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Microservice architecture is the mainstream driver for cloud-native systems. It brings various benefits to the development process, such as enabling decentralized development and evolution of self-contained system parts, facilitating their selective scalability. However, new challenges emerge in such systems as the system-holistic quality assurance becomes difficult. It becomes hard to maintain the desired system architecture since many teams are involved in the development process and have greater autonomy. Without instruments and practices to coordinate teams and assess the system as a whole, the system is prone to architectural degradation. To face such challenges, various architectural aspects of the system should be accessible to practitioners. It would give them a better understanding of interconnections and dependencies among the microservice they manage and the context of the entire system. This manuscript provides the perspective on uncovering selected system architectural views using static code analysis. It demonstrates that holistic architectural views can be effectively derived from the system codebase(s), highlighting dependencies across microservices. Such new perspectives will aid practitioners in making informed decisions when intending to change and evolve the system. Moreover, with such a new instrument for system holistic assessment, we quickly realize that human experts must cope with another problem, the evergrowing scales of cloud-native systems. To elaborate on the topic, this manuscript examines how static analysis outcomes can be transformed into interactive architectural visualizations to assist practitioners in handling large-scale complexities. [ABSTRACT FROM AUTHOR]

This study delves into the transformative potential of integrating augmented reality (AR) within imaging technologies, shedding light on this evolving landscape. Through a comprehensive narrative review, this research uncovers a wealth of literature exploring the intersection between AR and medical imaging, highlighting its growing prominence in healthcare. AR's integration offers a host of potential opportunities to enhance surgical precision, bolster patient engagement, and customize medical interventions. Moreover, when combined with technologies like virtual reality (VR), artificial intelligence (AI), and robotics, AR opens up new avenues for innovation in clinical practice, education, and training. However, amidst these promising prospects lie numerous unanswered questions and areas ripe for exploration. This study emphasizes the need for rigorous research to elucidate the clinical efficacy of AR-integrated interventions, optimize surgical workflows, and address technological challenges. As the healthcare landscape continues to evolve, sustained research efforts are crucial to fully realizing AR's transformative impact in medical imaging. Systematic reviews on AR in healthcare also overlook regulatory and developmental factors, particularly in regard to medical devices. These include compliance with standards, safety regulations, risk management, clinical validation, and developmental processes. Addressing these aspects will provide a comprehensive understanding of the challenges and opportunities in integrating AR into clinical settings, informing stakeholders about crucial regulatory and developmental considerations for successful implementation. Moreover, navigating the regulatory approval process requires substantial financial resources and expertise, presenting barriers to entry for smaller innovators. Collaboration across disciplines and concerted efforts to overcome barriers will be essential in navigating this frontier and harnessing the potential of AR to revolutionize healthcare delivery. [ABSTRACT FROM AUTHOR]

It is commonly claimed that emerging technologies, including Augmented Reality (AR), open up new perspectives for education. Today, the finding of this research is that few objective data support the hypotheses that are made about the interest, effectiveness, usability and acceptability of these technologies that are based on interaction and immersion in real time. In this article, we present a review of some of the ergonomic problems of AR in teaching surfaces and volumes of 3D geometric shapes. In this approach, AR is considered and evaluated as an educational resource that helps with the activity and briefly explains the concept of AR and the envisaged interests of this technology for teaching. [ABSTRACT FROM AUTHOR]

The new advancement in percutaneous intervention procedures, which provides more accurate needle placement compared to other modalities, is Augmented Reality (AR). It provides the operator with 3-dimensional (3D) or 2-dimensional (2D) structures of the anatomy along with the target during surgery to get a precise needle placement into the target. The review highlights that using AR systems for needle navigation and placement can become productivity in various interventional procedures. The AR navigation system reduces radiation exposure, procedural time, risk to the patient, and ensures higher accuracy of needle placement than conventional Computed Tomography (CT)-guided percutaneous procedure systems. The AR system can provide precisely guided needle insertion and reduce the risk of complications. As technology and research are increasing, new techniques, such as automatic image-hologram registration, can be brought into the picture. This review compares conventional image-guided procedure systems with the AR system in the interventional radiology field. This review also provides detailed information about AR as a promising tool for optimising needle placement in interventional procedures, paving the way for safer and more effective clinical practices. [ABSTRACT FROM AUTHOR]

In the Kingdom of Saudi Arabia, visual impairment poses significant challenges for approximately 17.5% of school-aged children, mainly due to refractive errors. These challenges extend to everyday navigation, environmental interaction, and overall life quality. Motivated by the desire to empower visually impaired individuals, who face navigational limitations, difficulties in object recognition, and inadequate assistance from traditional technologies, we propose SightAid. This innovative wearable vision system utilizes a deep learning-based framework, addressing the gaps left by current assistive solutions. Traditional methods, such as canes and GPS devices, often fail to meet the nuanced and dynamic needs of the visually impaired, especially in accurately identifying objects, understanding complex environments, and providing essential real-time feedback for independent navigation. SightAid comprises a seven-phase framework involving data collection, preprocessing, and training of a sophisticated deep neural network with multiple convolutional and fully connected layers. This system is integrated into smart glasses with augmented reality displays, enabling real-time object detection and recognition. Interaction with users is facilitated through audio or haptic feedback, informing them about the location and type of objects detected. A continuous learning mechanism, incorporating user feedback and new data, ensures the system's ongoing refinement and adaptability. For performance assessment, we utilized the MNIST dataset, and an Indoor Objects Detection dataset tailored for the visually impaired, featuring images of everyday objects crucial for safe indoor navigation. SightAid demonstrates remarkable performance with accuracy up to 0.9874, recall values between 0.98 and 0.99, F1-scores ranging from 0.98 to 0.99, and AUC-ROC values reaching as high as 0.9999. These metrics significantly surpass those of traditional methods, highlighting SightAid's potential to substantially improve the independence and safety of visually impaired individuals in various environments. [ABSTRACT FROM AUTHOR]

In this research, a blind area information perception and guidance approach for dynamic context is proposed as a solution to the issue of difficult and time-consuming assembly in blind areas. The proposed approach involves the utilization of real-time RGBD data to perceive both blind area context and operator hand information. The resulting data is then used to visualize the blind area scene and provide assembly guidance through the application of augmented reality technology. Unlike conventional methods, the proposed solutions are based on dynamic RGBD data rather than static predefined CAD models, making it simpler to configure and adapt to more scenarios. A user study was designed and conducted to confirm the feasibility of the suggested approach. The results indicate that the suggested approach can decrease assembly time by 49.5%, greatly lower the percentage of assembly errors, reduce the mental load on the workers, and significantly enhance their operational experience. [ABSTRACT FROM AUTHOR]

Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at the Isfahan University of Medical Sciences. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail. • Robot-aided modules facilitated English for Medical Purposes listening and reading. • The glossed robot fostered connection with the world. • Robot's AR enhanced extended embodied cognition for comprehension. • Robot's AR fostered variegated channels for comprehension. • Robot's AR facilitated listening and reading in the fields. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) applications are becoming more mainstream, with successful examples in the mobile environment like Pokemon GO. Current malicious techniques can exploit these environments' immersive and mixed nature (physical-virtual) to trick users into providing more personal information, i.e., dark patterns. Dark patterns are deceiving techniques (e.g., interface tricks) designed to influence individuals' behavioural decisions. However, there are few studies regarding dark patterns' potential issues in AR environments. In this work, using scenario construction to build our prototypes, we investigate the potential future approaches that dark patterns can have. We use VR mockups in our user study to analyze the effects of dark patterns in AR. Our study indicates that dark patterns are effective in immersive scenarios, and the use of novel techniques, such as "haptic grabbing" to draw participants' attention, can influence their movements. Finally, we discuss the impact of such malicious techniques and what techniques can mitigate them. [ABSTRACT FROM AUTHOR]

This study aims to develop an augmented reality (AR)-based e-module for archiving courses at SMK Negeri 1 Penukal. The research method used is research and development (R&D) with stages including needs analysis, design, development, implementation, and evaluation. The results show that the AR-based e-module developed is valid and practical based on feasibility tests by media experts, material experts, and users. Effectiveness tests indicate that this learning media can improve student learning outcomes in the archival system material. The conclusion of this study is that the AR-based e-module is effective in providing 3D object simulations and multimedia elements that help students understand the material in depth. The implication of this research is the need for the integration of AR technology in learning to enhance interactivity and learning effectiveness. [ABSTRACT FROM AUTHOR]

In today's technological era, Augmented Reality (AR) has become increasingly popular and is used in a variety of applications. However, there is still uncertainty about the extent to which the use of AR interfaces can improve the cognitive aspects of its users. The purpose of this study was to investigate the impact of using Augmented Reality (AR) interfaces on improving the cognitive aspects of its users. This study applies a qualitative approach in its research. The method of data collection used is through literature studies. Once the data is collected, the analysis is carried out in three stages: data reduction, data presentation, and conclusions. From the results of the study, it was concluded that the impact of Augmented Reality (AR) on cognitive performance is still in its early stages of development, but the results of existing research show that AR has the potential to improve cognitive performance in various types of tasks. The eyetracking method can be a useful tool for evaluating the impact of AR on cognitive performance and understanding the way users interact with AR interfaces. The use of eyetracking makes it possible to record the user's eye movements and analyze their interaction patterns with elements in AR. [ABSTRACT FROM AUTHOR]

The objective of this study was to determine the differential effects of the presentation position of the augmented reality–head worn display (AR-HWD) interface and the audiovisual-dominant multimodal learning material on learning performance and cognitive load across different learning tasks in training for high-speed train driving. We selected 48 participants to conduct an AR driving training experiment for high-speed trains. The results indicated that whether or not the AR interface was presented next to the learning target did not significantly affect learning performance and cognitive load. In complex learning tasks, such as learning to operate the controller of a high-speed train and to remember the steps of swapping the front and tail of the train, the auditory-led AR learning materials were effective in improving learning performance and reducing cognitive load compared with the visual-led AR learning materials. In the simple task of icon recognition, the visual-led AR learning materials performed better in terms of learning performance and cognitive load. The results of this study can guide the design of AR-HWD interfaces for different learning tasks in training for high-speed train driving, which can improve learning performance and reduce cognitive load during the learning process. HIGHLIGHTS We studied the position of AR interface presentation and AR multichannel learning for high-speed train-driving training. Whether or not the AR interface was presented next to the target did not have a significant effect on learning performance for that target. Auditory-dominant interfaces outperformed visual-dominant interfaces in complex learning tasks. Visual-dominant interfaces outperformed auditory-dominant interfaces in simple recognition tasks. [ABSTRACT FROM AUTHOR]

Occlusion handling is a key technical issue in augmented reality research. This paper proposes a new occlusion algorithm based on object contour detection to address issues such as poor real-time occlusion processing, high computational complexity in comparing the depth values of virtual and real objects, and the presence of jagged, blurry, and hollow edges in occluded areas. First, based on the depth and color information, we obtained aligned images of real scenes. Second, we extracted the maximum closed contour of the real object in the scene and overlaid it with the aligned image. Subsequently, we generated a virtual object and obtained a depth map of the virtual object. Finally, by comparing the depth values of the stacked images with the virtual objects, masks are generated in real time and optimized to present the occlusion processing results. Experimental comparisons demonstrated that the algorithm presented in this study not only improves real-time performance but also enhances accuracy at the intersection edges of virtual and real images. Simultaneously, it is no longer limited by the size of real scene images and can achieve real-time virtual and real occlusion effects. [ABSTRACT FROM AUTHOR]

• Human-machine interface features from AR-HUD studies were systematically reviewed. • A set of guidelines for AR-HUD design was derived. • Traditional AR-HUD and windshield AR-HUD were compared and defined to not cause terminology confusion in future AR-HUD studies. • AR-HUD human–machine interface studies were few. The augmented reality head-up display (AR-HUD) recently emerged as a state-of-the-art in-vehicle display. However, no comprehensive guidelines apply to the human–machine interface for AR-HUD. We formulated guidelines for the human-vehicle interface to develop an AR-HUD. A review of existing literature on AR-HUD and applicable human factors and human–computer interaction guidelines was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. In total, 121 articles were selected, and an initial set of guidelines for developing an AR-HUD was drawn up. We analyzed AR-HUD development and categorized the articles based on HMI features relevant to in-vehicle AR-HUD: virtual image distance, field of view, and brightness. Furthermore, research findings on projected information and legibility were investigated. Nine guidelines were devised for developing the AR-HUD human–machine interface. This study also compared the traditional AR-HUD and windshield AR-HUD, defining the requirements for future studies using the term AR-HUD and providing a framework for AR-HUD design. Existing research on AR-HUD is limited. Future research is needed on virtual image distance, field of view, brightness, and legibility. The findings of this study could be used to guide the design of a full-windshield AR-HUD interface and future research. [ABSTRACT FROM AUTHOR]

The use of virtual reality as a learning tool is becoming increasingly prevalent in social work education. This systematic review aims to analyse the findings of studies that have applied virtual reality to social work training through thematic and content analyses. Our results show that the main advantages of virtual reality for social work training cited in the literature include improvements in motivation, and the acquisition of competencies and skills specific to the discipline of social work (assessment, diagnosis and intervention), among others. The main limitations include temporal constraints in the application of virtual reality, as well as perceived dehumanisation. [ABSTRACT FROM AUTHOR]

Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes. [ABSTRACT FROM AUTHOR]

The study critically reassesses existing Metaverse concepts and proposes a novel framework for inclusiveness of physically disabled artists. The purpose is to enable and inspire physically disabled users and content creators to participate in the evolving concept of the Metaverse. The article also highlights the need for standards and regulations governing the inclusion of people with disabilities in Metaverse projects. The study examines current information technologies and their relevance to the inclusion of physically disabled individuals in the Metaverse. We analyse existing Metaverse concepts, exploring emerging information technologies such as Virtual and Augmented Reality, and the Internet of Things. The emerging framework in the article is based on the active involvement of disabled creatives in the development of solutions for inclusivity. The review reveals that despite the proliferation of Blockchain Metaverse projects, the inclusion of physically disabled individuals in the Metaverse remains distant, with limited standards and regulations in place. The article proposes a concept of the Metaverse that leverages emerging technologies, to enable greater engagement of disabled creatives. This approach is designed to enhance inclusiveness in the Metaverse landscape. Active involvement of physically disabled individuals in the design and development of Metaverse platforms is crucial for promoting inclusivity. The framework for accessibility and inclusiveness in decentralised Metaverses provides a basis for the meaningful participation of disabled creatives. The article emphasises the importance of addressing the mechanisms for art production by individuals with disabilities in the emerging Metaverse landscape. This article addresses a global challenge related to helping disabled people operate in the modern society, targeting new and emerging technologies, and enabling early understanding of required actions for inclusiveness of people with disabilities in the Metaverse. The increased use of advanced technologies (e.g., AI and IoT) in the Metaverse, amplified the importance of this research being conducted. The aggregate impact from this research for science and society is a more inclusive, and unbiassed Metaverses that are compliant with regulations on anti-disability discrimination. This is followed by the secondary values, related to increased technological opportunities from a breakthrough in designing new, more inclusive, and autonomous devices. The research study presents a new framework for integrating new technologies in existing Metaverses, resulting with a stronger accessibility and inclusiveness of the Metaverse. This creates a new understanding on how new technologies can be used for disability discrimination prevention and early understanding of disability requirements. We also highlighted normative constraints and the need for further reflection and weighing to avoid dystopian futures for the physically disabled in relation to the Metaverse. [ABSTRACT FROM AUTHOR]

Hand dexterity is an important clinical marker after hand surgery as it can greatly impact one's ability to perform their day-to-day activities. With the increased focus on remote patient monitoring after hand surgery, new technologies are required to remotely monitor hand dexterity. The purpose of this study is to identify dexterity outcomes using the web application "DIGITS" and compare these outcomes to the nine-hole-pegboard test (NHPT). Cross-sectional observational study. This was a two-part study with a pilot of our remote dexterity design using DIGITS followed by a validation study comparing DIGITS to a gold-standard metric of dexterity, NHPT. The pilot study recruited 42 healthy subjects between the ages of 18–65 to perform a remote finger tapping exercise using DIGITS. The second part of the study included 50 subjects between the ages of 18–65. Participants completed a demographic questionnaire and then completed three finger tapping sequences for 20 seconds using DIGITS and three trials of the NHPT with each hand. Correlational analyses were done to compare the DIGITS dexterity test with the NHPT. Four outcome measures to assess dexterity were identified, which included (1) total sequences completed in 20 seconds, (2) time to complete 10 sequences, (3) average frequency per sequence, and (3) sequence accuracy. Significant negative correlations were found with the NHPT and total sequences completed in 20 seconds in both dominant and non-dominant hand trials. Additionally, significant negative correlations were found between the NHPT and the time to complete 10 sequences and average frequency in the non-dominant hand trials. This study shows promising results for the use of DIGITS as a remote measure of hand dexterity. The total number of sequences completed significantly correlates with the NHPT and should be further explored in representative patient populations. • DIGITS outcomes included total sequences completed, average frequency, and accuracy. • Several DIGITS outcomes significantly correlated with NHPT scores. • Dexterity was found to worsen as patients get older in the NHPT and DIGITS test. [ABSTRACT FROM AUTHOR]

This study aimed to develop an interactive mobile application based on augmented reality (IMoART), which could contribute to reshaping the learning paradigm in computer hardware courses. The IMoART application employs a marker-based tracking method. Accessible on smartphones, it integrates into the learning process, is attractive to students, and fosters engagement as users can visualize hardware through 3D objects. The application serves as an alternative and supplementary learning tool to make the educational experience more enjoyable while potentially reducing school expenditures. The results of the development process, which involved using the 4D model (define, design, develop, and disseminate), showed that the IMoART application is effective, with notable feasibility scores of 3.68 for the media aspect and 3.81 for the material aspect, as evaluated by media and subject matter experts. User responses from teachers and students further support the positive outcomes of the IMoART application, achieving a robust practicality score of 84.68%. Noteworthy aspects such as ease of navigation, clarity, aesthetic features, and instructional quality demonstrate high practicality. This study contributes significantly to the literature by presenting an evaluated model that offers an enjoyable and efficient learning experience using 3D objects, videos, images, simulations, and interactive animations in the context of computer hardware learning. [ABSTRACT FROM AUTHOR]

Peripheral facial paralysis (PFP) causes deficits in muscle and sensory functions of the face due to damage to the facial nerve. In this study, we evaluated the effectiveness of the "Fisiobem" app in rehabilitating patients with PFP through facial mimicry exercises. The app uses the device's camera to identify the user and measure the range of motion during the exercises, applying the ARKit framework to quantify the intensity of the movements. We conducted a usability study with 34 participants unaffected by PFP, performing mimics with different amplitudes. Results show that glasses did not affect recognition accuracy in exercises such as raising eyebrows, frowning, and closing the eyes tightly. As for wrinkling the nose exercise, glasses impacted higher intensities. As for the beard or mustache, lower lip protrusion, compressing the lips, smiling, showing teeth and blowing out filling cheeks were not affected. However, when smiling with lips together, beard and mustache influenced intensities above 75%. It is important to highlight that this study has limitations, such as the sample size and lack of consideration for ethnic diversity among participants. Future research with larger and more diverse samples is needed to validate and generalize these findings and explore the nuances of interactions between facial features and facial recognition algorithms. Despite these limitations, the approach facilitated by the "Fisiobem" application offers significant benefits, especially for patients with PFP who face challenges in accessing specialized therapists. It allows patients to complement their treatment by performing guided facial mimicry exercises at home. The application helps individuals accurately perform the exercises and effectively track the progress of their rehabilitation. [ABSTRACT FROM AUTHOR]

As globalization accelerates and technology advances, the education and transmission of architectural heritage face new challenges and opportunities. Mobile augmented reality (MAR) technology offers innovative means for presenting and educating about architectural heritage, enhancing user experiences and interactivity through the overlay of virtual information. This study explores the application of MAR in architectural heritage education, examining its potential to enhance educational outcomes, increase user engagement, and foster awareness of heritage conservation. While the technology has been widely explored in other educational fields, its application in architectural heritage remains insufficient, particularly in the design of collaborative tasks, assessment of user satisfaction, and implementation of incentive mechanisms. This paper encompasses three research components: a detailed description of collaborative tasks in architectural heritage education using MAR, the development of a satisfaction model to evaluate the effectiveness of these tasks, and the construction of an educational collaboration incentive mechanism. Through this study, the paper not only enriches the application of MAR in cultural heritage conservation but also provides theoretical and empirical support for future related studies. [ABSTRACT FROM AUTHOR]

This study aims to measure e-customer satisfaction through e-customer experience, and consumer attitudes towards mobile augmented reality ads (MARA) in the cosmetics marketplace in Indonesia. The research design uses a descriptive verification approach with a survey method. To obtain data, an online questionnaire was employed for cosmetics marketplace consumers in Indonesia who had made purchases after seeing MARA. It was determined that 214 people were taken randomly using a convenience sampling technique. The Smart-PLS program is used to process and analyses the data using path analysis. The results show that the level of consumer perceptions about e-customer satisfaction, e-customer experience, and consumer attitudes towards MARA is excellent. In addition, the positive effects of the e-customer experience and consumer attitudes toward ecustomer satisfaction can be confirmed. This study is expected to contribute theoretically and practically by presenting factors that can encourage consumers to have good experiences and perspectives towards advertisements in the cosmetic marketplaces they visit by utilizing MARA. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method. Design/methodology/approach: This study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts. Findings: Data analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students' levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles. Research limitations/implications: The work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size. Practical implications: The implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education. Originality/value: Available studies exploring AR in English teaching exist, but very limited of those utilized markerless AR, in the form of AR filters with speaking fluency teaching. Also, this paper focused on teachers' experience with AR filters in contrast to students' experience in public secondary school settings. [ABSTRACT FROM AUTHOR]

This report introduces the reader to the concepts and applications of augmented and virtual reality in dentistry. Virtual reality (VR) is the computer-generated three-dimensional simulation of a virtual environment accessed through a headset. Augmented reality (AR) is the superimposition of computer-generated imagery or graphics onto the real world, accessed through phones, tablets and headsets. The technology has advanced in recent years with early applications to the medical field revolving around anxiety management, teaching and surgical planning. Uses for surgical orthognathic and other restorative interventions are also in an early phase of development and adoption. CPD/Clinical Relevance: VR and AR have promising applications, but more research must be carried out to determine the technology's validity in dentistry. [ABSTRACT FROM AUTHOR]

Background: Acquired adult flatfoot deformity (AAFD) results in a loss of the medial longitudinal arch of the foot and dysfunction of the posteromedial soft tissues. Hintermann osteotomy (H-O) is often used to treat stage II AAFD. The procedure is challenging because of variations in the subtalar facets and limited intraoperative visibility. We aimed to assess the impact of augmented reality (AR) guidance on surgical accuracy and the facet violation rate. Methods: Sixty AR-guided and 60 conventional osteotomies were performed on foot bone models. For AR osteotomies, the ideal osteotomy plane was uploaded to a Microsoft HoloLens 1 headset and carried out in strict accordance with the superimposed holographic plane. The conventional osteotomies were performed relying solely on the anatomy of the calcaneal lateral column. The rate and severity of facet joint violation was measured, as well as accuracy of entry and exit points. The results were compared across AR-guided and conventional osteotomies, and between experienced and inexperienced surgeons. Results: Experienced surgeons showed significantly greater accuracy for the osteotomy entry point using AR, with the mean deviation of 1.6 ± 0.9 mm (95% CI 1.26, 1.93) compared to 2.3 ± 1.3 mm (95% CI 1.87, 2.79) in the conventional method (P =.035). The inexperienced had improved accuracy, although not statistically significant (P =.064), with the mean deviation of 2.0 ± 1.5 mm (95% CI 1.47, 2.55) using AR compared with 2.7 ± 1.6 mm (95% CI 2.18, 3.32) in the conventional method. AR helped the experienced surgeons avoid full violation of the posterior facet (P =.011). Inexperienced surgeons had a higher rate of middle and posterior facet injury with both methods (P =.005 and.021). Conclusion: Application of AR guidance during H-O was associated with improved accuracy for experienced surgeons, demonstrated by a better accuracy of the osteotomy entry point. More crucially, AR guidance prevented full violation of the posterior facet in the experienced group. Further research is needed to address limitations and test this technology on cadaver feet. Ultimately, the use of AR in surgery has the potential to improve patient and surgeon safety while minimizing radiation exposure. Clinical Relevance: Subtalar facet injury during lateral column lengthening osteotomy represents a real problem in clinical orthopaedic practice. Because of limited intraoperative visibility and variable anatomy, it is hard to resolve this issue with conventional means. This study suggests the potential of augmented reality to improve the osteotomy accuracy. [ABSTRACT FROM AUTHOR]

Dynamic infrared thermography (DIRT) is a quick and non-invasive technique for perforator mapping in free flaps that provides real-time information. After a cold challenge, areas best supplied with blood become visible hotspots on color-coded maps, indicating perforators. This study presents a proof of principle for a new and innovative feature of DIRT, where projected augmented reality is used to directly display thermal images on the patient's abdomen prior to the deep inferior epigastric artery perforator (DIEP) flap breast reconstruction. A self-aligning projection device prototype (Anatomy Projector) equipped with an integrated thermal camera was used to obtain thermal information and project the color-coded map directly on the patient's abdomen before DIEP flap breast reconstruction. Projected DIRT hotspots were verified using a hand-held Doppler, and compared to the vascularity on computed tomography angiography (CTA), and intraoperative perforator measurements following a Cartesian grid. A total of 514 DIRT hotspots were projected in 50 patients, among them 97.3% could be verified using Doppler. The positive predictive value for CTA was 74.5%. Intraoperative measurements yielded 132 perforators in 71 flaps, among them 75 perforators (56.8%) correlated with projected DIRT hotspots, and half of them (54.7%) appeared within the first 5 emerging hotspots. This study showed that real-time display of thermal data in DIEP flap breast reconstruction is feasible via projected augmented reality. Projection facilitates convenient marking of hotspots, and a high resemblance to Doppler and CTA data was observed. Further research should assess the added value of projecting thermal images intraoperatively and in other fields of plastic surgery. [ABSTRACT FROM AUTHOR]

This study was carried out to modern world presents the problem of introducing and using artificial intelligence as a visual representation means of the lost cultural and historical heritage. It is the urban landscape in mass and professional media education. Thus, based on the study of losses in the cultural and historical heritage, the authors develop different methods of traditional and digital visual-shaped memorialization. The aim of the research lies in artificial intelligence research includes the technological aspect of scientific and educational activities of students. According to the degree of vocational education proximity the cultural heritage and media education specialties, the use of artificial intelligence in related specialties is considered. The developed synchronization system of inheritance and the cultural and historical heritage study in media education made it possible to single out the representative forms of its restoration in the educational course. The authors of the article explore the connection has been established between the loss of cultural and historical heritage and the methods of its reconstruction and integration into media education. Using these methods, the study identifies the role of neural networks and artificial intelligence in the reconstruction of cultural and historical heritage in media education has been determined. [ABSTRACT FROM AUTHOR]

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This study explores the integration of virtual reality (VR) in geometry education and examines the immersive platform's potential to enhance student engagement and understanding through a case report. While students appreciated the interactive and collaborative aspects of VR, they also faced challenges such as VR sickness and technical issues. Recommendations for future sessions include incorporating breaks and providing additional technological guidance. Future research will focus on addressing these challenges, evaluating long-term educational outcomes, and exploring the integration of other immersive technologies like augmented reality. The study contributes to the wide discussion regarding the importance of balancing technological innovation with pedagogical effectiveness for successful VR integration in educational settings. [ABSTRACT FROM AUTHOR]

This study examines the effect of augmented reality-based marketing on consumer purchase intention, with hedonic motivation acting as mediation. In the context of L'Oreal Paris cosmetic products sold on the Shopee platform. This study uses a sample of 110 respondents with 11 indicators to fill out a questionnaire to raise the relevance of augmented reality technology in enhancing a more immersive online shopping experience, namely the merging of the real and digital worlds and the personal world, which can significantly affect consumer purchase intentions. Through the use of the Virtual Try-On AR feature in Shopee, consumers can see the application of cosmetic products virtually on their faces, which not only enhances product information but also provides a fun and satisfying shopping experience. Data was collected from Shopee users in Denpasar, Bali, who have used this augmented reality feature and analyzed using a quantitative approach. The results showed that hedonic motivation plays an important role in mediating the relationship between augmented reality marketing and purchase intention, signifying that emotional satisfaction from the augmented reality experience increases the likelihood of purchase. This research provides valuable insights for digital marketing and e-commerce practitioners to optimize augmented reality strategies in increasing consumer purchase intention. By understanding the effects of augmented reality marketing through hedonic motivation, brands can more effectively design user experiences that are not only informative but also entertaining and emotionally satisfying, thereby increasing consumer purchase intentions. [ABSTRACT FROM AUTHOR]

Copyright of Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical School 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.)

Extended reality, which encompasses virtual, augmented, and mixed reality, emerges as an important didactic resource, offering great potential to bring heritage closer to the educational environment. Heritage education is a challenge for today's society, contributing to cultural and social development. Therefore, the aim of this systematic review is to analyze documents related to heritage in education through extended reality. The search was conducted using Scopus and Web of Sciences databases, allowing for an international search. We excluded any document that was not a scientific article published in a journal. A total of 52 documents were analyzed, all of which were open-access articles. Preliminary results indicate that virtual reality and augmented reality are utilized in education to work with architectural, historical, archaeological, and musical heritage. Extended reality has been applied in all the stages of the education system, and in formal and non-formal settings, thereby demonstrating its versatility. These experiences increase motivation and academic performance in comparison to less innovative methodologies, which is in line with other studies on this topic. In conclusion, extended reality has the potential to make a significant impact on education, particularly when combined with heritage. The creation of multidisciplinary groups will enhance research in the near future. [ABSTRACT FROM AUTHOR]

Extended reality (XR) is one of the most important technologies in developing a new generation of human–machine interfaces (HMIs). In this study, the design and implementation of a standalone interactive XR-supported industrial robot programming system using the Unity game engine is presented. The presented research aims to achieve a cross-platform solution that enables novel tools for robot programming, trajectory validation, and robot programming debugging within an extended reality environment. From a robotics perspective, key design tasks include modeling in the Unity environment based on robot CAD models and control design, which include inverse kinematics solution, trajectory planner development, and motion controller set-up. Furthermore, the integration of real-time vision, touchscreen interaction, and AR/VR headset interaction are involved within the overall system development. A comprehensive approach to integrating Unity with established industrial robot modeling conventions and control strategies is presented. The proposed modeling, control, and programming concepts, procedures, and algorithms are verified using a 6DoF robot with revolute joints. The benefits and challenges of using a standalone XR-supported interactive industrial robot programming system compared to integrated Unity–robotics development frameworks are discussed. [ABSTRACT FROM AUTHOR]

Recent years have witnessed the fast penetration of Virtual Reality (VR) and Augmented Reality (AR) systems into our daily life, the security and privacy issues of the VR/AR applications have been attracting considerable attention. Most VR/AR systems adopt head-mounted devices (i.e., smart headsets) to interact with users and the devices usually store the users' private data. Hence, authentication schemes are desired for the head-mounted devices. Traditional knowledge-based authentication schemes for general personal devices have been proved vulnerable to shoulder-surfing attacks, especially considering the headsets may block the sight of the users. Although the robustness of the knowledge-based authentication can be improved by designing complicated secret codes in virtual space, this approach induces a compromise of usability. Another choice is to leverage the users' biometrics; however, it either relies on highly advanced equipments which may not always be available in commercial headsets or introduce heavy cognitive load to users. In this paper, we propose a vibration-based authentication scheme, VibHead, for smart headsets. Since the propagation of vibration signals through human heads presents unique patterns for different individuals, VibHead employs a CNN-based model to classify registered legitimate users based the features extracted from the vibration signals. We also design a two-step authentication scheme where the above user classifiers are utilized to distinguish the legitimate user from illegitimate ones. We implement VibHead on a Microsoft HoloLens equipped with a linear motor and an IMU sensor which are commonly used in off-the-shelf personal smart devices. According to the results of our extensive experiments, with short vibration signals (≤1s), VibHead has an outstanding authentication accuracy; both FAR and FRR are around 5%. [ABSTRACT FROM AUTHOR]

Purpose: We present a novel method for augmented reality in endoscopic endonasal surgery. Our method does not require the use of external tracking devices and can show hidden anatomical structures relevant to the surgical intervention. Methods: Our method registers a preoperative 3D model of the nasal cavity to an intraoperative 3D model by estimating a scaled-rigid transformation. Registration is based on a two-stage ICP approach on the reconstructed nasal cavity. The hidden structures are then transferred from the preoperative 3D model to the intraoperative one using the estimated transformation, projected and overlaid into the endoscopic images to obtain the augmented reality. Results: We performed qualitative and quantitative validation of our method on 12 clinical cases. Qualitative results were obtained from an ENT surgeon from visual inspection of the hidden structures in the augmented images. Quantitative results were obtained by measuring a target registration error using a novel transillumination-based approach. The results show that the hidden structures of interest are augmented at the expected locations in most cases. Conclusion: Our method was able to augment the endoscopic images in a sufficiently precise manner when the intraoperative nasal cavity did not deform considerably with respect to its preoperative state. This is a promising step towards trackerless augmented reality in endonasal surgery. [ABSTRACT FROM AUTHOR]

Purpose: This research endeavors to improve tumor localization in minimally invasive surgeries, a challenging task primarily attributable to the absence of tactile feedback and limited visibility. The conventional solution uses laparoscopic ultrasound (LUS) which has a long learning curve and is operator-dependent. Methods: The proposed approach involves augmenting LUS images onto laparoscopic images to improve the surgeon's ability to estimate tumor and internal organ anatomy. This augmentation relies on LUS pose estimation and filtering. Results: Experiments conducted with clinical data exhibit successful outcomes in both the registration and augmentation of LUS images onto laparoscopic images. Additionally, noteworthy results are observed in filtering, leading to reduced flickering in augmentations. Conclusion: The outcomes reveal promising results, suggesting the potential of LUS augmentation in surgical images to assist surgeons and serve as a training tool. We have used the LUS probe's shaft to disambiguate the rotational symmetry. However, in the long run, it would be desirable to find more convenient solutions. [ABSTRACT FROM AUTHOR]

One of the most challenging scenarios for drivers of open-pit mines is driving in dense fog. As a result, drivers cannot see the road, which causes significant vehicle colloidal accidents. To overcome the problem, an intelligent vision enhancement system has been developed by real-time processing and integrating data from the vehicle-to-everything (V2X) module, global navigation satellite system (GNSS), radar, and infrared cameras to enhance the visibility range of the operative road to the driver and mitigate the chances of accidents. Final images after image processing and object detection are displayed using a dashboard screen in front of the driver for adaptive control and safe operation. Performance analysis of the visual computing algorithm has been carried out in a mine based on image quality parameters. Field-tested images' average contrast value, peak signal-to-noise ratio, structural similarity index, visual information fidelity, and universal quality index were 0.87, 19.36, 0.39, 0.82, and 0.56, respectively, and the calculated accurateness of the convolution neural network (CNN)-based object detection model was 90%. These values indicate the output of the image processing algorithm provided better-enhanced images in the foggy condition. With the help of image processing algorithms, the camera view is able to provide a clear vision of more than 30 m in dense fog. Further, using V2X technology, the augmented visibility range has been increased up to 200 m. The 3D augmented reality (AR) view and 2D navigation view provide other surrounding vehicle locations. Untagged objects like rocks or bunds are also detected and displayed using radar. HIGHLIGHTS: The system fuses IR cameras, V2X, GNSS, radar, & visual computing for safe driving Image processing algorithm fuses CLAHE and DCP methods for clear image output CNN-based object detection algorithm integrated with image processing software Provides multi-stage safety using camera, 2D navigation, & 3D virtual reality views Intelligent system inbuilt with software and advanced analytics for fleet management [ABSTRACT FROM AUTHOR]

The state-of-the-art cleaner smart manufacturing process in the metal industry is the direct energy deposition-arc (DED-arc) process, which has emerged as an energy-efficient method for producing complex geometry metallic constructions. Process flexibility, material-consumption efficiency and high performance have drawn attention amongst both academics and industry, as DED-arc presents an ecologically viable alternative to traditional manufacturing techniques. Concurrently, the parallel emergence of extended reality (XR) technology has unveiled multiple novel possibilities for enhancing the sustainable development of DED-arc processing toward cleaner manufacturing. However, an evident knowledge gap exists concerning the integration of XR into the DED-arc process chain. This research aims to solve this problem by systematically exploring the potential of implementing XR technology within the DED-arc framework. Therefore, this study identifies through a literature review the technological difficulties and prospects associated with merging XR and DED-arc. Subsequently, a series of practical experiments are executed, presenting various applications of XR within the DED-arc process chain. The current research makes several noteworthy contributions to the practical understanding of how XR can be integrated into the DED-arc manufacturing process. Technological challenges are discussed, while the potential benefits of XR adoption in the DED-arc process chain are illuminated in practical applications. [ABSTRACT FROM AUTHOR]

Purpose: Augmented reality (AR) is an innovative approach that could assist percutaneous procedures; by directly seeing "through" a phantom, targeting a lesion might be more intuitive than using ultrasound (US). The objective of this study was to compare the performance of experienced interventional radiologists and operators untrained in soft tissue lesion puncture using AR guidance and standard US guidance. Material and Methods: Three trained interventional radiologists with 5–10 years of experience and three untrained operators performed punctures of five targets in an abdominal phantom, with US guidance and AR guidance. Correct targeting, accuracy (defined as the Euclidean distance between the tip and the center of the target), planning time, and puncture time were documented. Results: Accuracy was higher for the trained group than the untrained group using US guidance (1 mm versus 4 mm, p = 0.001), but not when using AR guidance (4 mm vs. 4 mm, p = 0.76). All operators combined, no significant difference was found concerning accuracy between US and AR guidance (2 mm vs. 4 mm, p = 0.09), but planning time and puncture time were significantly shorter using AR (respectively, 15.1 s vs. 74 s, p < 0.001; 16.1 s vs. 59 s; p < 0.001). Conclusion: Untrained and trained operators obtained comparable accuracy in percutaneous punctures when using AR guidance whereas US performance was better in the experienced group. All operators together, accuracy was similar between US and AR guidance, but shorter planning time, puncture time were found for AR guidance. [ABSTRACT FROM AUTHOR]

Copyright of FME Transactions is the property of University of Belgrade, Faculty of Mechanical Engineering 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.)

Background: For total hip arthroplasty (THA), a new technology in the evolution of computer-assisted surgery has emerged in the form of augmented reality (AR). We sought to determine the impact of AR on resident and fellow education after implementation at an academic teaching center. Materials and Methods: The senior author's intraoperative technique allows for the orthopedic trainee to use AR to correct the acetabular component's position after an attempt is made with standard instrumentation. One year after the implementation of this AR method, both resident and fellow trainees were issued an anonymous survey regarding their experience and descriptive statistics were calculated for the results. Results: Sixteen trainees responded to the survey. One hundred percent felt the use of AR improved their understanding of acetabular component placement and improved their intraoperative experience. Sixty-nine percent reported feeling there was a small increase in operative time but 25% reported no increase in operative time when using AR. Seventy-five percent of trainees felt that patients benefited from the technology and would be in favor of AR if they were having a THA. The majority of those surveyed reported a desire to use AR in their practice if it is available. Conclusion: Computer-assisted surgery has demonstrated variable impacts on orthopedic education. After the implementation of AR at an academic teaching center, all trainees reported it improved their intraoperative experience and their understanding of acetabular component placement. Further studies are needed to determine if AR is able to improve a trainee's component placement. [Orthopedics. 2024;47(4):e157–e160.] [ABSTRACT FROM AUTHOR]

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

This paper presents the development of a 3D digital model of end-of-service-life buildings to facilitate a step change in preparation of pre-demolition protocols that can eliminate problems of inadequate documentation and extensive time spent in preparing pre-demolition audits. The 3D digital model consists of the following four main components: (i) digitization of paper-based drawings and their conversion to CAD; (ii) automated generation of a 3D digital model from CAD; (iii) corrections to the 3D digital model to account for changes in the lifetime of a building; (iv) a sub-model for performing pre-demolition audit. This paper proposes the innovative approaches of incorporating a minimal amount of human intervention to overcome numerous difficulties in automated drawing analysis, application of augmented reality (AR) in corrections to the 3D digital model, and data compatibility for pre-demolition audit. These processes are demonstrated using one building as case study. Using the digital model, a pre-demolition audit can be prepared in minutes rather than the many days required in current practice without a digital model. The accurate quantification of the quantities and locations of different demolition waste materials and products in buildings to be demolished will enable a systematic and quantitative evaluation of potentials of material and product reuse and eliminate contamination of different demolition waste streams (which may contain hazardous waste), which is the main cause of environmental degradation and downcycling of demolition waste materials. [ABSTRACT FROM AUTHOR]

Compact and high efficiency microdisplays are essential for lightweight augmented reality (AR) glasses to ensure longtime wearing comfort. Liquid-crystal-on-silicon (LCoS) is a promising candidate because of its high-resolution density, high brightness, and low cost. However, its bulky illumination system with a polarizing beam splitter (PBS) cube remains an urgent issue to be overcome. To reduce the volume of the LCoS illumination system, here, we propose a compact structure with four thin PBS cuboids. Through simulations, the optical efficiency of 36.7% for an unpolarized input light can be achieved while maintaining reasonably good spatial uniformity. Such a novel design is expected to have a significant impact on future compact and lightweight AR glasses. [ABSTRACT FROM AUTHOR]

This paper presents a novel method for path selection by non-expert users in robot trajectory planning using augmented reality (AR). While AR has been used in robot control tasks, current approaches often require manual waypoint specification, limiting their effectiveness for non-expert users. In contrast, our study introduces an innovative AR-based method via a head-mounted display, designed to enhance human-robot interaction by making the process of selecting robotic paths more accessible to users without specialized expertise. The proposed method utilizes the RRT-Connect algorithm to automatically generate pathways from the initial to the goal position, offering choices of 1, 3, or 5 pathways, as well as 3 and 5 pathways with AR text guidance. This guidance provides contextual instructions within the AR environment, displaying the order of pathways from the fewest to the highest number of waypoints. Our findings demonstrate that optimizing the number of AR pathways can reduce user stress and improve operational skills. Path1 exhibited the fastest performance time but had the highest number of obstacle collisions. Methods with AR text guidance showed increased performance time compared to Path1. However, Path3 and Path5 achieved the best balance between performance time and collision avoidance. Qualitative analysis indicated that AR text displays demanded more effort from users. Path3 without AR text guidance was identified as the easiest method for operating the robot. Consequently, Path3 was deemed the most beneficial among the five methods. These results highlight the novelty of our method in enhancing the design of future human-robot interaction systems, focusing on improving efficiency, safety, and user experience for non-expert users using AR interfaces. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking into account the PRISMA guidelines. A Web of Science database search using "Publish or Perish" software (version 23.4.0) identified 247 potentially relevant articles from 2000 to March 2024 in international, peer-reviewed journals. After removing duplicates, inaccessible abstracts, and applying inclusion and exclusion criteria, 40 studies were selected for in-depth analysis. Physics had the most AR applications, primarily for visualizing invisible properties. Most studies used quantitative or qualitative methods, only a few used both or did not conduct empirical research. Research questions varied, but common drawbacks included small sample sizes and low use of AR design parameters such as interactivity, adaptivity, realistic representation and use of game elements. This review identifies opportunities for improvement in the implementation and investigation of AR in science education experiments and emphasizes consistent and rigorous approaches to fully exploit the benefits of AR in science education. [ABSTRACT FROM AUTHOR]

In this study, we report on a case study of two Swedish preschool teachers' first experiences of teaching sustainable development goals through the innovative use of augmented reality. Their statements about thematic work, children's agency, teachers' perspective, and augmented reality were analysed qualitatively through a theoretical framework based on transduction and place. The innovative use of augmented reality related to the importance of children's agency in their exploration of local places associated with sustainable development goals is elaborated on, especially with the value of treating augmented reality as a 'what', or content, in teaching before it can be used as a 'how', or tool, for teaching sustainable development. It is seen in this exploratory study that transducing meaning between different representations such as physical places and the sustainable development goals in augmented reality applications opens up fruitful discussions regarding, for example, democracy aspects and source criticism between children and preschool teachers. Results indicate that the introduction of augmented reality technology is also worth pursuing in early-year teaching. [ABSTRACT FROM AUTHOR]

Metaverse, a virtual shared space integrating augmented reality and virtual reality technologies, is often hailed as the "Internet of the future" for its potential to revolutionize online communication, collaboration, learning, and work. However, despite its promising strategic and business applications, there is a dearth of empirical evidence for evaluating its educational value. This qualitative study examined the impact of Metaverse on teaching and learning by examining its advantages and challenges. The outcomes highlight Metaverse's remarkable potential for personalized and adaptive learning thanks to its immersive and interactive capabilities. An analysis of the existing literature suggests that Metaverse can create engaging learning experiences in which students can explore tailored virtual environments and interact within them. Semi-structured in-depth interviews were conducted to confirm the perception of metaverse-based education among students, educators, and program administrators, who view it as an innovative and effective educational delivery method. Several barriers require attention to ensure the successful integration of Metaverse in education, such as network connectivity, reliability, standardization and certification, organizational readiness, and the specialized skills necessary to leverage Metaverse's potential. This study offers a comprehensive understanding of Metaverse's potential, limitations, and critical factors contributing to its education success. By providing immersive and interactive learning experiences tailored to individual student needs, Metaverse holds the power to revolutionize teaching and learning. However, addressing challenges related to interoperability and the need for more evidence on its efficacy requires further research and development efforts. The significance of this study hinges on the continued exploration of Metaverse to enhance educational experiences, offering a novel and innovative approach to teaching and learning. [ABSTRACT FROM AUTHOR]

The use of technologies in the classroom has become one of the main allies for university teachers in pedagogical innovation, especially during, and after the pandemic. Therefore, the main objective of this article is to investigate how different types of innovative technologies are most effective in increasing motivation among university students. For this purpose, the level of motivation for learning stimulated by different technologies used as pedagogical support is compared. A motivation focused instructional model was implemented in conjunction with technologies such as machine learning, augmented reality, additive manufacturing, smart mobile devices, Moodle platforms, interactive smart TVs, as well as traditional lectures. The motivation was quantified through an extensively validated questionnaire designed for this purpose. A non-experimental quantitative research approach was applied to collect, process, and analyze the research data. A three-stage experimental design was used. The questionnaire was administered to 540 engineering students. The data extracted showed significant differences between the different technologies studied, highlighting interactive television, machine learning, and augmented reality over other technologies, which serves as input for academic management to direct efforts, funds and teacher training in new tools to support the teaching process. [ABSTRACT FROM AUTHOR]

This study aims to examine the effect of augmented reality-assisted programming education supported by participatory design on the basic and computational thinking skills of preschoolers. In the study, a pretest-posttest single-group semi-experimental design, which is one of the quantitative research methods, was used. The study group of the research consists of 61 students studying in kindergarten in the 2021-2022 academic year. 48% of the students are boys and 52% are girls. The implementation process took nine weeks. In the first part of the research, the CodeLimbel application was developed by conducting a five-week participatory design study with two groups. In the second part of the study, the programming training prepared by the researcher was applied to all groups for four weeks. The "Basic Skills Scale", "TechCheck" scale, and "Student Interview Questions" developed by the researcher were used as data collection tools. It was found that augmented reality-supported programming education had a statistically significant effect on students' computational thinking and basic skills. It was observed that all of the students who participated or did not participate in the participatory design study were interested and excited about programming education with augmented reality applications. [ABSTRACT FROM AUTHOR]