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Introduction: Leg length is an important consideration in total hip arthroplasty (THA) as leg length discrepancies (LLD) after THA cause poor outcomes and medical litigation. This study aimed to investigate the accuracy of computed tomography (CT)-based navigation with augmented reality (AR) technology for measuring intra-operative leg length change using anteroposterior radiography (two-dimensional, 2D) and CT (three-dimensional, 3D). Materials and methods: This study included 71 patients (75 hips) who underwent primary cementless THA in the supine position between June 2022 and November 2023 using the HoloNavi One. To assess the accuracy of the HoloNavi One based on 2D and 3D measurements, the absolute error between the intra-operative leg length change and the 2D and 3D measurements was evaluated, and the correlations were investigated. Additionally, factors affecting the absolute error were examined using multivariate analysis. Results: The mean intra-operative leg length change when using the HoloNavi One was 6.5 ± 5.0 mm, while the mean leg length change on the 2D and 3D measurements were 5.9 ± 4.8 mm and 4.6 ± 5.7 mm, respectively. The mean absolute errors were 2.3 ± 2.7 mm between the HoloNavi One and 2D measurements, and 3.8 ± 3.3 mm between HoloNavi One and 3D measurements. The absolute errors in leg length changes for the 3D measurements were greater than those for the 2D measurements (p < 0.01). Positive correlations of leg length changes were found between the HoloNavi One and the 2D and 3D measurements. In the multiple regression analysis, no significant factors affecting the absolute error were identified in either the 2D or 3D measurements. Conclusions: CT-based navigation with AR technology in the supine position provided acceptable accuracy for leg length change measurements. [ABSTRACT FROM AUTHOR]

In recent years, augmented reality (AR) applications, which have emerged as an indispensable technological element in many fields, have also begun to be used as an important learning tool in museum environments. It is seen that AR applications, which enable permanent learning especially by using technology, have positive effects on students. In this context, the aim of this research is to determine the educational needs of students regarding the use of augmented reality applications in museums. The research was conducted using the screening model from quantitative method designs. The study group consists of university students (n=99). In the spring semester of 2023-2024, students taking the museum education applications course and the Digital Literacies and Ethics course were determined from purposeful samples using the criterion sampling method. The quantitative data of the study were obtained with a 5-point Likert-type educational needs survey. Quantitative data were interpreted according to the mean score (MEAN) values in the distribution of the survey items. According to the research findings, students need training for the use of Smartify, Museum Alive, Layar, Wonderscope, ARLOOPA, ARKit, Vuforia Engine, ARCore applications. Based on these findings, in future studies, students will be asked to design augmented reality applications for museums by providing training on the relevant applications. [ABSTRACT FROM AUTHOR]

Problem statement. In the paper, the author sets a goal to identify the potential of educational technology of augmented reality in the process of teaching computer science to junior schoolchildren using the example of 4th grade students. Methodology. The article analyzes educational and methodological literature, as well as scientific articles by teachers and scientists who propose the use of augmented reality technology in the educational process. The advantages and disadvantages of this technology are identified, and its capabilities in improving the quality of teaching the subject, developing students’ logical thinking, and forming a sustainable motivation to study the subject under consideration are demonstrated. It is concluded that there are insufficient approaches to teaching computer science using augmented reality technology for primary school students. Results. The experiment showed the effectiveness of using augmented reality technology in computer science lessons in primary school. The author of the article argues, that augmented reality technology makes it possible to introduce elements of entertainment and interactivity into the learning process, as well as gamify the process of transmitting knowledge that has a positive impact on the development of cognitive interest of younger schoolchildren in mastering both computer science and mathematics, with which the study of computer capabilities is successfully integrated. Conclusion. The paper outlines several recommendations that make it possible to qualitatively include augmented reality technologies in the process of teaching computer science to junior schoolchildren, designed to diversify the course of teaching the subject under consideration.

This study aims to produce inquiry-based AR media that is feasible, practical, and effective to improve students' critical thinking skills which can ultimately achieve the SDGs goals in the aspect of mutual education. This study uses a 4D model development procedure. The subjects of this study were grade VIII students at one of the Mataram City Junior High Schools consisting of 3 classes. Data collection techniques used questionnaires, observation sheets and test instruments developed according to critical thinking indicators. Data analysis techniques used Aikens'V for feasibility testing, practicality percentage testing and normalized gain testing to test the hypothesis. Based on the results of the study, it was obtained that the Augmented Reality (AR) Media developed was included in the category of feasible and practical for use in science learning and could increase students' interest in learning. AR media supports students in the inquiry learning process. The use of AR media makes it easier for students to learn and provides fun and current things. Learning using AR media facilitates active and creative learning for pupils since it is supported by investigative activities.

In contemporary medical practice, perioperative visual guidance technology has become a critical element in enhancing the precision and safety of surgical procedures. This study provides a comprehensive review of the advancements in the application of Augmented Reality (AR) technology for perioperative visual guidance. This review begins with a retrospective look at the evolution of AR technology, including its initial applications in neurosurgery. It then delves into the technical challenges that AR faces in areas such as image processing, 3D reconstruction, spatial localization, and registration, underscoring the importance of improving the accuracy of AR systems and ensuring their stability and consistency in clinical use. Finally, the review looks forward to how AR technology could be further facilitated in medical applications with the integration of cutting-edge technologies like skin electronic devices and how the incorporation of machine learning could significantly enhance the accuracy of AR visual systems. As technology continues to advance, there is ample reason to believe that AR will be seamlessly integrated into medical practice, ushering the healthcare field into a new "Golden Age". [ABSTRACT FROM AUTHOR]

Copyright of Sports Business Journal is the property of Dr. Fakhri Sadat Hosseini, the Vice President for Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Augmented Reality (AR) is an emerging topic for managers across different disciplines While augmented reality technology literature is growing, there is no comprehensive analysis of augmented reality technology in marketing transformation The research aims to bridge the knowledge gap by providing a multifaceted bibliographic overview of augmented reality technology literature in marketing and reveal its trends, areas of focus and intellectual foundations. The study is based on 496 articles published on Web of Science between 1996 and 2023. According to the findings, the concept mainly revolves around seven main areas: human-machine interaction in future of digital marketing and Metaverse, advertising and customer response in online purchases, marketing challenges in industry 4 and new technologies, the effect of virtual technology on customer loyalty in retail, adoption of behavioral technology of Tourism customers, augmented reality technology marketing in the decision-making process of buyers and brands, and finally the richness of social media in e-commerce in Covid 19. While priorities and research topics have evolved over time, key concepts such as buying experience, shopper behavior, buying decision making, technology adoption have been repeated. The three influential schools of augmented reality technology in marketing are associated with integrated theory, planned behavior theory (TPB) and cognitive evaluation theory that have shaped the intellectual foundations of the discipline but we believe that a greater diversity of fields is needed to examine and describe augmented reality technology in marketing transformation. [ABSTRACT FROM AUTHOR]

While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children's deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children's education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers' roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children's learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children's competence development were found to be: teachers' perceptions of AR technology, the roles assumed by teachers, and the areas of children's education in which AR technology is used. [ABSTRACT FROM AUTHOR]

This study addresses a gap in research by aiming to investigate the efficacy of augmented reality technology on vocabulary development for early EFL childhood pupils diagnosed with learning disabilities—a demographic known for significant learning challenges. A quasi-experimental design involving 30 pupils split into experimental and control groups was employed. The experimental group was taught using AR technology, while the control group received conventional instruction. Over a three-month period, both groups were assessed using a pre and post-test designed to measure vocabulary skills: recognition, recall, guessing, and production. Results revealed that the experimental group, exposed to augmented reality, outperformed the control group in all four vocabulary learning skills. This enhancement can be attributed to augmented reality's ability to engage the pupils' visual, aural, and kinesthetic senses, making learning more immersive and interactive.

AbstractAugmented reality (AR) technology is increasingly utilized in cognitive development and education of preschoolers. The Augmented Reality Integrated STEM Preschooler (ARISP) module combines AR technology with STEM (Science, Technology, Engineering, and Mathematics) in teaching and learning activity. This study aims to assess the impacts of the ARISP module for teaching and learning activity on children from preschool teachers’ perspectives. The research methodology includes semi-structured interviews with preschool teachers and observation implementing the ARISP module for teaching and learning activity. The study examines children’s interaction with AR technology, their response to the immersive learning environment, and the development of skills crucial for digital literacy. Findings indicate that the ARISP module significantly increases children’s engagement and motivation in learning activities. The interactive nature of AR technology fosters a deeper understanding of STEM concepts and enhances problem-solving skills. The ARISP module demonstrates substantial promise in enriching early childhood education by integrating cutting-edge technology with traditional learning approaches.

Traditional architectural space design often relies on fixed display boards, paper guides, and static displays. Viewers can only passively receive information and lack opportunities to interact with the displayed content, making it difficult to generate deep participation and personalized experiences. This article applied new media images into the interactive design of architectural spaces, transforming and innovating traditional architectural spaces, and providing audiences with a richer and more attractive spatial experience. The navigation service was set as the architectural space design goal, and analyzed using the Leifeng Tower building in Hangzhou as an example. Building Information Modeling (BIM) was used to digitally model the Leifeng Tower building, accurately simulating the building structure, spatial layout, and landscape information. By adding virtual information annotations and navigation routes, tourists were provided with a more diverse and colorful architectural space experience. The experimental results showed that among 400 tourists, the highest number of tourists using augmented reality navigation was 204, and the average satisfaction score of tourists with augmented reality navigation reached 90. Moreover, presenting the guide content in a multimodal form can better enhance the spatial experience of tourists. The use of augmented reality in architectural spatial interaction design can enrich tourists’ perception and experience in the architectural space, enabling them to interact with the building in a more vivid and interactive way.

Limited students' critical thinking skills in learning can be strengthened by using augmented reality technology applications. The main objective of this research is to analyze the problem-based learning model with integrated augmented reality educational games in improving students' critical thinking abilities. This quasi-experimental research used a nonequivalent control group design. The research sample consisted of 60 students from SD Muhammadiyah 09 Surabaya who were selected using purposive sampling. Data was collected by observing the implementation of learning and testing students' critical thinking levels. The data obtained in the research was processed statistically based on research obtained with a significant value of 0.000 < 0.05, confirming that Ho was rejected and H1 was accepted. Thus, the probability value is 0.000 < 0.05, so all coefficients have meaning. Applying the PBL model with integrated augmented reality educational games on critical thinking skills has a significant effect. From the ANOVA test or F-test, Fcount was 45,348 with a significance level of 0.000. This probability is smaller than 0.05, so the learning model to predict the level of participation in learning with a problem-based learning model through educational games integrated with augmented reality influences students' critical thinking skills. [ABSTRACT FROM AUTHOR]

In recent years, minimally invasive spine surgery (MISS) has gradually become a feasible, highly effective and popular method for the treatment of various spinal diseases. Compared to traditional open surgery, MISS has many advantages, such as less trauma, faster recovery, and fewer complications. The application of computer navigation technology in MISS enables the rapid development of navigation assisted minimally invasive spine surgery (NAMISS), which significantly improves the accuracy of spinal implants such as pedicle screws, and increases patient safety. In addition, the technology has the potential to improve biomechanical properties while also reducing radiation exposure and dose and helping to mitigate the long-term harmful effects of ionizing radiation. This paper reviews the development status of NAMISS mainly from four aspects: technical progress, clinical application, challenges and future development direction.

Limited students' critical thinking skills in learning can be strengthened by using augmented reality technology applications. The main objective of this research is to analyze the problem-based learning model with integrated augmented reality educational games in improving students' critical thinking abilities. This quasi-experimental research used a nonequivalent control group design. The research sample consisted of 60 students from SD Muhammadiyah 09 Surabaya who were selected using purposive sampling. Data was collected by observing the implementation of learning and testing students' critical thinking levels. The data obtained in the research was processed statistically based on research obtained with a significant value of 0.000 < 0.05, confirming that Ho was rejected and H1 was accepted. Thus, the probability value is 0.000 < 0.05, so all coefficients have meaning. Applying the PBL model with integrated augmented reality educational games on critical thinking skills has a significant effect. From the ANOVA test or F-test, Fcount was 45,348 with a significance level of 0.000. This probability is smaller than 0.05, so the learning model to predict the level of participation in learning with a problem-based learning model through educational games integrated with augmented reality influences students' critical thinking skills.

Introduction: This study aimed to investigate the accuracy of cup position and assess the changes in pelvic tilt during primary total hip arthroplasty (THA) in the lateral decubitus position using a new computed tomography (CT)-based navigation system with augmented reality (AR) technology. Materials and methods: There were 37 cementless THAs performed using a CT-based navigation system with AR technology in the lateral decubitus position and 63 cementless THAs performed using manual implant techniques in the lateral decubitus position in this retrospective study. Postoperative cup radiographic inclination and anteversion were measured using postoperative CT, and the proportion of hips within Lewinnek's safe zone was analyzed and compared between the two groups. The mean absolute values of navigation error were assessed. Intraoperative pelvic tilt angles were also recorded using navigation system. Results: The percentage of cups inside Lewinnek's safe zone was 100% in the navigation group and 35% in the control group (p < 0.001). The mean absolute values of navigation error in inclination and anteversion were 2.9° ± 2.1° and 3.3° ± 2.4°, respectively. The mean abduction angle of the pelvis was 5.1° ± 4.8° after placing the patients in the lateral decubitus position and 4.1° ± 6.0° after cup placement. The mean posterior tilt angle was 6.8° ± 5.1° after placing the patients in the lateral decubitus position and 9.3° ± 5.9° after cup placement. The mean internal rotation angle was 14.8° ± 7.4° after cup placement. There were no correlations between the navigation error in inclination or anteversion and the absolute values of changes of the pelvic tilt angle at any phase. Conclusions: Although progressive pelvic motion occurred in THA in the lateral decubitus position, especially during cup placement, the CT-based navigation system with AR technology improved cup placement accuracy. [ABSTRACT FROM AUTHOR]

Introduction: In Taiwan, university physical education (PE) courses are expected to promote students' ability to explore and learn independently and develop their interests and habits in exercise and sports. Students have many different PE courses to choose from, including aerobic dancing. Common challenges in aerobic dancing include high heterogeneity and little time for independent thinking and movement learning. Students' lack of prior experience in the linkage of movement skills may also effect their learning process when creating aerobic movement programs during the course. This study combined an augmented reality (AR) movement device with elements of aerobic dance materials based on self-determination theory and social constructivism to design a teaching method to enhance students' performance and motivation. Methods: This study used a quasi-experimental design (i.e., a 12-hour course attended over six weeks with the same knowledge content for the experimental [EG] and control groups) was implemented. The EG class was taught with the additional help of AR technology. The aerobic dance routines were built using the three axes of aerobic dance (movement, rhythm, and style). The AR technology allowed students to compare movements and design the choreography independently. Experts measured learning outcomes before and after the learning module. Results: The EG showed significantly improved learning motivation and dance learning performance and greater courage in embracing challenges associated with movement changes, connections, and combinations. Using AR software and equipment and the overwhelming amount of information also impacted students' time spent on the AR technology and their willingness to use it. Conclusion: Using AR in the dance course enabled real-time visual learning and allowed students to reference and be inspired by choreography taught earlier. Overall, integrating AR into collegiate PE modules benefited students' dance learning outcomes and provided a better learning experience. [ABSTRACT FROM AUTHOR]

BackgroundAugmented reality (AR) technology is gradually being applied in surgical teaching as an innovative teaching method. Developing innovative teaching methods to replicate clinical theory and practical teaching scenarios, simulate preoperative planning and training for bone tumor surgery, and offer enhanced training opportunities for young physicians to acquire and apply clinical knowledge is a crucial concern that impacts the advancement of the discipline and the educational standards for young orthopedic physicians.ObjectiveThis study explores the application effect of augmented reality technology in anatomy teaching and surgical clinical teaching for spinal tumor.MethodsThe method utilizes virtual reality and augmented reality technology to present a spinal tumor model and the surgical process of percutaneous vertebroplasty. We conducted a random selection of 12 students forming into the augmented reality teaching group and 13 students forming into the traditional teaching group among the 8-year medical students from Peking Union Medical College and Tsinghua University, ensuring that the age and learning stage of the students in both groups were similar. Two groups of students were taught using traditional teaching methods and augmented reality technology-assisted teaching methods, respectively. A questionnaire survey was conducted after class to assess the quality of course instruction, student motivation in learning, their proficiency in anatomical structures, their comprehension of spinal tumor growth and metastasis, and their understanding and proficiency in percutaneous vertebroplasty.ResultsThis study was the first to apply augmented reality technology in teaching, using spinal tumors and percutaneous vertebroplasty as examples, a head-mounted augmented reality device was used to create learning scenarios, presenting the complex three-dimensional spatial structure intuitively. The two groups of students differ significantly in their rating of teaching quality, enthusiasm for learning, knowledge of anatomical features, understanding of spinal trabecular structure, and understanding of steps in percutaneous vertebroplasty. The augmented reality technology-assisted teaching system demonstrates outstanding advantages.ConclusionAugmented reality technology has great potential and broad prospects in teaching bone tumors, which can help improve the visualization, interactivity, and three-dimensional spatial sense of medical teaching in spinal tumor. The application and development prospects of using augmented reality technology for anatomy instruction, surgical teaching, and simulation training are extensive.

While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children’s education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers’ roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children’s learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children’s competence development were found to be: teachers’ perceptions of AR technology, the roles assumed by teachers, and the areas of children’s education in which AR technology is used.

Introduction. The application of information modelling (BIM) and augmented reality (AR) technologies at the stage of construction and subsequent operation of capital construction facilities (CCF) is analyzed.Materials and methods. Potential possibilities of optimization of work of installation and construction teams or carrying out of project expertise using information modelling (BIM) technologies are shown. Due to the application of this technology: the terms of installation works at the construction site are reduced (as a result, costs are reduced and labour efficiency is increased); the terms of the project expertise are reduced (at the stage of construction object commissioning). The main idea is to combine BIM technology at the construction stage and augmented reality technology. Combination of these technologies will make it easier to identify deviations from the project and reduce the labour intensity of installation works.Results. The proposed information tables for visualization of elements of the information model of the construction object and the key principles of their filling with data on the example of a pipeline on the basis of given points of the constructed three-dimensional model are of great importance for the construction practice. Examples of AR application at the operation stage on the example of a water meter and an electric meter are considered.Conclusions. Types and content of information visualization tables of the main pipeline are formulated and determined on the basis of which the construction of a three-dimensional model of the pipeline at the construction stage of the facility is carried out. An example of the content of the information table of visualization of individual elements of the information model of the construction object at the operational stage is given on the example of a water and electric meter. The directions of further research are given.

The research aimed to know the effect of an Designing E-brochures with augmented reality technology to developing awareness of the Egyptian tourist and heritage places and some of their aesthetic values among fourth grade primary pupils in the light of the new curriculum 2.0, The researcher followed the experimental method of designing the two groups (experimental-control), and the research sample consisted of (60) pupils from the fourth grade primary pupils, and the research tools and materials included: a list of the dimensions of awareness of Egyptian tourist and heritage places, a list of aesthetic values, a list of criteria for designing E-brochures with augmented reality technology, experimental unit (objectives-enhanced Ebrochures-activities-student guide-The teacher's guide), achievement test of awareness of Egyptian tourist and heritage places, the scale of awareness behaviors of Egyptian tourist and heritage places, the aesthetic values test, and the research results indicated: The existence of a statistically significant effect among the average scores of the experimental group members in the tribal and dimensional application of research tools in favor of the dimensional application, which indicates the effectiveness of Ebrochures with augmented reality technology in developing awareness of Egyptian tourist and heritage places and some aesthetic values associated with them. The research recommended the need to encourage and train social studies teachers to use, design and produce educational E-brochures enhanced by Visual Media and use in teaching and teaching social studies, attention to the development of awareness of Egyptian tourist and heritage places and aesthetic values in the subject of social studies for students at all educational stages. [ABSTRACT FROM AUTHOR]

The current research aimed at investigating the possible adaptation of the augmented reality technology among the male and female science teachers in Saudi Arabia. There were (169) male teachers and (181) female teachers participated. The data collected through using a questionnaire, which contained items on the basis of an acceptance model TAM. The findings of the research indicate that the variables, TAM of technology that predict the use of the augmented reality technology were based on the model are (gender)training courses in augmented reality technology-the advantages for the learner -the positive behavioral attitude). All the findings were statistically significant at 0.05. also revealed a high degree of prediction of the variables input with the model with the dependent variables. The value of R was = 0.23. the findings also revealed an achievement of the indicators of conformity with the model, which shows the validity of TAM model in predicting by using the augmented reality technology of male and female teachers of Science subject in the different education levels. The research presented a recommendations and suggestions for future studies related to the augmented reality and for supporting using it in the Saudi educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the emergence of Architecture 4.0 and the occurrence of the COVID-19 pandemic, extended reality (XR) technology has been increasingly applied in architectural education. This study aims to systematically organize and analyze the applications and outcomes of XR technology in construction education over the past five years, provide a theoretical framework for its future widespread use, and highlight its drawbacks as well as future research directions. The paper employs content analysis to summarize and analyze the findings. The report reveals that more institutions are integrating XR technology into their architectural education programs and that it has a significant impact on teacher effectiveness, student motivation, reflection and improvement, and teacher–student communication. The study suggests that XR technology will increasingly replace conventional teaching techniques in classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Childhood Research & Studies Journal is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Computer Measurement & Control is the property of Magazine Agency of Computer Measurement & Control and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper improves the traditional Chinese language and literature classroom teaching method based on augmented reality technology and uses statistical analysis to verify the teaching effect. Through AR technology, we can achieve three-dimensional teaching content in Chinese language and literature classrooms, create an interactive UMU learning platform, and design and build an augmented reality learning environment. Two classes majoring in Chinese language and literature in a university are selected as research objects, and the UMU interactive teaching platform based on augmented reality technology is applied to carry out teaching practice in the experimental class. Scales and questionnaires were designed to test the teaching effect in teaching practice, and the data were analysed using SPSS software, t-tests, F-tests, and other methods. After the teaching practice, the experimental class students’ cognitive level and learning attitudes towards Chinese language and literature were significantly improved compared with the control class, in which the average scores of the three dimensions of learning attitudes in the experimental class increased by 25.48%, 7.90%, and 20.11%, which were significantly higher than the increase of the average scores of the three dimensions in the control class. The recognition, perceived usefulness and satisfaction with the interface presentation of the UMU interactive learning platform of the students in the experimental class are all in the range of 0.9-1.0, which fully illustrates the attractiveness of the augmented display technology in this paper to the students, and strongly argues for its effective and adaptive application in the teaching of Chinese language and literature classroom.

With the gradual maturation of virtual computer technology, it is increasingly used in real life to represent its effects realistically. The connection between arts and crafts and digital technology is getting closer. To bring new opportunities to the development of arts and crafts, virtual reality technology and augmented reality technology is integrated to establish a 3D arts and crafts virtual design model with visualized interactive arts and crafts design as the core. In the visualized virtual scene with the support of a craft knowledge base, the coordinates of virtual design tools, original objects inside the tools, and other points are derived according to the pick-up points. By repeating “delete current scene - generate new scene”, the design of arts and crafts is realized. After the verification of properties, performance, and satisfaction, the process error of the virtual design model is only 1.57mm, the average design cycle is 5.91 hours, and the labor cost, pre-preparation cost, and design cost are 214.66 RMB, 100 RMB, and 20 RMB respectively, which are significantly lower than the traditional design mode. Furthermore, the average scoring value of designers for different forms of arts and crafts is greater than 8 points, which is more satisfying with the application effect of the model. The model is connected to design practice with the help of virtual technology, which not only improves work efficiency and saves material and labor consumption but also facilitates the optimization of design solutions and the extension of solution serialization.

People’s aesthetic concepts have changed a lot in the modern context, and the relevant requirements for stage art design are also constantly improving. The purpose of this paper is to propose a strategy for the innovative development of virtual stages using augmented reality technology. Specifically, the process involves extracting stage movement frame data through the virtual environment and processing stage mechanical movement data. Combined with the stage in the actual operation of the situation, the use of linear functions to optimize the stage data and the data correction at the same time reduce the virtual stage in the movement parameters of the error. The immersive stage is constructed using augmented reality technology, and the elements of color, lighting, and music are added to the stage. Sound presentation, interactive performance, and satisfaction analysis are the three perspectives that examine the impact of stage art design. In the sound presentation, the difference between the top panels of the three heights under full stage conditions is between 5 and 7 dB, with an average value of 5.7583 dB, and the sound presentation is closer to the ideal state after full stage. Nearly 50% of the audience thought that the stage engagement was better, giving a high satisfaction score of 5. The use of augmented reality technology has enhanced the choreography’s interactivity.

Augmented reality (AR) technology has rapidly advanced across various domains, propelled by its robust interactive immersion and the seamless integration of real and virtual environments. However, its exploration and deployment in theatrical contexts remain limited. This study leverages the Kinect system to capture images during costume performances, employing algorithms for dynamic frame difference merging and human-computer interaction to detect performers’ body movements. Building on this, the study constructs a visually innovative stage for costume performances that enhances the interactive experience for the audience. Additionally, a multimodal emotion analysis model is utilized to assess audience emotions, demonstrating significantly higher accuracy and F1 scores compared to other emotion analysis models. This model effectively integrates speech, expression, and action, surpassing the performance of unimodal analyses in emotion recognition. Furthermore, the audience's experiential perception of stage lighting effects notably exceeds expectations (P=0.013 < 0.05), underscoring an enhanced interaction experience. This research substantiates the transformative potential of AR technology in stage design, offering audiences a more innovative visual and interactive experience, and serves as a valuable reference for future applications in this field.

Augmented reality technology is regarded as one of the modern information technologies that are most likely to change education and is widely used in education and teaching by virtue of its virtual, visual, and interactive features. In this paper, the skin color model and background model are used to recognize gestures in complex backgrounds during interactive teaching, and the optical flow features of the corner and edge points of the gesture image are extracted by the Harris method to recognize the occlusion gestures in interactive teaching. On this basis, the interactive teaching platform integrating augmented reality technology is established by combining the gesture recognition method with Unity 3D and EasyAR systems. After one semester of teaching in a university science and technology park, the average grades of the students in the experimental class applying the interactive teaching mode and the control class in the traditional multimedia teaching mode are significantly different (P=0.001

The teaching forms of colleges and universities in the informationization era are diverse, and virtual reality and augmented reality technology appear in the field of teaching technology as a new type of teaching media and have become a hotspot of technology application in education and teaching. The article proposes a teaching strategy for training architectural talent through virtual reality and augmented reality technology. This article adopts the questionnaire survey method and correlation analysis on the architecture students of Zhengzhou University, which is divided into training class and ordinary class, and analyzes the data of three teaching strategy variables, namely, virtual experiment, virtual technology, and virtual training, in the training class, as well as the correlation between each variable. The results show that the overall competence is benign after the students enter the construction competence training, and the correlation coefficients of the training class in two different stages are between 0.6 and 1, and the variables are strongly correlated. Subsequently, a satisfaction survey on the effect of teaching strategies was conducted. The students were more satisfied with the teaching strategies and methods proposed in this paper. The proposed teaching strategies also improved the problem-solving ability of the students, such as the average score of the students in the cultivation class (M=5.346) was higher than the average score of the general class (M=4.264) and also improved the students’ ability to think innovatively in architecture, for example, the fluency of the students’ thinking was improved from stage 0.58 in Stage 1 to 1.23 in Stage 4, a significant improvement.

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This research is a development of an application on the Android operating system. Its purposes are 1) to development application promote agritourism of Pakdee Farm with augmented reality technology and 2) to study the tourists’ satisfaction with this application with application promote agritourism of Pakdee Farm with augmented reality technology. The programs used to develop the application consisted of the Unity Program and the C# Program. Design 3D models deer model with Blender program and Google's ARCore software to develop the augmented reality technology. The research sample consisted of 50 tourists visiting Pakdee Farm. The data collecting instrument was a questionnaire to assess satisfaction. It comprised three aspects: the content, the design and formatting, and the benefits of the application. The data were analyzed using the mean and standard deviation. The results of the study show that (1) when using the application, the users have to scan the space by phone camera and then the program will find space to create 3D models with augmented reality technology; and (2) regarding the users’ satisfaction, it is found that the overall level of the users’ satisfaction with the application promote agritourism of Pakdee Farm with augmented reality technology is high.

The article analyzes the peculiarities of the use of immersive learning technologies of primary school teacher training in the conditions of digitization in the educational environment of higher education institutions. The features of the using digital tools for training of primary school teachers for the performance of professional activities are analyzed. The interpretation of immersive learning technologies as the newest form of visualization and learning technology based on the features of "immersion" in alternative reality (augmented (AR), virtual (VR), mixed (MR)) are summarized; it deals with the visualization of educational material in the context of changing image perception. Peculiarities of the functioning of augmented, virtual and mixed reality technologies in the potential of software and technical resources are presented. The approaches to the classification of immersive learning technologies are highlighted and the author's scientific views are presented. The advantages and disadvantages of using immersive learning technologies in educational practice are determined. The organizational and pedagogical, didactic, methodical, psychological factors of immersive learning technologies as conditions and levers of influence on the use of digital technologies in the pedagogical process are formed. The initial principles of the organization of the pedagogical process in the conditions of digital technologies are determined. The peculiarities of the use of immersive technologies in the content of primary education and software and technical possibilities for their presentation are defined. The results of these studies point to the opinion on the importance of the application of augmented reality technologies in the conditions of the New Ukrainian School (NUS) and the readiness of primary school teacher to build a digital educational environment with the use of appropriate tools and resources.

Educators are expected to be aware of information technology development. However, many teachers have not integrated technology into teaching strategies. This research aims at developing English learning media by using Augmented Reality (AR) technology and analyzed its effectiveness in learning. The researchers employed Microsoft Solution Framework (MSF) tool to develop the media which consisted of requirement definition, and system & software design. The developed media was evaluated through tests to 30 seventh graders of junior high school. Interview and observation were conducted to know users’ learning needs. Data was obtained by distributing questionnaires and quantitatively analyzed. The results show; 1) AR-based English media has 12 markers which can be downloaded in the application menu. The application display consisted of pre-elemi nary, marker, information, and theory pages. The chapter theory included 8 chapters; 2) The mean score of enthusiasm by implementing AR-based media is 27.07, but the score of non-implementing AR-based learning media is 22.33. It can be scientifically stated that AR-based media is effective to increase students’ enthusiasm in learning English. The AR technology can potentially be utilized to generate English media in productive skills. Thus, further researchers should investigate the integration of English material and AR technology effectiveness in receptive language skills.