how 12 participants used ARgus to provide remote instructions for an AR furniture arrangement task. Participants extensively used its view transition tools, while the system reduced their reliance on verbal instructions.

Multi-user mobile Augmented Reality (AR) has been successfully used in various fields as a novel visual interaction technology. But current mainstream wearable device-based and app-based solutions are still facing cross-platform, real-time communication, and intensive computing requirements. Mobile Web technology is envisioned to be a promising supporting technology for cross-platform application of mobile AR especially in 5G networks, which provide pervasive communication and computing resources thereby forming a formidable framework for the practical application of multi-user mobile Web AR. However, the problem of how to use these new techniques properly to achieve efficient communication and computing collaboration is obviously paramount in order for multi-user mobile Web AR to be realized in 5G networks. In this article, we propose the first edge-assisted multi-user collaborative framework for mobile Web AR. Firstly, we propose a heuristic mechanism for efficient communication planning, which allows multi-user interaction synchronization to be achieved. Secondly, we introduce a motion-aware key frame selection mechanism to optimize the computational efficiency of the edge system, and simultaneously alleviate the initialization problem by collaborating with nearby mobile devices using the Device-to-Device communication technique. Experiments are conducted in a real-world 5G network, and the results demonstrate the superiority of our proposed collaborative framework.

This study aims at investigating the added value of an augmented reality head-up display (AR-HUD) in relation to a conventional head-up display (C-HUD) to perform navigation tasks in a complex road situation. The notion of complexity was defined according to two main factors: infrastructure and traffic. It was used to identify and select real road situations presenting different sources of complexity. This study focuses on one of these situations, which was reproduced on a simulator and broken down into three use cases. A total of 32 participants performed three navigation tasks, using the AR-HUD or the C-HUD. Both objective and subjective data were collected. Data analyses, using linear mixed model analyses of variance and multilevel logistic regression, indicate a slight advantage of the AR-HUD. Participants using the AR-HUD make fewer errors and drive faster on average. Moreover, the AR-HUD is assessed to be more useful and easier to understand than the C-HUD. However, this interface shows limitations, in particular because it does not enable drivers to anticipate the manoeuvre to be conducted. The study raises questions about the design of an instrument system that would help drivers not only identify, but also build a representation of a forthcoming manoeuvre to be performed.

Augmented reality applications allow users to enrich their real surroundings with additional digital content. However, due to the limited field of view of augmented reality devices, it can sometimes be difficult to become aware of newly emerging information inside or outside the field of view. Typical visual conflicts like clutter and occlusion of augmentations occur and can be further aggravated especially in the context of dense information spaces. In this article, we evaluate how multisensory cue combinations can improve the awareness for moving out-of-view objects in narrow field of view augmented reality displays. We distinguish between proximity and transition cues in either visual, auditory or tactile manner. Proximity cues are intended to enhance spatial awareness of approaching out-of-view objects while transition cues inform the user that the object just entered the field of view. In study 1, user preference was determined for 6 different cue combinations via forced-choice decisions. In study 2, the 3 most preferred modes were then evaluated with respect to performance and awareness measures in a divided attention reaction task. Both studies were conducted under varying noise levels. We show that on average the Visual-Tactile combination leads to 63% and Audio-Tactile to 65% faster reactions to incoming out-of-view augmentations than their Visual-Audio counterpart, indicating a high usefulness of tactile transition cues. We further show a detrimental effect of visual and audio noise on performance when feedback included visual proximity cues. Based on these results, we make recommendations to determine which cue combination is appropriate for which application.

There have been attempts to provide new cinematic experiences by connecting TV or movie content to suitable locations through augmented reality (AR). However, few studies have suggested a method to manage breakdowns in continuity due to spatial transitions. Thus, we propose a method to manage the spatial transition that occurs when we create a TV show trajectory by mapping TV show scenes with spatiotemporal information to the real world. Our approach involved two steps. The first step is to reduce the spatial transition considering the sequence, location, and importance of TV show scenes when creating the TV show trajectory in the authoring tool. The second is to fill the spatial transition with additional TV show scenes considering sequence, importance, and user interest when providing the TV show trajectory in the mobile application. The user study results showed that reducing spatial transition increases narrative engagement by allowing participants to see important content within the trajectory. The additional content in spatial transition decreased the physical demand and effort in terms of the perceived workload, although it increased the task completion time. Integrated spatial transition management improved the overall cinematic augmented reality (CAR) experience of the TV show. Furthermore, we suggest design implications for realizing the CAR of TV shows based on our findings.

This paper examines the development of an augmented reality app that will be used as a tool for people interested in learning the conventions of cinematography. Augmented reality has demonstrated its value in various aspects of education, from helping highschoolers learn abstract concepts of chemistry, to medical and nursing training. DirectAR merges augmented reality with tried and tested visual language concepts in order to give its users a hands-on learning experience. This is possible due to the creation of AR characters that serve as models with which users of this app are able to grasp concepts by actually putting them into practice

Malfunctions are a major challenge in partially automated driving. During such malfunctions, the driver must be able to adequately take over vehicle guidance without being requested to intervene. This may be particularly difficult in urban areas due to their high complexity and information density. Augmented Reality Head-Up Displays (ARHUDs) may have the potential to support the driver during the monitoring task by providing driving-related information at its required location in the primary field of view. The effects of an ARHUD compared to a Baseline concept in case of malfunctions were investigated in a driving simulation experiment with 52 participants. In a partially automated urban drive, participants experienced a longitudinal and a lateral malfunction in permuted order. The concepts -ARHUD or Baseline- were presented as a between-subject factor. The results showed significantly shorter take-over times when using the ARHUD, resulting in fewer crashes. For those who were able to avoid the crash, no differences in the take-over quality between both concepts were found. There was one difference in visual attention: the attention ratio on the instrument cluster was lower for the ARHUD. In addition, the ARHUD revealed a significantly higher trust and usability rating. However, there were no differences in acceptance and subjective workload between the two concepts. The results showed that the ARHUD has more potential to prevent crashes in the event of malfunctions compared to the Baseline. Nevertheless, the high number of crashes, regardless of the concept, showed the importance of a fallback level for partially automated urban driving.

Refereed/Peer-reviewed This paper presents an Augmented Reality (AR)-based network cabling tutoring system that trains users how to interconnect cables within a Virtual Local Area Network (VLAN) on a physical switching rack. AR arrows combined with text-based instruction and a checklist provided assistance during practical learning. When learners made a mistake, an Intelligent Tutoring System (ITS) identified the source of the mistake and provided real-time feedback using text, AR and text-to-speech mechanisms. The design was motivated by the human-cognitive architecture and its five evolutionary principles (proposed by Sweller and Sweller (2006)). Users performed four consecutive network cabling training tasks with assistance from our ITS. We found that users made fewer errors when the AR cues, text-based instruction and checklist solutions were replaced with summarised information and then removed completely in the final task compared to those who used an identical system with fixed instruction. Cognitive Load Theory (CLT) explains our results by suggesting that the instructional mechanisms become redundant as knowledge increases. Implications of the study are discussed as well as how AR can help facilitate knowledge transfer in the network cabling domain.

Augmented reality is a device in combining objects between 2D and 3D virtual worlds, there's information that has not been implemented directly to the user, then by responding into scope that is 3D on the object with the resulting time at the same time to read in real-time, related to learning media where the teaching and learning process generally uses a book, then develops using projectors and laptops as information technology, besides the development of mobile (cellular) or android-based information technology that can make it easier for learning, especially the introduction of the solar system, the beginning of the solar system introduced various space objects both planets and surrounding space objects, in class VI who received the material as a basis before going to the next level, but the teaching and learning process there are several factors that influence i if it is examined that there are elderly teachers who have difficulty keeping up with technological developments, from learning media support tools such as projectors and teaching aids are still very limited, and not all teachers use information technology as a learning medium, the purpose of which is to make an introduction to AR learning media applications android-based solar system for class VI, based on these 3 problems as a solution an educational application is needed that supports learning activities using android augmented reality for the introduction of the solar system with the marker based tracking method, becomes a marker of 3D objects to bring up from the virtual world to the real which contains information on each of these objects, in other words visualizing the results of the marker directly into the real world, the final result is the creation of an AR application for learning the introduction of the solar system.

The "Maker Movement" is a cultural phenomena rooted in DIY culture, which stresses making devices and creations on your own rather than purchasing it ready-made. At the core of the Maker Movement, is the "Maker Mindset"; a collection of attitudes, beliefs and behaviors that emphasize the importance of creativity, experimentation and innovation in the learning process. Since the Maker Mindset embodies constructionist principles at its core that push makers to experiment and problem-solve by collaborating with fellow makers through hands-on activities, it can be said that these activities comprise of Creative, Learning and Collaborative experiences. While Internet-of-Things devices have long been used to enhance these activities, research pertaining to using Augmented Reality in tandem with IoT for the purpose of enhancing experiences core to the Maker Mindset is relatively unexplored. Three different systems were developed with the goal of addressing this -- MicrokARts, ShARed IoT and MechARspace. Each system focuses on enhancing one of the three core experiences through AR-compatible IoT devices, whilst ensuring that they do not require prerequisite knowledge in order to author AR experiences. These systems were evaluated through user studies and testing over a variety of age-groups, with each system successfully enhancing one core experience each through the use of AR-IoT interactions.

The research explores the efficiency of augmented reality (AR) technology as a tool for the positive triggering museum experience. This article shows the design, development, and evaluation of an AR prototype for information visualization based on a famous Chinese art piece named Along the River During the Qingming Festival. In total, 58 participants were invited to evaluate the prototype. Results suggest that AR technology can trigger users’ engagement, learning, meaningful experience, and emotional connection, and hence arouse their interest and learning process. These findings may interest researchers and designers to develop a broader range of innovative AR applications to prompt a digital learning experience.

Remote Collaboration mediated by Mixed and Augmented Reality (MR/AR) shows great potential in scenarios where physically distributed collaborators need to establish a common ground to achieve a shared goal. So far, most research efforts have been devoted to creating the enabling technology, overcoming engineering hurdles and proposing methods to support its design and development. To contribute to more in-depth knowledge on how remote collaboration occurs through these technologies, it is paramount to understand where the field stands and how characterization and evaluation have been conducted. In this vein, this work reports the results of a literature review which shows that evaluation is frequently performed in ad-hoc manners, i.e., disregarding adapting the evaluation methods to collaborative AR. Most studies rely on single-user methods, which are not suitable for collaborative solutions, falling short of retrieving the necessary amount of contextualized data for more comprehensive evaluations. This suggests minimal support of existing frameworks and a lack of theories and guidelines to guide the characterization of the collaborative process using AR. Then, a critical analysis is presented in which we discuss the maturity of the field and a roadmap of important research actions is proposed, that may help address how to improve the characterization and evaluation of the collaboration process moving forward and, in consequence, improve MR/AR based remote collaboration.

Augmented reality (AR) applications that overlay a user's perception of the real world with digitally generated information are on the cusp of commercial viability. AR has appeared in several commercial platforms like Microsoft HoloLens and smartphones. They extend the user experience beyond two dimensions and supplement a user's normal 3D world. A typical location-based multi-player AR application works through a three-step process, wherein the system collects sensory data from the real world, identifies objects based on their context, and finally, renders information on top of the user's senses. However, because these AR applications frequently exchange data with users, they have exposed new individual and public safety issues. In this paper, we develop ARSpy, a user location tracking system solely based on network traffic information of the user, and we test it on location-based multi-player AR applications. We demonstrate the effectiveness of the proposed scheme via real-world experiments on 12 volunteers and show that we could obtain the geolocation of any target with high accuracy. We also propose three defense methods to mitigate these side channel attacks. Our results reveal a potential security threat in location-based multi-player AR applications and serve as a critical security reminder to AR users.

The development of Smart Home Controllers has seen rapid growth in recent years, especially for smart devices, that can utilize the Internet of Things (IoT). However, a large portion of the household devices and appliances already in use, are not IoT enabled, and therefore, requires their default control mechanisms for the devices to operate. This paper proposes a smart appliance controller that uses Augmented Reality, MQTT, and other up-to-date platforms to control aftermarket home appliances in the most efficient manner. The proposed work integrates mobile AR with IoT, to control household appliances, with the help of infrared (IR) signals. The characteristics of the system are evaluated through a series of tests and performance measures. The results of the test highlight th quick response time of MQTT for the implementation of a Home Automation System, when compared to the request-reply protocol: CoAP (4 times as fast).

We investigate how AR visualizations affect the trust in large industrial robot arms used in fabrication tasks.

The use of virtual reality (VR) and augmented reality (AR) in connected environments is rarely explored but may become a necessary channel of communication in the future. Such environments would allow multiple users to interact, engage, and share multidimensional data across devices and between the spectrum of realities. However, communication between the two realities within a hybrid environment is barely understood. We carried out an experiment with 52 participants in 26 pairs, within two environments of 3D cultural artifacts: (1) a Hybrid VR and AR environment (HVAR) and (2) a Shared VR environment (SVR). We explored the differences in perceived spatial presence, copresence, and social presence between the environments and between users. We demonstrated that greater presence is perceived in SVR when compared with HVAR, and greater spatial presence is perceived for VR users. Social presence is perceived greater for AR users, possibly because they have line of sight of their partners within HVAR. We found positive correlations between shared activity time and perceived social presence. While acquainted pairs reported significantly greater presence than unacquainted pairs in SVR, there were no significant differences in perceived presence between them in HVAR.

Proposed: Prayer is compulsory to worship for Muslims around the world. Prayer is a mandatory commandment from Allah SWT. However, the companions and the Madzhab of Islam have a different opinion but remain Saheeh as long as it does not stray away from the teachings of the Prophet and Al-Quran. This prayer movement consists of the prayer movement of the Madzhab, Imam Shafi'i, Imam Hanafi, Imam Hambali, and Imam Maliki. The Marker used 9 pieces with pictures of each movement. One marker has several shapes of the movements that are several object targets are listed in it. Methods: The Brute Force algorithm used is to match the String value. The Brute Force algorithm can recognize well any String value that is matched to the marker and data from the database. This algorithm is applied to Augmented Reality technology. This app is built using Augmented Reality technology that combines real-world and virtual worlds. Results: This technology is well recognized applied from the Brute Force algorithm, which can validate the match result String value between the database and marker. Novelty: This technology uses the camera to find suitable markers in order to display 3D objects if the marker and the database match. So that this built system can facilitate many circles in learning the prayer movements based on the prayer movement version of islamic high priest.

Augmented Reality Technologies as such have been known since the first decade of the 21st century. However, due to the relatively high costs of terminal equipment, the lack of mass demand in industries, their unpreparedness to implement augmented reality in production processes, the limited use of augmented reality in the educational process, etc., this technology did not become networked. In the broadest sense of this word, the traffic generated by augmented reality significantly affects both the principles of network construction and its planning. The article is devoted to studying the interaction of augmented reality applications and control methods for Unmanned Aerial Vehicles. The study was carried out experimentally using the developed experimental stand. During the experiment, an augmented reality application was used to control the UAV. The assessments of the quality of service of the network and subjective evaluations of the quality of perception were obtained. The Hurst parameter was used to determine the relationship between the quality of communication network service and the quality of perception. The parameters of the communication network maintenance are determined to ensure the specified rate of perception when controlling the UAV using the augmented reality application.

Robotic surgery bedside assistants play an important role in robotic procedures by performing intra-corporeal tasks while accommodating the physical presence of the robot. We hypothesized that an augmented reality headset enabling 3D intra-corporeal vision while facing the surgical field could decrease time and improve accuracy of robotic bedside tasks. Bedside assistants (one physician assistant, one medical student, three surgical trainees, and two attending surgeons) performed validated tasks within a mock abdominal cavity with a surgical robot docked. Tasks were performed with a bedside monitor providing 2D or 3D vision, or an optical see-through head-mounted augmented reality device with 2D or 3D vision. The effect of augmented reality device resolution on performance was also evaluated. For the simplest task of touching a straw, performance was generally high, regardless of mode of visualization. With more complex tasks, including stapling and pulling a ring along a path, 3D augmented reality decreased time and number of errors per task. 3D augmented reality allowed the physician assistant to perform at the level of an attending surgeon using 3D augmented reality (p = 0.08). All participants had improved times for the ring path task with better resolution (lower resolution 23 ± 11 s vs higher resolution 14 ± 4 s, p = 0.002). 3D augmented reality vision with high resolution decreased time and improved accuracy of more complex tasks, enabling a less experienced robotic surgical bedside assistant to function similar to attending surgeons. These data warrant further study with additional complex tasks and bedside assistants at various levels of training.

Promoting pro‐conservation behaviours has become a priority for conservation organisations world‐wide. Yet, current engagement strategies still face a number of barriers to creating successful interventions at the scale needed to meet global sustainability challenges. Online and mobile games enjoy immense world‐wide popularity, tapping into an audience not normally reached through conventional conservation outreach channels. Despite this potential to be a new, high impact and scalable platform for promoting pro‐environmental behaviours, the opportunities within digital games for conservation have thus far been little explored and organisations have called for robust impact evaluations for this medium. Therefore, we investigated the effectiveness of the augmented reality game Wildeverse, which seeks to generate support for ape conservation and encourage pro‐environmental behaviours. We conducted a randomised control trial to experimentally compare the impacts of this game against watching a documentary, a conventional conservation outreach intervention. We compared changes in participants' knowledge, attitudes and revealed donation behaviours across the two groups and found that games performed as well as documentaries in supporting positive environmental knowledge and attitudes. The results gathered from this study provide experimental insight into the potential for the broader use of digital games for conservation outreach and also provide evidence against the argument that gaming can detract from real‐world environmental problems creating a disconnect with these issues. However, results from this study could not provide any evidence that Wildeverse was successful in achieving its additional aim of encouraging players to donate to conservation, which provides evidence for the existence of an environmental values–behaviour gap in conservation gaming. The gaming industry is global and rapidly growing and should no longer be ignored as an avenue for conservation outreach. We recommend several ways in which future studies can expand on this work to better understand how to effectively harness the power of digital games to drive tangible change that benefits biodiversity. A free Plain Language Summary can be found within the Supporting Information of this article.

This paper shows the development of a web environment for the construction of Archimedes and Plato polyhedra in Augmented Reality (AR) and Virtual Reality (VR). In this environment we used the geometric transformations of translation and rotation with the structure of hierarchies of HTML pages, without the use of the coordinates of each polyhedra vertex. The developed environment can be used in classroom to visualize the polyhedra in Augmented Reality, with the possibility of manipulations of the graphical representations by students in the environment created in Virtual Reality. Other studies that can be developed with the polyhedra modeled are areas, volumes and the relation of Euler. Another important content that can be developed is truncation, because seven Archimedes polyhedra are obtained by using truncation of Plato's polyhedrons. With this work, it becomes possible to develop didactic materials with a simple technology, free and with great contribution to improvement of the teaching of Geometry and other areas that use representation of 3D objects.

This research focuses on the production and creation of educational materials for Arabic vocabulary learning using Augmented Reality Technology, namely ARabic-Kafa, which can support both teachers and students. The Marker Based Tracking tool is used in this Augmented Reality application. This method was employed because it can read objects and then display 3-dimensional (3D) virtual objects. The first step in resolving this issue is to create animations through the blender application, choose the image to be utilised as a Marker, and finally, export it to Vuforia to form an Augmented Reality app. The mobile app of Augmented Reality-based educational media is the product of this research. A series of testing were employed and a minimum distance for displaying a 3D object is 10 cm, and the minimum angle 30° to 90° to view 3D objects. The rotation marker's output effectively shows every aspect of the 3D object. Furthermore, the audio pronunciations can be played effortlessly.

As the development of technology that is rapidly growing technology also participated influence in the field of education. But not too exploited in the field of education that need a tool props . Augmented Reality (AR) is the technology with the concept of combining the dimensions of the world real to the dimensions of the world maya which in show in real time. It is in doing by way of drawing objects of three dimensions on a marker, which is a pattern that is unique and can be recognized by the application. Smartphone allows the development of applications Augmented Reality with mud ah , and may be accessed by many users. Augmented Reality can be used in various fields, one of which is as a means of education for children. Augmented Reality can be used to create an environment of learning that is more interactive in which the child - the child can interact directly with the object world virtual so that the child - the child was able to play while learning. S Before the implement of worship to pray according to jumhur Ulama ' said that perform ablution is recommended before doing worship tawaf at the Ka'bah, holding the Mushaf Al - Qur'an and worship other. At ablution contained a wisdom that suggests to us down should a Muslim start the worship and life to the sanctity of birth inward. By because the people of Muslim should know the procedure how to perform ablutions are appropriate Shari'a of Islam. In the study 's authors will make media learning system how to perform ablution using the technology of Augmented Reality , applications are used , namely, Blender to create models of 3D character man along with animated motion ablution with methods pose to pose , CorelDraw to create a marker and design of display applications, Unity 3D for create an Android -based Augmented Reality application . The results of this study used the Multimedia Development Life Cycle (MDLC) method.

Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder that impacts one in every 54 children in the United States. Some children with ASD have learning and fine motor skill challenges that contribute to difficulties completing daily living tasks such as toothbrushing. Lack of toothbrushing skills may cause increased need for dental care and negative social feedback from peers. Technology based intelligent support systems offer the advantages of being accessible, engaging, and cost-effective. In this work, we present a novel interactive augmented reality coaching system, CheerBrush, to improve the toothbrushing skills of children with ASD. CheerBrush allows children to manipulate virtual objects like a toothbrush and toothpaste with their actual hand motions to practice the steps of toothbrushing. The virtual tasks of CheerBrush demonstrate these steps using audio and visual cues, while also showing the brushing process through a virtual avatar. CheerBrush also assesses toothbrushing skills with a custom designed mechatronic toothbrush to evaluate the system's coaching effectiveness. A feasibility study with 12 children (six children with ASD and six typically developing children) was conducted to evaluate the acceptability and effectiveness of CheerBrush. The data showed improvements in the toothbrushing motions and reduced stress for the children in the post-test. CheerBrush detects real-time movement of children and interacts with them by augmented reality, feedback and multimodal hints. We believe that CheerBrush has the potential to provide a low-cost, engaging and, beneficial intelligent support system to improve the toothbrushing skills of children with ASD.

Augmented Reality Learning Experiences (ARLEs) for classrooms provide student-centered learning. In recent years, there has been an increase in HCI research on various handheld AR learning applications and the authoring tools to design them. However, there is a lack of studies exploring the design decisions required to create ARLEs, specific to the classroom context. To analyze the same, we conducted a design workshop with 32 participants forming 8 groups to investigate approaches for designing classroom-based ARLEs. Each group consisted of an AR developer, an interaction designer, an education researcher, and a middle-grade Math teacher. The groups designed ARLEs based on a given Mathematics topic for a classroom scenario. Though the groups used varied approaches for generating design prototypes, we observed similarities between their techniques. We report the key design approaches and decisions that were adopted by these groups. The findings are articulated through the lenses of content, context and design. Based on the analysis, we discuss the design approaches relevant for the novice designers while conceptualizing the design of a handheld ARLE for classrooms.

Design and co-creation activities around 3D artifacts often require close collocated coordination between multiple users. Augmented reality (AR) technology can support collocated work enabling users to flexibly work with digital objects while still being able to use the physical space for coordination. With most of current research focusing on remote AR collaboration, less is known about collocated collaboration in AR, particularly in relation to interpersonal dynamics between the collocated collaborators. Our study aims at understanding how shared augmented reality facilitated by mobile devices (mobile augmented reality or MAR) affects collocated users' coordination. We compare the coordination behaviors that emerged in a MAR setting with those in a comparable fully physical setting by simulating the same task -of the shared physical dimension for participants' ability to coordinate in the context of collaborative co-creation. Namely, participants working in a fully physical setting were better able to leverage the work artifact itself for their coordination needs, working in a mode that we term artifact-oriented coordination. Conversely, participants collaborating around an AR artifact leveraged the shared physical workspace for their coordination needs, working in what we refer to as space-oriented coordination. We discuss implications for a AR-based collaboration and propose directions for designers of AR tools.

Interaction design for Augmented Reality (AR) is gaining attention from both academia and industry. This survey discusses 260 articles (68.8% of articles published between 2015–2019) to review the field of human interaction in connected cities with emphasis on augmented reality-driven interaction. We provide an overview of Human-City Interaction and related technological approaches, followed by reviewing the latest trends of information visualization, constrained interfaces, and embodied interaction for AR headsets. We highlight under-explored issues in interface design and input techniques that warrant further research and conjecture that AR with complementary Conversational User Interfaces (CUIs) is a crucial enabler for ubiquitous interaction with immersive systems in smart cities. Our work helps researchers understand the current potential and future needs of AR in Human-City Interaction.

Our visual environment impacts multiple aspects of cognition including perception, attention and memory, yet most studies traditionally remove or control the external environment. As a result, we have a limited understanding of neurocognitive processes beyond the controlled lab environment. Here, we aim to study neural processes in real-world environments, while also maintaining a degree of control over perception. To achieve this, we combined mobile EEG (mEEG) and augmented reality (AR), which allows us to place virtual objects into the real world. We validated this AR and mEEG approach using a well-characterised cognitive response - the face inversion effect. Participants viewed upright and inverted faces in three EEG tasks (1) a lab-based computer task, (2) walking through an indoor environment while seeing face photographs, and (3) walking through an indoor environment while seeing virtual faces. We find greater low frequency EEG activity for inverted compared to upright faces in all experimental tasks, demonstrating that cognitively relevant signals can be extracted from mEEG and AR paradigms. This was established in both an epoch-based analysis aligned to face events, and a GLM-based approach that incorporates continuous EEG signals and face perception states. Together, this research helps pave the way to exploring neurocognitive processes in real-world environments while maintaining experimental control using AR.

The visual representation of a product and the role of visualization have recently become a central issue in design research. By enriching a real scene with computer generated objects, Augmented Reality, has proven itself as a valuable Human-Computer Interface in numerous application areas, such as medicine, military, entertainment and manufacturing. In this paper we propose an approach by which a user can create own 3D augmented reality scenes that enable interaction between the real world and virtual assembly's components, while including an animation at the same time. For this purpose, BuildAR Pro software is employed using marker-based camera tracking, while assembly design is obtained with standard CAD system SolidWorks. The animations are developed in 3ds max software package in order to save the assembly as .ive file format, which is helpful to increase the performance of scene rendering and/or viewing.

Augmented reality strengthens its ties with the gaming world every day. The fact that smartphones can be used as an augmented reality tool, in particular, shows this interest as a remarkable phenomenon for both gamers and game producers. The development of augmented reality applications is of great importance for the future of the gaming world, as it is not only limited to mobile phones but also covers more sophisticated devices. This research intends to evaluate how augmented reality games interpret gaming concepts and principles, through field research methods, new applications, and studies that deal with gamification, presence, immersion, and game transfer phenomena. It is also aimed to make inferences about how our daily life can be gamified in the near future thanks to augmented reality.

Through the simultaneous presence of graphically composed and materially existing elements, augmented reality (AR) offers ephemeral digital content that is the result of the momentary and, thus, unrepeatable alignment of a physical body and world and an AR system. Capturing the performative and embodied angles of screen-based AR through a combined film-analytical and cognitive lens, this paper focuses on how interfaces, content, and AR-manipulated bodies serve as apparatus for cinematic composition as well as storytelling and user engagement. Observing interactions with AR filters and backgrounds, we reflect on how users’ bodies and expressions that are mirrored on screen are translated into an immersive digital storyworld that exists in the temporal and spatial context of the AR experience and the related technology. AR filters and backgrounds’ affective quality, thus, lies in bodily control and in the creative act of choosing and moderating body characteristics, postures, and positions in real time in relation to the surrounding digitally manipulated or recorded environment. By moderating the representations of bodies and spaces as well as their interplay, AR users actively shape the visual composition of the on-screen space and, thereby, the visual narrative.

Immersive technologies support educational activities and provide motivating contexts which are increasingly implemented in special education settings. Augmented Reality (AR) seems to improve the level of engagement in teaching and learning processes for all students, including students with Intellectual Disabilities (ID). However, there is a lack of research that investigates AR learning environments where students with ID can be involved in inquiry-based activities and acquire academic content linked to real situations. The purpose of this study was to implement a single subject design and evaluate the effects of an AR system on students’ performance on microscopic level of the structure of matter and especially the phase-states of water. A functional relationship was found between students’ correct responses during probe sessions and the AR inquiry-based intervention. In addition, a social validity assessment indicated that the AR glasses helped students with ID to acquire physics concepts, as well as inquiry skills in a vivid experience. The students also reported satisfaction from using the AR glasses. Suggestions for future research include the design of AR-based interventions for other science concepts for students with ID as well as other special educational needs.

In recent years, there has been a lot of research on how to achieve interaction between users and virtual objects using augmented reality. Interaction technologies in augmented reality need to enable users to handle virtual objects intuitively. In addition, since hands are the main means of interaction with objects in real life, it is also necessary to enable interaction operations with hands on virtual objects [1]. In order to make it possible to intuitively handle objects in virtual space using hands in real space, it is necessary to consider whether physical phenomena in real space and virtual space are correctly superimposed (physical consistency). In this study, we proposed a system that allows users to intuitively handle the deformation, movement, and merging of virtual objects in augmented reality. The system was then used by four university students to compare it with existing studies [2].

The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.

The next generation of displays for soldiers may include augmented reality capabilities. One such display, called Mirror in the Sky (MitS), presents survey information in the upper visual field. Using a virtual reality simulation of a military reconnaissance scenario, we compared a MitS prototype to a familiar electronic 2D north-up map. Participants (24 soldiers) were told to follow a prescribed route, detect potential threats, and reroute around them. They also performed a secondary task as a measure of mental workload. At the end of the route, the soldiers were asked to recall the locations of threats and route changes. Participants made better reroute decisions with the north-up map than with MitS, although no differences were observed for threat detection or mental workload. They also scored higher on recall with the north-up map than with MitS. Practitioner Summary: An augmented reality navigation aid was compared to an electronic north-up map in a military reconnaissance scenario, in a virtual reality simulation. Participants made better route decisions and had better recall with the north-up map, but no mental workload differences were found between displays.

An augmented reality (AR) mobile smartphone application was developed for clinicians to improve their knowledge about the contents and organisation of a standardised paediatric code cart, an important tool in safe, effective paediatric resuscitations. This study used focus groups and interviews with 22 clinicians to identify work system barriers and facilitators to use of the application. We identified twelve dimensions of barriers and facilitators: convenience, device ownership, device size and type, gamification, interface design, movement/physical space, perception of others, spatial presence, technological experience, technological glitches, workload, and the perception and attitude towards code cart and resuscitation. These dimensions can guide improvement efforts, e.g. redesigning the interface, providing non-AR modes, improving the tutorial. We propose nine principles to guide the design of other digital health technologies incorporating AR. In particular, the workload demands created by using AR must be considered and accounted for in the design and implementation of such technologies. Practitioner summary: Augmented reality (AR) may prepare workers for situations that do not occur frequently. This study investigates barriers and facilitators to using an AR mobile smartphone application developed to improve clinician knowledge about code carts, leading to improvements to the application and principles to guide the design of other AR-based technologies.

Immersive storytelling using augmented reality is a well-established and widely researched practice with a growing body of literature spanning the last two decades in which researchers from various fields apply this technology to cultural spaces. Despite this, the methodologies used to assess the efficacy of these applications—even defined measures of what constitutes success—remain disparate and often aligned to the field from which they originated—these being HCI, Visitor Studies, and New Media Art. The form these interventions take and the modes of storytelling they employ is steadily diversifying alongside theories and definitions of what constitutes a story. In this context of divergence, a reimagination of the methods researchers use to evaluate and assess their projects would be useful to ensure the nuances of the engaged experience and the value it offers to audiences can be captured. This paper proposes a methodological approach, seeking to enable the evaluation of experiential value. This methodological approach is then applied to two augmented reality immersive stories, created by the author, the first an educational, linear narrative and the second a nonlinear narrative artwork. Using primarily qualitative narrative observation, participant interactions with both projects is explored, testing the application of experiential value as a measure and interrogating the chosen methodology's ability to capture it.

There is a growing body of research in the field of interaction between drivers/passengers and automated vehicles using augmented reality (AR) technology. Furthering the advancements and availability of AR, the number of use cases in and around vehicles rises. Our literature review reveals that in the past, AR research focussed on increasing road safety and displaying navigational aids, however, more recent research explores the support of immersive (non-)driving related activities, and finally enhance driving and passenger experiences, as well as assist other road users through external human-machine interfaces (HMIs). AR may also be the enabling technology to increase trust and acceptance in automated vehicles through explainable artificial intelligence (AI), and therefore help on the shift from manual to automated driving. We organized a workshop addressing AR in automotive human-computer interaction (HCI) design, and identified a number of challenges including human factors issues that need to be tackled, as well as opportunities and practical usages of AR in future mobility. We believe that our status-quo literature analysis and future-oriented workshop results can serve as a research agenda for user interface designers and researchers when developing automotive AR interfaces.

Education during the pandemic experiences many obstacles that hinder all learning processes. Learning in ecology courses, in particular, has problems because it has one of the activities students have to go to the environment to make observations. The environment referred to here is the Brantas River. Brantas River is the largest river in East Java. However, the river is polluted due to human activities around the river. This phenomenon is intended to be presented as a lesson material for students to be able to improve environmental attitudes. Augmented reality assistance is useful for moving the environment that will be the subject of student observation during virtual learning.

Hand telerehabilitation currently has limitations for accurate and remote assessment of range of motion (ROM) in small finger joints. ‘DIGITS’ application utilises the front smartphone camera to measure finger ROM in a reliable and rapid assessment protocol. Our initial beta-phase testing examined the consistency of our software measurements to in-person goniometry. 6 to 9 degrees of difference existed between the smartphone application recorded data versus the in-person measurements. This range is within acceptable 7 to 9 degree tolerance for interrater goniometry measurements. The effect of environmental factors such as hand distance, lightings and hand orientation was evaluated. The intraclass correlation coefficient (ICC) was 0.98–0.98 for finger extension and 0.78–0.81 for finger flexion recorded across different environmental conditions. Overall, ‘DIGITS’ provides an augmented reality tool to generate reliable finger ROM tracking for hand telerehabilitation. ‘DIGITS’ has the potential to transform hand therapy and improve our knowledge of hand pathology recovery.

Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user’s real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course.There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation & impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student’s performance in AR interactive test. The result shows increase in student’s performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.

With the rapid developments and improvements in mobile technologies, mobile devices have become one of the primary interfaces of augmented reality technologies. In this study, we explore how user groups (satisfied vs. dissatisfied users) and domains (game vs. non-game domain) affect user experience, including perceived usefulness, usability, and affection using two-factor theory and analysis of review comments. We employ two linguistic approaches for processing the content of the comments. The results of a series of analyses of variance indicate that both user groups and domains significantly affect user-perceived usability and affection, while there is no effect of user groups on the perceived usefulness of mobile applications. Based on the findings of the study, notable implications and a few limitations are presented.

Augmented Reality (AR) have been widely explored worldwide for their potential as a technology that enhances information representation. As technology progresses, smartphones (handheld devices) now have sophisticated processors and cameras for capturing static photographs and video, as well as a variety of sensors for tracking the user's position, orientation, and motion. Hence, this paper would discuss a finger-ray pointing technique in real-time for interaction in handheld AR and comparing the technique with the conventional technique in handheld, touch-screen interaction. The aim of this paper is to explore the ray pointing interaction in handheld AR for 3D object selection. Previous works in handheld AR and also covers Mixed Reality (MR) have been recapped.

Stress is a phenomenal problem that affects a large number of worker, regardless of the financial or social status, age and profession, a person exposed to stress may develop health problems that can interfere with work and his quality of life. Problems about stress should not be taken for granted as it may lead to health problems that causes sickness absenteeism. In this scenario it is important to have strategies that helps to deal with such problem. Nowadays technology has been used in different areas not only to help our day to day transactions easy but also provide assistance in coping with psychological problems like stress thru computer games, mainly those based upon Virtual and Augmented Reality (VR/AR) techniques because it offers players some experiences like: relaxation, sense of control, challenges, learning opportunities and immersion and so these characteristics can contribute to the control process of stress. In this paper, it aimed to describe a design intervention though virtual reality game controlled by breathing and simple body movements to relieve stress.

Augmented Reality (AR) applications can enable geographically distant users to collaborate using shared video feeds or interactive 3D holograms, and may be particularly useful in the socially distant context of the Covid-19 pandemic. However, a good user experience is key for their success and could be negatively impacted by network impairments, which are an inevitable occurrence in today's best-effort Internet. In this paper, we present the findings of an empirical user study, aimed at understanding the effects of network outages, on user experience and behavior, in a collaborative AR task. We highlight how network outages affected users in different ways depending on their role in the collaborative task, and how giving users explicit information about poor network conditions helped them deal with some of these negative effects. Furthermore, we report the strategies that users themselves adopted, to deal with outages, such as batching instructions, or shifting to a different spatial referencing style when communicating with their partners. Lastly, based on our findings, we present some design implications for future remote-collaborative AR applications.

Augmented Reality (AR) technology has increasingly been applied to facilitate manufacturing tasks such as training, maintenance, and safety management, in which manual assembly frequently occurs. Previously, studies confirmed the values of AR-based assembly systems, but few explored support of spatially restricted assembly where components are visually occluded from operator. In this regard, this research aims to develop new AR functions that assist manual assembly in such situations. The focus is on validating the effectiveness of various assistive information in AR, including assembly interface, operator’s hand movement, and operator held components. Subjective and objective measures are used to evaluate assembly experiments of different degrees of difficulty. Analyses of the experimental data reveal whether or not and how effectively each information offers guidance in occluded condition. In particular, a time reduction in more difficult assembly is realized by showing operator hand movement in AR. The hand model initially offers an operator a visual clue for quickly and roughly locating the assembly interface in a large unseen area, prior to precisely localizing in a smaller region guided by tactile sensing. However, the effectiveness of incorporating the held component is not evident, as positional deviation between real and virtual objects may reduce human’s hand-eye coordination. These findings not only provide preliminary design guidelines of AR assembly functions for occluded components but also demonstrates a novel yet practical application of AR technology in smart manufacturing.

Multimodal interaction has become a recent research focus since it offers better user experience in augmented reality (AR) systems. However, most existing works only combine two modalities at a time, e.g., gesture and speech. Multimodal interactive system integrating gaze cue has rarely been investigated. In this article, we propose a multimodal interactive system that integrates gaze, gesture, and speech in a flexibly configurable AR system. Our lightweight head-mounted device supports accurate gaze tracking, hand gesture recognition, and speech recognition simultaneously. The system can be easily configured into various modality combinations, which enables us to investigate the effects of different interaction techniques. We evaluate the efficiency of these modalities using two tasks: the lamp brightness adjustment task and the cube manipulation task. We also collect subjective feedback when using such systems. The experimental results demonstrate that the Gaze+Gesture+Speech modality is superior in terms of efficiency, and the Gesture+Speech modality is more preferred by users. Our system opens the pathway toward a multimodal interactive AR system that enables flexible configuration.