DENTAL AUGMENTED REALITY – AUGMENTED REALITY (AR) BASED ON DEEP LEARNING FOR DENTAL EDUCATION

A project has been carried out involving dental students, deep learning, augmented reality (AR), and markerless AR to identify the challenges that dental students face and provide a new type of learning based on the observation. COVID-19 has cause major disruptions on the educational institutions in forcing the student to adapt to online learning and cancellation of overall physical assessment. This project suggests a way for dental students to proceed with their education virtually or via online

Mobile Augmented Reality: User Interfaces, Frameworks, and Intelligence

Mobile Augmented Reality (MAR) integrates computer-generated virtual objects with physical environments for mobile devices. MAR systems enable users to interact with MAR devices, such as smartphones and head-worn wearables, and perform seamless transitions from the physical world to a mixed world with digital entities. These MAR systems support user experiences using MAR devices to provide universal access to digital content. Over the past 20 years, several MAR systems have been developed, however, the studies and design of MAR frameworks have not yet been systematically reviewed from the perspective of user-centric design. This article presents the first effort of surveying existing MAR frameworks (count: 37) and further discuss the latest studies on MAR through a top-down approach: (1) MAR applications; (2) MAR visualisation techniques adaptive to user mobility and contexts; (3) systematic evaluation of MAR frameworks, including supported platforms and corresponding features such as tracking, feature extraction, and sensing capabilities; and (4) underlying machine learning approaches supporting intelligent operations within MAR systems. Finally, we summarise the development of emerging research fields and the current state-of-the-art, and discuss the important open challenges and possible theoretical and technical directions. This survey aims to benefit both researchers and MAR system developers alike.Peer reviewe

Augmented Reality Billiards Assistant

The game of pool is an extremely popular activity, with approximately 36 million participants yearly. As with any game of pool, the most basic skill the player must possess is the ability to accurately aim and hit the cue ball. It would be helpful to the player if they had a system which would assist with aiming by predicting the trajectories of a shot before the shot is actually made. These trajectory predictions can serve as a guide to the player and allow them to adjust their cue position before each shot. This lets the player explore many different options of a shot and decide which is the best course of action. This system would allow users to play any game of pool on their own, but help guide their decisions on whether a shot is beneficial to the progress of the game. The objective of this project is to design a software using Augmented Reality (AR) technology which will assist a player in a game of pool, no matter the player’s level of skill at the game. The software should be able to calculate possible ball trajectories prior to each shot made based on (1) the current table layout before the shot, (2) the current cue placement before the shot, and (3) the predicted force applied by the player. The possible ball trajectories and force applied by the player will then be displayed on the table within the view of a Microsoft Hololens

Human factors in instructional augmented reality for intravehicular spaceflight activities and How gravity influences the setup of interfaces operated by direct object selection

In human spaceflight, advanced user interfaces are becoming an interesting mean to facilitate human-machine interaction, enhancing and guaranteeing the sequences of intravehicular space operations. The efforts made to ease such operations have shown strong interests in novel human-computer interaction like Augmented Reality (AR). The work presented in this thesis is directed towards a user-driven design for AR-assisted space operations, iteratively solving issues arisen from the problem space, which also includes the consideration of the effect of altered gravity on handling such interfaces.Auch in der bemannten Raumfahrt steigt das Interesse an neuartigen Benutzerschnittstellen, um nicht nur die Mensch-Maschine-Interaktion effektiver zu gestalten, sondern auch um einen korrekten Arbeitsablauf sicherzustellen. In der Vergangenheit wurden wiederholt Anstrengungen unternommen, Innenbordarbeiten mit Hilfe von Augmented Reality (AR) zu erleichtern. Diese Arbeit konzentriert sich auf einen nutzerorientierten AR-Ansatz, welcher zum Ziel hat, die Probleme schrittweise in einem iterativen Designprozess zu lösen. Dies erfordert auch die Berücksichtigung veränderter Schwerkraftbedingungen

Augmented Reality

Augmented Reality (AR) is a natural development from virtual reality (VR), which was developed several decades earlier. AR complements VR in many ways. Due to the advantages of the user being able to see both the real and virtual objects simultaneously, AR is far more intuitive, but it's not completely detached from human factors and other restrictions. AR doesn't consume as much time and effort in the applications because it's not required to construct the entire virtual scene and the environment. In this book, several new and emerging application areas of AR are presented and divided into three sections. The first section contains applications in outdoor and mobile AR, such as construction, restoration, security and surveillance. The second section deals with AR in medical, biological, and human bodies. The third and final section contains a number of new and useful applications in daily living and learning

The Effect of Augmented Reality Treatment on Learning, Cognitive Load, and Spatial Visualization Abilities

This study investigated the effects of Augmented Reality (AR) on learning, cognitive load and spatial abilities. More specifically, it measured learning gains, perceived cognitive load, and the role spatial abilities play with students engaged in an astronomy lesson about lunar phases. Research participants were 182 students from a public university in southeastern United States, and were recruited from psychology research pool. Participants were randomly assigned to two groups: (a) Augmented Reality and Text Astronomy Treatment (ARTAT); and (b) Images and Text Astronomy Treatment (ITAT). Upon entering the experimental classroom, participants were given (a) Paper Folding Test to measure their spatial abilities; (b) the Lunar Phases Concept Inventory (LPCI) pre-test; (c) lesson on Lunar Phases; (d) NASA-TLX to measure participants’ cognitive load; and (e) LPCI post-test. Statistical analysis found (a) no statistical difference for learning gains between the ARTAT and ITAT groups; (b) statistically significant difference for cognitive load; and (c) no significant difference for spatial abilities scores

From corporeality to virtual reality: theorizing literacy, bodies, and technology in the emerging media of virtual, augmented, and mixed realities

This dissertation explores the relationships between literacy, technology, and bodies in the emerging media of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). In response to the recent, rapid emergence of new media forms, questions arise as to how and why we should prepare to compose in new digital media. To interrogate the newness accorded to new media composing, I historicize the literacy practices demanded by new media by examining digital texts, such as video games and software applications, alongside analogous “antiquated” media, such as dioramas and museum exhibits. Comparative textual analysis of analogous digital and non-digital VR, AR, and MR texts reveals new media and “antiquated” media utilize common characteristics of dimensionality, layering, and absence/presence, respectively. The establishment of shared traits demonstrates how media operate on a continuum of mutually held textual practices; despite their distinctive forms, new media texts do not represent either a hierarchical or linear progression of maturing development. Such an understanding aids composing in new VR, AR, and MR media by enabling composers to make fuller use of prior knowledge in a rapidly evolving new media environment, a finding significant both for educators and communicators. As these technologies mature, we will continue to compose both traditional and new forms of texts. As such, we need literacy theory that attends to both the traditional and the new and also is comprehensive enough to encompass future acts of composing in media yet to emerge

Augmented Reality in Chemistry Higher Education

Augmented reality (AR) has the capacity to afford virtual experiences that obviate the reliance on using two-dimensional representations of three-dimensional phenomena for teaching chemistry higher education, in addition to positioning students as the protagonists of the learning experience. Thus, the subsequent blending of constructivist pedagogical approaches and AR technology is logical, with this paradigm having enormous methodological potential. Using a combination of quantitative and qualitative instruments, this research project explored the cognitive and affective impacts of engagement with four developed educational interventions, supported using ChemFord, a developed AR application. Firstly, an AR-supported educational escape activity, based on topics of inorganic stereochemistry was constructed. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, this was not observed to be a positive predictor of academic performance. Next, a Game-Based Learning activity was developed, based on topics of the Valence Shell Electron Pair Repulsion theory. This activity was facilitated both synchronously and asynchronously, exploring the relationships between students’ attitudes, perceived cognitive load, spatial ability, and academic performance. Participants demonstrated significant improvements in spatial ability over the study period. In addition, a moderate correlation was found between spatial ability and VSEPR conceptual understanding. The third educational intervention, constructed within a framework of Cognitive Load Theory, illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The achievement motivation of learners was also explored, and how this may be impacted by the provision of AR technology and worked examples. Measures of challenge and interest were found to correlate positively with reported germane load, whereas reported extraneous load negatively correlated with measures of challenge and interest for students displaying higher prior relevant chemistry experience. Lastly, a peer instruction session, focusing on topics of coordination chemistry was facilitated. Students’ self-efficacy, response switching, and discussions were analysed, in addition to their interactions with the ChemFord application. Students with a lower assessment of their problem solving and science communication abilities were significantly more likely to switch their responses from right-to-wrong than students with a high assessment of those abilities

Examining Thai students' experiences of augmented reality technology in a university language education classroom

Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented Reality technology (AR) in their reading classroom. Participants were queried on their habitual use of computers and the Internet, their perceptions of the advantages and disadvantages of AR, their experiences in using AR, and their reflective reports of self-efficacy in using AR in creating English vocabulary flashcards as supplemental learning resources. A questionnaire on their use of computers and the Internet was employed with 48 EFL, English-major undergraduates. Subsequently, the participants underwent the Classroom Activity Treatment which comprised 1) the Teacher Showcase, 2) the AR Computer Tutorial, and 3) the Student Showcase, respectively. Classroom observation notes were taken during the three phases. Besides, at the end of each of these three phases, a questionnaire on the acceptance and self-efficacy of AR was administered. Subsequently, 24 students participated in semi-structured interviews to elicit further insights into their perceptions of the effectiveness of AR in EFL instruction and learning. The Technology Acceptance Model 3 (Vankatesh & Bala, 2008) was employed for theoretical perspective on the data. Findings revealed most participants had no prior knowledge or understanding about AR before the study. Participants reported AR as advantageous for stimulating student engagement and motivation, and for enhancing memory and memorization. AR was reported to promote learning and practicing digital literacy skills. Participants reported relatively high levels of self-efficacy in using AR, which were primarily driven by their self-satisfaction, creativity and enthusiasm, peer and teacher assistance, as well as technological training and infrastructure. Participants also reported that they would continue using AR in the future when necessary resources, time, and access were secured, for the purposes of professional productivity and development. Analysis suggested that English education curricula be improved and re-designed to integrate the implementation of AR technology to tailor the learning experiences to the students’ needs and learning styles. Professional development and training should also be provided for teachers and students to educate them in using AR in language education teaching and learning