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Technology, if embedded in education efficiently, can do miracles. It can motivate the learners to participate actively at learning platforms and make the learning process more effective. Earlier research has recognized the problem that learning would merely be a passive process if the use of technology does not encourage critical thinking, conception or meta cognition. Since its inception augmented reality(AR) has exhibited a great potential in improving the learning to have active engagement, increased interaction and critical intervention by the students. This is so because this advanced technology provides the learner a natural experience while interacting the real and the virtual environments seamlessly. Merging AR in education, therefore, has caught the researchers’ attention as it provides the learners an immersive and realistic experience. This research work investigates the effect of Augmented Reality(AR) in electronics, electrical and science education on university level students. This paper aims to elaborate the understanding of ohm’s law using AR technology. A marker based AR application namely AROhm has been developed which can make the students learn in a Hands-on augmented way to provide them a noval and concrete learning experience. 20 participants(students) were chosen from first year engineering and the subject chosen is BEEE(Basics of electrical & electronics Engineering). Two groups namely treatment and control group were made and data collection has been done to obtain qualitative as well as quantitative results of the application. AROhm has been proved cost effective and simply requires a laptop or an ordinary desktop. T- test is used for measuring the effects of AR technology over traditional learning. Written feedback has been taken from both the participant groups. Pros and Cons of the application as evolved from the students as well as teachers were discussed.

Nowadays, the usage of the fog cloud-based Internet of Things (IoT) applications among users has been growing progressively. These applications may be E-Transport, E-Healthcare, Augmented Reality, and 3D-Game. Generally, contemporary cloud frameworks offer services based on virtual machines. These frameworks incurred with following issues such as long boot-time, overhead and unnecessary cost to run the IoT applications. We propose a new Microservice container fog system (MSCFS) based framework to run the mobility and delay-sensitive applications with minimum cost. The study the cost-efficient task scheduling problem in the heterogeneous fog servers. Furthermore, the study introduces the Cost Aware Computational Offloading and task scheduling (CACOTS)framework, which solves the task scheduling into multiple steps. Such as task sequencing step, resource matching step and scheduling step. The experimental results prove that the proposed MSCFS and CACOTS schemes can enhance server utilization. As decrease the services latency and average services bootup time more effectively, and minimize costs.

Content enhancement of real-world environments is demonstrated through the combination of machine learning methods with augmented reality displays. Advances in machine learning methods and neural network architectures have facilitated fast and accurate object and image detection, recognition and classification, as well as providing machine translation, natural language processing and neural network approaches for environmental forecasting and prediction. These methods equip computers with a means of interpreting the natural environment. Augmented reality is the embedding of computer-generated assets within the real-world environment. Here I demonstrate, through the development of four sample mobile applications, how machine learning and augmented reality may be combined to create localised, context aware and user-centric environmental information delivery channels. The sample mobile applications demonstrate augmented reality content enhancement of static real-world objects to deliver additional environmental and contextual information, language translation to facilitate accessibility of forecast information and a location aware rain event augmented reality notification application that leverages a nowcasting neural network.

Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.

The main purpose of this paper is to uncover the results of a survey study regarding teacher opinions on the use of Augmented Reality (AR) in learning. For this purpose, marker-based cellular augmented reality applications have been developed and computer hardware is used as training material. In addition, teachers are given training for four days to get to know the basics of augmented reality technology, the software used, the environment to create marker-based AR objects. The data was collected through surveys and open-ended questions on teachers who are members of the English MGMP Kab. 50 cities. The tools and technology needed to develop AR and development experience are also shared. According to the survey results teachers are very enthusiastic about using augmented reality in their learning. The result of this article is the perception of the use of Augmented Reality technology for the development of instructional media by English teachers in the positive category.

Theories that explain society as a whole play the role of a unique prism through which the scientific community understands the social world. They become part of the scientific picture of the world and ultimately influence each individual's ideas about the surrounding reality. If these theories are erroneous, inadequate in social reality, this will lead to a crisis in social science, the ineffectiveness of applied sciences and the inability of people to understand the changes taking place in society. Analysis of the multiparadigm crisis that has arisen in theoretical sociology, as well as the processes occurring in society, suggests that the dominant ideas about society are erroneous and the reason for the distortion of the theory is the development of postmodernism. Having adopted the concept of simulacra by sociologists from Baudrillard, sociologists took a great interest in illusory ideas and missed the real reason for social change - the formation of a new economic formation, neo-capitalism. Sociologists meticulously describe the consequences of neocapitalism , ignoring the cause. Among the latest postmodern theories based on Baudrillard’s idea of simulating reality, theories of virtualization are the most avant-garde. Although most of these theories are illusory, some of them contain a grain of truth and are extremely interesting from a theoretical point of view. The latest virtualization trends indicate that this theory is becoming more adequate to the social reality. The work considers the main trends of virtualization in terms of supermordernity .

Traditional printed textbooks represented a static medium of knowledge transfer for many years. The advent of technology introduced several digital material encouraged the educational institution to plan for the transfer to e-book and other related digital media. Both printed and digital materials have their own advantages and disadvantages as explained in the literature review. This work introduces a way to blend both through the augmentation of printed textbook with interactive entries to the digital media. The well planned entries guide the learners into the digital world that is recommended by the expert educators. The learners, however, still have the freedom to select and repeat the material they like to study according to their own learning style. An application was developed and used by a group of students to evaluate the print/digital blending concept. The quantitative measurements proved an increase in the interest, confidence and perceived performance of the learners using proved easy to use useful application. Making the application available to the learners of different disciplines through simple user interface was also recommended as one of the possible future works.

Purpose The purpose of this paper is to identify a light and scalable augmented reality (AR) solution to enhance library collections. Design/methodology/approach The author first did research to identify the major obstacle in creating a scalable AR solution. Next, she explored possible workaround methods and successfully developed two prototypes that make the current Web-based AR work with ISBN barcode. Findings Libraries have adopted AR technology in recent years mainly by developing mobile applications for specific education or navigation programs. Yet a straight-forward AR solution to enhance a library's collection has not been seen. One of the obstacles lies in finding a scalable and painless solution to associate special AR objects with physical books. At title level, books already have their unique identifier – the ISBN number. Unfortunately, marker-based AR technology only accept two-dimensional (2-D) objects, not the one-dimensional (1-D) EAN barcode (or ISBN barcode) used by books, as markers for technical reasons. In this paper, the author shares her development of two prototypes to make the Web-based AR work with the ISBN barcode. With the prototypes, a user can simply scan the ISBN barcode on a book to retrieve related AR content. Research limitations/implications This paper mainly researched and experimented with Web-based AR technologies in the attempt to identify a solution that is as platform-neutral as possible, and as user-friendly as possible. Practical implications The light and platform-neutral AR prototypes discussed in this paper have the benefits of minimum cost on both the development side and the experience side. A library does not need to put any additional marker on any book to implement the AR. A user does not need to install any additional applications in his/her smartphone to experience the AR. The prototypes show a promising future where physical collections inside libraries can become more interactive and attractive by blurring the line of reality and virtuality. Social implications The paper can help initiate the discussion on applying Web-based AR technologies to library collections.

The results of the development of an interactive museum application using augmented reality technology based ontools from the Vuforia environment and the Unity graphic core are presented. The application makes it possible to analyzeand recognize real objects (for example, museum exhibits) that were previously added to Vuforia services for registeringimages. The application has been tested for different mobile devices on iOS and Android platforms. The prospects forusing the proposed application are determined.

FOR DECADES, ANYONE WHO WANTED TO KNOW WHETHER A NEW CAR WAS SAFE TO DRIVE COULD SIMPLY PUT IT THROUGH ITS PACES, using tests established through trial and error. Such tests might investigate whether the car can take a sharp turn while keeping all four wheels on the road, brake to a stop over a short distance, or survive a collision with a wall while protecting its occupants. • But as cars take an ever greater part in driving themselves, such straightforward testing will no longer suffice. We will need to know whether the vehicle has enough intelligence to handle the same kind of driving conditions that humans have always had to manage. To do that, automotive safety-assurance testing has to become less like an obstacle course and more like an IQ test.

Learning media are all things that can be used to channel messages and stimulate the learning process for students. Learning machine of two-wheeled vehicles in SMK YPT 2 Purbalingga is still using Ms. Powerpoint as a learning medium. In one of the subjects that discussed the partitioning machine parts, how to work a motorcycle engine and troubleshooting the machine parts as well as how to repair or replace spare parts, students felt the use of Ms. media. Powerpoint is less interesting and difficult to understand the material. Educators also see students tend to get bored easily when learning so that they need other alternatives as a learning medium. For that reason, the writer applies a markerless augmented reality technology as a medium for learning two-wheeled vehicles to help as well as learning media for students, the method used is MDLC (Multimedia Development Life Cycle). This research produces an augmented reality application that helps visualize motorcycle engines in the form of 3D models for vocational students.

Product assembly simulation is considered as one of the key technologies in the process of complex product design and manufacturing. Virtual assembly realizes the assembly process design, verification, and optimization of complex products in the virtual environment, which plays an active and effective role in improving the assembly quality and efficiency of complex products. In recent years, augmented reality (AR) and digital twin (DT) technology have brought new opportunities and challenges to the digital assembly of complex products owing to their characteristics of virtual reality fusion and interactive control. This paper expounds the concept and connotation of AR, enumerates a typical AR assembly system structure, analyzes the key technologies and applications of AR in digital assembly, and notes that DT technology is the future development trend of intelligent assembly research. Keywords: Augmented reality, Digital twin, Digital assembly, Virtual simulation, Assembly analysis

In AI (artificial intelligence)-based translation and interpretation, technology in translation has generally developed faster and been used more commonly than in interpretation. Unlike this general trend, AI-based interpretation in China has been developing as fast as AI-based translation. For example, in the mobile interpretation app market, China’s huge IT companies are vying to develop cutting-edge technologies through the application of new technologies such as augmented reality (AR) and virtual reality (VR) to interpretation apps as well as through the development of machine translation technologies. In the case of portable interpretation devices, they have expanded types of providing AI interpreting services from the existing software to hardware, and their sales of all portable interpretation devices and equipment have grown so quickly, increasing by a factor of 36 compared to the same period of the previous year. The most ground-breaking development related to AI interpretation in China is the ability to provide simultaneous interpretation through machines for international conferences by making common use of AI-based simultaneous interpretation solutions. At present, China’s AI interpretation services are limited to English-Chinese interpretation, and there is not enough objective data to prove the quality of interpretation. However, AI-interpretation is expected to perform the role of bridging machines and people in the future by facilitating smooth communication and exchange of information through further technological development and complementary collaboration with human interpreters.

Students' problems in understanding of the hybridization process need to be overcome by using interactive media. Therefore, this study aimed to analyze the results of the validation test and the feasibility test of learning media based on Augmented Reality (AR) on the concept of hybridization. The research method used was the Design-based Research (DBR) method based on technology that supports the learning process within two stages, namely the analysis stage and the design and development stage. Data collecting instruments used were a validation test questionnaire and a limited trial sheet. The media was validated by 3 expert lecturers and 10 respondents of Chemical Education Department students at UIN Sunan Gunung Djati Bandung, Indonesia. Overall validation test results obtained an average value of robserved of 0.88. The validation test obtained a value above 0.30, which showed that the learning media was valid and can be used for the limited trial. The limited trial obtained an average value of 88.59 % within a feasible category. This research concluded that AR learning media on the concept of hybridization is appropriate to be used as teaching material in the learning.

Augmented reality (AR) provides exciting opportunities for advancing the design and practice of classroom instruction. AR can facilitate unique opportunities for students to conceptualise, understand and recall learning content. AR offers students contextual learning experiences. These views suggest that AR can assist in reducing distances between learner’s knowledge and what they need to understand. In my senior music classroom, I tested these ideas, wanting to see if students, through using AR, could visualise relationships between component parts, describe their function and use that knowledge in practice. The focus centred on students need to construct a sound system for performance in a Year 12 music class (16–17 years old). The project question was; Would AR aid the understanding and conceptualisation of content and develop the quality and retention of their learning? Through observation, interviews and a questionnaire, I used these data to understand levels of knowledge retention, conceptualisation and understanding of content. Findings indicate that while students displayed content conceptualisation skills, they also showed secure knowledge retention in line with previous studies. An encouraging finding suggests that in using AR, students retained what they had learned, remembering the function and use of various components after one learning experience. The potential impact of new and emerging technologies such as AR on student progress and instructional design is exciting, offering alternative ways of delivering and mediating learning content and concepts that connect with teaching and learning.

Augmented reality (AR) is a means of superimposing artificial 3D objects over the real world via a mobile device. An AR standard file format has been recently implemented on mobile devices that cur...

The incorporation of digital technologies is explicitly addressed in the Early Years Learning Framework for Australia. The use of augmented reality (AR) technology, as one form of digital technology, is increasingly embedded in digital applications because it allows individuals to interact with real and virtual objects. A significant body of research has reported the benefits afforded by the use of AR technology in schools and higher education settings. However, little is known about the contribution of AR technology to teaching practice and child learning outcomes in the preschool years. Here, we present a summary of the limited research that has explored the use of AR in preschool curricula and argue for the need for further research to explore the contribution of AR to high-quality pedagogical practice.

Purpose The purpose of this paper is to present a survey study that analyzes mobile learning through students’ opinion regarding the use of mobile devices for learning, including their advantages and difficulties, as well as the educational value of a specific mobile learning strategy, reified in the EduPARK game, after an experience of exploring it in formal and non-formal educational contexts. Design/methodology/approach This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the second or third cycles of basic education. The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Findings Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Difficulties are related to the use of mobile devices, such as requiring an internet connection, its slowness and prohibition of mobile devices in schools. The EduPARK game achieved an average educational value scale of 83.8 and an average system usability scale of 80.2, indicating its high educational value and usability for students. Originality/value This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based augmented reality approaches in basic education to promote students’ learning. It also includes an example of excellent cross-subjects educational materials comprising a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.

In this article, the design, development, and evaluation of augmented reality (AR)-based mobile application for a tour guide are discussed. The objectives of this article are twofold. First, the research focuses on the development of a complete working set of a mobile tour application furnished with AR. For such an application to be successfully adopted by the general public, user requirements and application usability are investigated, and the application is designed and implemented to fulfill those findings. Second, the developed application is demonstrated by applying it to a UNESCO designated World Heritage site, Hwaseong Fortress in Suwon, South Korea, and evaluated via a survey instrument developed explicitly for mobile application evaluation. A systematically developed survey instrument from the fields of tourism, information systems, and human-computer interaction is tailored to fit into this research and employed for the application evaluation. The application’s operation flow consists of three main functions: navigation to the points of interest, visualization of information with AR technology, and interactive learning activities with AR-based serious games. Efforts are made to provide a more immersive and interactive experience of the historical, cultural, and architectural details of the heritage site utilizing novel AR visualization methods. The evaluation returned positive results with suggestions of possible refinements for future works. The proposed device-aided tour mechanism is anticipated to enhance tourists’ experiences as well as being important guidance in future mobile tourism application development as to how the application should be designed and implemented to be accepted by the general public.

Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.

This paper describes a system's model for Augmented Reality Learning in which a traditional book is converted to an interactive book using Glyphs (TAGs) and multimedia. The interactive book can be used by a child, parent, or by a teacher to make learning an enjoyable experience. As the child goes through the contents of the book, illustrations and images come to live, thus enforcing the learning and comprehension of concepts in an interactive and fun way. To make a printed book interactive, special TAGs (Glyphs) are inserted in the required places within the book, ready to be read by the webcam and then converted to video, 2-D or 3-D images, audio and explanation text. An actual example (Sandy Starfish) is presented to illustrate the architecture and the implementation of the Augmented Reality learning system and to explain the steps and procedure used to transform a textbook to an interactive one.

English is spread all around the world which has also become authoritative language. English enjoys the same scope as other languages in India. Teaching English through technology has achieved protuberant place in classrooms of today’s era. A greater change in applications to develop conversational skill has been made every day. Technology attached to mobile phones is greatly innovative to learn English. The changing and creative technology goes long way to make students speak good English. Everyday new word is added to the language. The reach of the new words is well enhanced through technology. Multimedia is the combination of words, text, audio, video and animation. Multimedia can provide live experience for students by engaging themselves in active learning. Materials can be provides through storage electronic devices. It gives both explicit and implicit knowledge by multi-sensory perception among students. Multimedia provides motivation and creates interest to learn more in meaningful situation. Multimedia is sometimes used in synonym with CALL. Multimedia effect can be highly accomplished through CALL. Conventional materials like black board and chalk are now replaced by interactive board to engage students in active learning. The simulation provided through Multimedia help to provide better outcome in learning English language.

Augmented Reality is one of technology that combines virtual world objects with the real world that allows it to be applied to Android-based smartphones because its users have penetrated into the realm of children. The need for analysis and design before building applications that later can help facilitate teachers in learning by displaying 3D objects and animations that make Students more interested in paying attention to the material provided and becoming more active in participating in the learning process. The purpose of this study is to analyze and design learning applications for Butterfly metamorphosis using Augmented Reality as an alternative learning media. Methods of collecting data are literature, observation, and interviews. The results of this study are in the form of application design regarding the metamorphosis phase of Butterflies ranging from caterpillars, larvae, pupae, to cocoons.

Research on Mobile Augmented Reality (Mobile AR) includes studies addressing Mobile AR integration into learning environments along with the quality of instructions by researchers about using mobil...

The objectives of this study were (1) to produce a virtual laboratory application for vocational productive learning by applying Augmented Reality technology; (2) to examine the validity of the developed application from the aspects of media development and productive learning materials. The method used in this study was research and development with the waterfall model. The stages of development included needs analysis, design, implementation, and system testing. The result of the development was the learning application called AugWare operated using an Android smartphone. The application was equipped with the features of learning materials, simulation and evaluation. The results of validation by media experts through an assessment questionnaire consisting of 32 items revealed that the average final score was 84 categorized as very appropriate. In the assessment of material experts, the results of the validator's assessment through a questionnaire with the 30 items showed that the final score was very appropriate with the score of 89.

In terms of the education system, developing countries of the world are still characterized with unequal school systems due to perpetuating inequality, and poverty. It is said that children who are admitted into the top schools are bound to achieve good grades in mathematics and sciences, unlike children in the next 6600 schools combined. This is a result of the majority of learners not having access to proper educational facilities, such as scientific labs and other technological means that would be in favor of the learner, unlike the rest of their counterparts in private or privileged schools. This paper presents a virtual reality science application, specifically focusing on the concept of inertia, which was achieved using various techniques such as 3D visualization and computer graphics to provide a platform for training and education of the scientific concept. Studies show that with the use of this technology, users were able to improve their subject scores, and it assisted with memory retention as well. With just the aid of a cell phone and virtual reality glasses, the ordinary learner will now be able to navigate his way around certain scientific concepts and experiments. Furthermore, the learner will be able to comprehend the scientific concept that is presented in front of their eyes, and this will ensure that every learner has equitable access to the learning content.

The rise of online learning poses unique challenges in music education, where live demonstration and musical synchronization are critical for student success. We present HoloKeys, a music education interface which allows instructors to play remotely located pianos using an augmented reality headset and wifi-enabled microcontrollers. This approach allows students to receive distance education which is more direct, immersive, and comprehensive than conventional video conferencing allows for. HoloKeys enables remote students to observe live instructional demonstration on a physical keyboard in their immediate environment just as they would in traditional settings. HoloKeys consists of two separate components: an augmented reality user interface and a piano playing apparatus. Our system aims to extend online music education beyond desktop platforms into the physical world, thereby addressing crucial obstacles encountered by educators and students transitioning into online education.

In this work, we present a system that adds augmented reality interaction and 3D-space utilization to educational videoconferencing for a more engaging distance learning experience. We developed infrastructure and user interfaces that enable the use of an instructor’s physical 3D space as a teaching stage, promote student interaction, and take advantage of the flexibility of adding virtual content to the physical world. The system is implemented using hand-held mobile augmented reality to maximize device availability, scalability, and ready deployment, elevating traditional video lectures to immersive mixed reality experiences. We use multiple devices on the teacher’s end to provide different simultaneous views of a teaching space towards a better understanding of the 3D space.

In-stadium sports spectating delivers a unique social experience in a variety of sports. However, in contrast to broadcast delivery, it lacks the provision of real-time information augmentation, like game statistics overlaid on screen. In an earlier iteration, we developed ARSpectator, a prototypical, mobile system which can be brought to the stadium to experience both, the live sport action and situated infographics spatially augmented into the scene. In some situations it is difficult or often impossible to go to the stadium though, for instance because of limited stadium access during pandemics or when wanting to conduct controlled user studies. We address this by turning our ARSpectator system into an indirect augmented reality experience deployed to an immersive, virtual reality head-mounted display: The live stadium experience is delivered by way of a surrounding 360 video recording while maintaining and extending the provision of interactive, situated infographics. With our XRSpectator demo prototype presented here, users can have an ARSpectator experience of a rugby game in our local stadium.

Holographic displays enable the formation of a three-dimensional particle field distribution and is promised to be one solution of the key problems in present virtual and augmented reality displays. The biggest challenge in the computer-generated holography (CGH) is the high consuming calculation time and the restricted field of view due to the micro display screen. In order to solve the above mentioned problems, we propose a method for machine learning accelerated lensless holographic projection, which is based on the reconstruction of complex amplitude image from phase-only CGH. The runtime of generating the phase-only CGH is half of traditional iterative method. The complex amplitude image can achieve the maximum diffraction bandwidth of the spatial light modulator (SLM). The feasibility of this method is verified by experiments.

The goal of the WrightBroS project is to design a system supporting the training of pilots in a flight simulator. The desired software should work on smart glasses supplementing the visual information with augmented reality data, displaying, for instance, additional training information or descriptions of visible devices in real time. Therefore, the rapid recognition of observed objects and their exact positioning is crucial for successful deployment. The keypoint descriptor approach is a natural framework that is used for this purpose. For this to be applied, the thorough examination of specific keypoint location methods and types of keypoint descriptors is required first, as these are essential factors that affect the overall accuracy of the approach. In the presented research, we prepared a dedicated database presenting 27 various devices of flight simulator. Then, we used it to compare existing state-of-the-art techniques and verify their applicability. We investigated the time necessary for the computation of a keypoint position, the time needed for the preparation of a descriptor, and the classification accuracy of the considered approaches. In total, we compared the outcomes of 12 keypoint location methods and 10 keypoint descriptors. The best scores recorded for our database were almost 96% for a combination of the ORB method for keypoint localization followed by the BRISK approach as a descriptor.

At the core of augmented reality audio (ARA) technology lies the ARA mix, a process responsible for the assignment of a virtual environment to a real one. Legacy ARA mix models have focused on the natural reproduction of the real environment, whereas the virtual environment is simply mixed through fixed gain methods. This study presents a novel approach of a dynamic ARA mix that facilitates a smooth adaptation of the virtual environment to the real one, as well as dynamic control of the virtual audio engine, by taking into account the inherent characteristics of both ARA technology and binaural auditory perception. A prototype feature extraction technique of auditory perception characteristics through a real-time binaural loudness prediction method was used to upgrade the legacy ARA mix model into a dynamic model, which was evaluated through benchmarks and subjective tests and showed encouraging results in terms of functionality and acceptance.

Due to the evolution of motion capture devices, natural user interfaces have been applied in several areas, such as neuromotor rehabilitation supported by virtual environments. This paper presents a smartphone application that allows the user to interact with the virtual environment and enables the captured data to be stored, processed, and used in machine learning models. The application submits the recordings to the remote database with information about the movement and in order to apply supervised machine learning. As a proof of concept, we generated a dataset capturing movement data using our application with 232 instances divided into 8 classes of movements. Moreover, we used this dataset for training models that classifies these movements. The remarkable accuracy of the models shows the feasibility of using body articulation data for a classification task after some data transformations.

A traditional house is a house that has a unique building characteristic in an area that describes the culture of the area itself. Traditional houses are also unique in terms of form, function and meaning of the building. As Indonesians, we must introduce one of the existing cultures so that it is not forgotten by the community, especially school children. Judging from the development of technology, we must make new things in introducing traditional houses. From the results of research conducted at SD IT BINA INSANI, the teachers there still use conventional media in the form of textbooks and thematic books for the learning process. Therefore, the authors created an application to introduce western Indonesian traditional houses using Augmented Reality called RA-IBB as an introduction medium. This application is based on Android so that teachers can easily explain material about traditional houses and can show traditional houses in 3D without having to come directly to the province. And for students to be able to study traditional houses wherever and whenever. The making of this application uses the waterfall method for the development stage. The RA-IBB application contains materials about western Indonesian traditional houses and their 3d objects and quiz questions that use random shuffle algorithm questions. The random shuffle algorithm is a randomized question from an array or record. Based on the User Acceptance Test (UAT) for teachers, the results obtained from several aspects, namely the design aspect yields a percentage of 91%, the application information aspect produces a percentage of 91.

Urban information discovery has a long history in geography and other related disciplines. Routing and Point-of-Interest (POI) searching services have been implemented in many Geographic Information Systems (GISs)-based applications, where spatial information (e.g., POI data) is projected to a digital map as a source of auxiliary data to support intelligent spatial decision-making. In recent years, Augmented Reality (AR) has become a growing trend to visualize spatial objects through digital visual elements. However, a research gap exists between GIS and AR systems in terms of computational efficiency and interoperability. This paper aims to develop a geospatial cyberinfrastructure that integrates urban information and AR to enhance spatial knowledge visualization and discovery. Our experiments demonstrate how spatial analysis and urban sentiment computing can efficiently be integrated into the AR-based framework to support real-time decision-making.

Virtual Humans are becoming a commodity in computing technology and lately have beenutilized in the context of interactive presentations in Virtual Cultural Heritage environments and exhibitions. To this end, this research work underlines the importance of aligning and fine-tuning Virtual Humans’ appearance to their roles and highlights the importance of affective components. Building realistic Virtual Humans was traditionally a great challenge requiring a professional motion capturing studio and heavy resources in 3D animation and design. In this paper, a workflow for their implementation is presented, based on current technological trends in wearable mocap systems and advancements in software technology for their implementation, animation, and visualization. The workflow starts from motion recording and segmentation to avatar implementation, retargeting, animation, lip synchronization, face morphing, and integration to a virtual or physical environment. The testing of the workflow occurs in a use case for the Mastic Museum of Chios and the implementation is validated both in a 3D virtual environment accessed through Virtual Reality and on-site at the museum through an Augmented Reality application. The findings, support the initial hypothesis through a formative evaluation, and lessons learned are transformed into a set of guidelines to support the replication of this work.

The University of Glasgow accommodates a large number of new students every year. Arriving at a new campus can seem daunting at first, as it is always a challenge to navigate a university’s many buildings and pathways. Although in-person and self-guided online campus tours are currently offered by the University, in-person tours require advance booking and online tours do not provide the same level of immersion. As a solution, this paper describes the design, development and evaluation of an alternative: a location-based game for campus exploration. The prototype was evaluated remotely by eight participants in two stages, revealing technical issues that were subsequently addressed. A final, on-campus evaluation was carried out by a single participant using the final version of the game, with positive results. By utilizing player location tracking, this game successfully integrates a classic murder-mystery style story into a real-life setting–the University’s campus–to provide an alternative means for new students to become familiar with their surroundings .

Regardless of the rapid developments in the Internet of Things (IoT) world, its integration into our daily lives has been trailing slowly. We believe that the issue stems from vendor-specific products, restricting customers to their proprietary software and limiting interoperability across vendors. In our earlier research, we proposed a Mixed Reality Control Panel (MRCP) framework to tackle this gap. By offering a vendor-neutral, open-source, cross-platform, mixed reality (MR) software allowing users to seamlessly interact with headless IoT devices. The MRCP application, Smart Parking Meter, and Smart Lock were developed within this framework, as proofs of concepts. In this work, the proposed system’s efficiency to perform each action is compared against existing solutions, as well as the benefits of additional smart features. Showcasing how an MR interface allows for quick interaction with IoT devices. Early development decisions on being cross-platform and vendor-neutral allow for future scalability. Development took place in the networking aspect by implementing a smart parking solution for the parking meter. As well as strengthening its security by performing an attack against the system and developing a countermeasure to patch it. Concluding that both devices under the MRCP system are viable solutions for future smart city integration.

While the new pneumonia epidemic (CVD-19) has had an unprecedented impact on the traditional economic model, it has also given a huge boost to the new retail industry immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR). Mixed Reality (MR)will achieve breakthrough development of even more 5G technology, focusing on digital media with multi-sensory interaction features such as visual, auditory, and kinesthetic-immersive media-to build a new paradigm for commercial information dissemination.Therefore, it is of obvious relevance to understand the value of immersive media in the digital retail space an to find the right way to apply it to the way coastal cities grow economically.

Augmented reality applications running on smartphones or tablets are becoming increasingly common. It is crucial to extract the physical structure of the scene perceived by the device camera in these applications. In such applications, employed in education, navigation and obstacle notification, the distance information between the device camera and the object must be derived and processed with sufficient accuracy and speed. In this study, the deep learning model, named "From Big To Small (BTS)", with superior performance metrics in depth extraction according to the literature reviews, was transformed into a web service and tested on an Android phone. Thus, a deep learning model with a high computational cost will be available on an Android device with average processing power. Test results were examined, and improvements were discussed.

Human speech often contains ambiguity stemming from the use of demonstrative pronouns (DPs), such as “this” and “these.” While we can typically decipher which objects of interest DPs are referring to based on context, modern day voice assistants (VAs – such as Google Assistant and Siri) are yet unable to process queries containing such ambiguity. For instance, to humans, a question such as “how much is this?” can be clarified through visual reference (e.g., a buyer gestures to the seller the object they would like to purchase). To bridge this gap between human and machine cognition, we built and examined a touch + voice multimodal VA prototype that enables users to select key spatial information to embed as context and query the VA. The prototype converts results of mobile, real-time object recognition and optical character recognition models into augmented reality buttons that represent features. Users can interact with and modify the selected features through a word grid. We conducted a study to investigate: 1) how touch performs as an additional modality to resolve ambiguity in queries, 2) how users use DPs when interacting with VAs, and 3) how users perceive a VA that can understand DPs. From this procedure we found that as the query becomes more complex, users prefer the multimodal VA over the standard VA without experiencing elevated cognitive load. Additionally, even though it took some time getting used to, many participants eventually became comfortable with using DPs to interact with the multimodal VA and appreciated the improved human-likeness of human-VA conversations.

Reconstructing point clouds from images would extremely benefit many practical CV applications, such as robotics, automated vehicles, and Augmented Reality. Fueled by the advances of deep neural network, many deep learning frameworks are proposed to address this problem recently. However, these frameworks generally rely on a large amount of labeled training data (e.g., image and point cloud pairs). Although we usually have numerous 2D images, corresponding 3D shapes are insufficient in practice. In addition, most available 3D data covers only a limited amount of classes, which further restricts the models' generalization ability to novel classes. To mitigate these issues, we propose a novel few-shot single-view point cloud generation framework by considering both class-specific and class-agnostic 3D shape priors. Specifically, we abstract each class by a prototype vector that embeds class-specific shape priors. Class-agnostic shape priors are modeled by a set of learnable shape primitives that encode universal 3D shape information shared across classes. Later, we combine the input image with class-specific prototypes and class-agnostic shape primitives to guide the point cloud generation process. Experiments on the popular ModelNet and ShapeNet datasets demonstrate that our method outperforms state-of-the-art methods in the few-shot setting.

Internet of Things (IoT), Cloud and Augmented Reality (AR) are the emerging and developing technologies and are at the horizon and hype of their life cycle. Lots of commercial applications based on IoT, cloud and AR provide unrestricted access to data. The real-time applications based on these technologies are at the cusp of their innovations. The most frequent security attacks for IoT, cloud and AR applications are DDoS attacks. In this paper a detailed account of various DDoS attacks that can be the hindrance of many important sensitive services and can degrade the overall performance of recent services which are purely based on network communications. The DDoS attacks should be dealt with carefully and a set of a new generations of algorithm need to be developed to mitigate the problems caused by non-repudiation kinds of attacks.