How to Create Suitable Augmented Reality Application to Teach Social Skills for Children with ASD

Autism spectrum disorders (ASDs) are characterized by a reduced ability to appropriately express social greetings. Studies have indicated that individuals with ASD might not recognize the crucial nonverbal cues that usually aid social interaction. This study applied augmented reality (AR) with tabletop role-playing game (AR-RPG) to focus on the standard nonverbal social cues to teach children with ASD, how to appropriately reciprocate when they socially interact with others. The results showed that intervention system provides an AR combined with physical manipulatives and presents corresponding specific elements in an AR 3D animation with dialogue; thus, it can be used to help them increase their social interaction skills and drive their attention toward the meaning and social value of greeting behavior in specific social situations. We conclude that AR-RPG of social situations helped children with ASD recognize and better understand these situations and moderately effective in teaching the target greeting responses

Augmented reality in University Education

El aumento del uso, así como de las posibilidades que ofrecen los dispositivos móviles, tablets o los smartphones en nuestra vida diaria, conlleva que dichas herramientas puedan ser incorporadas, sin costes adicionales, y con grandes posibilidades didácticas, en los contextos de formación universitaria. Este aspecto contribuye, sin lugar a duda, a la proliferación de tecnologías como la Realidad Aumentada (RA), que permite, apoyándose en los dispositivos anteriormente comentados, facilitar la combinación de información digital e información física en tiempo real. En el presente artículo no se presentará la problemática de la conceptualización de la RA, sino que se pretende ofrecer una visión a través del análisis de dos de las variables que pueden ser consideradas como limitantes en el uso de ésta tecnología en los contextos universitarios: la falta de investigaciones, y los pocos objetos de aprendizaje generados en formato RA (todo ello sin olvidar la necesidad de contar con marcos teóricos para facilitar su incorporación educativa). Asimismo, es necesario partir de hecho de que, si se pretende que dicha tecnología se incorpore a la formación universitaria, es imprescincible que las Universidades creen y potencien centros de producción que faciliten y/o ayuden al docente para su producción. Y ello, no porque algunos objetos no puedan ser producidos por los propios docentes, sino porque objetos complejos requieren el manejo de programas complejos, así como de la elaboración de recursos de cierta, mucha, dificultad.The increase in use, as well as the possibilities offered by mobile devices, tablets or smartphones in our daily lives, means that these tools can be incorporated, without additional costs, and with great didactic possibilities, in the contexts of university education. This aspect contributes without a doubt, to the proliferation of technologies such as Augmented Reality (AR), which allows, using the aforementioned devices, to facilitate the combination of digital information and physical information in real time. In this article the problem of the conceptualization of the RA wont be presented, but its intended to offer a vision through the analysis of two of the variables that can be considered as limiting in the use of this technology in the university contexts: lack of research, and the few learning objects generated in RA format (all without forgetting the need to have theoretical frameworks to facilitate their educational incorporation). Likewise, its necessary to start from the fact that, if this technology is to be incorporated into university education, its essential that universities create and strengthen production centers that facilitate and/or help the teacher to produce them. And this, not because some objects can not be produced by the teachers themselves, but because complex objects require the management of complex programs, as well as the elaboration of resources of certain, much, difficult

Augmented Reality in Smart Cities: A Multimedia Approach

Intro: This paper presents an advance overview of utilizing Augmented Reality (AR) in smart cities. Although, Smart cities contain six major aspects (mobility, economy, government, environment, living, and people), this paper focuses on three of them that have more potentiality in using virtual assistant (mobility, environment, and living). Methodology: Presenting a state-of-the-art review studies undertake between 2013 and 2017, which is driven from highlighted libraries is the aim of this research. After exact examine, 15 emphasized studies are chosen to divide the main aspects while 120 selective articles are supporting them. These categorizes have been critically compared with an aim, method and chronological perspectives. Results: First of All, Environmental issues (Museums industry) attract the most attention of researchers while the living issues (maintenance) have lower significant compare t latter and mobility (indoor-outdoor navigation) attract the least. Moreover, a close connection between academic and industry fields is going to be created. Conclusions: it has been concluded that, because of economic advantages, utilizing AR technology has improved in the tourism and maintenance. Moreover, until now, most of studies try to prove their concept rather than illustrate well stablished analytic approach. Because of hardware and software improvement, it is essential for the future studies to evaluate their hypothesis in a real urban context

Application of Artificial Intelligence in Digital Architecture to Identify Traditional Javanese Buildings

Traditional buildings have a cultural philosophy and characterize the culture of an area. The occurrence of environmental changes, population growth, and the growth of modern buildings impact traditional buildings. Therefore, preserving those traditional buildings is needed to avoid extinction and make as cultural assets. The research aims to develop an application to help architects quantitatively measure the content of traditional architectural styles in their designs. This study uses the Artificial Intelligence (AI) method to identify buildings' similarities, acquiring traditional building data in roofs and ornaments images as a dataset totaling 650 images of roofs and 7,180 ornaments. Data processing was carried out by making architectural models, training, testing accuracy, and creating application interfaces. The algorithm used to identify similarities between building types was the Convolutional Naural Network (CNN) and the Support Vector Machine (SVM). The results of the accuracy-test using the Confusion matrix method reached an accuracy value of 99.5% in identifying building similarities and 85% in classifying building types

Augmented reality in university education

[EN] The increase in use, as well as the possibilities offered by mobile devices, tablets or smartphones in our daily lives, means that these tools can be incorporated, without additional costs, and with great didactic possibilities, in the contexts of university education. This aspect contributes without a doubt, to the proliferation of technologies such as Augmented Reality (AR), which allows, using the aforementioned devices, to facilitate the combination of digital information and physical information in real time. In this article the problem of the conceptualization of the RA wont be presented, but its intended to offer a vision through the analysis of two of the variables that can be considered as limiting in the use of this technology in the university contexts: lack of research, and the few learning objects generated in RA format (all without forgetting the need to have theoretical frameworks to facilitate their educational incorporation). Likewise, its necessary to start from the fact that, if this technology is to be incorporated into university education, its essential that universities create and strengthen production centers that facilitate and/or help the teacher to produce them. And this, not because some objects can not be produced by the teachers themselves, but because complex objects require the management of complex programs, as well as the elaboration of resources of certain, much, difficulty.[ES] El aumento del uso, así como de las posibilidades que ofrecen los dispositivos móviles, tablets o los smartphones en nuestra vida diaria, conlleva que dichas herramientas puedan ser incorporadas, sin costes adicionales, y con grandes posibilidades didácticas, en los contextos de formación universitaria. Este aspecto contribuye, sin lugar a duda, a la proliferación de tecnologías como la Realidad Aumentada (RA), que permite, apoyándose en los dispositivos anteriormente comentados, facilitar la combinación de información digital e información física en tiempo real. En el presente artículo no se presentará la problemática de la conceptualización de la RA, sino que se pretende ofrecer una visión a través del análisis de dos de las variables que pueden ser consideradas como limitantes en el uso de ésta tecnología en los contextos universitarios: la falta de investigaciones, y los pocos objetos de aprendizaje generados en formato RA (todo ello sin olvidar la necesidad de contar con marcos teóricos para facilitar su incorporación educativa). Asimismo, es necesario partir de hecho de que, si se pretende que dicha tecnología se incorpore a la formación universitaria, es imprescincible que las Universidades creen y potencien centros de producción que faciliten y/o ayuden al docente para su producción. Y ello, no porque algunos objetos no puedan ser producidos por los propios docentes, sino porque objetos complejos requieren el manejo de programas complejos, así como de la elaboración de recursos de cierta, mucha, dificultad.Cabero, J.; Barroso, J.; Llorente, C. (2019). La realidad aumentada en la enseñanza universitaria. REDU. Revista de Docencia Universitaria. 17(1):105-118. https://doi.org/10.4995/redu.2019.11256SWORD10511817

Review of three-dimensional human-computer interaction with focus on the leap motion controller

Modern hardware and software development has led to an evolution of user interfaces from command-line to natural user interfaces for virtual immersive environments. Gestures imitating real-world interaction tasks increasingly replace classical two-dimensional interfaces based on Windows/Icons/Menus/Pointers (WIMP) or touch metaphors. Thus, the purpose of this paper is to survey the state-of-the-art Human-Computer Interaction (HCI) techniques with a focus on the special field of three-dimensional interaction. This includes an overview of currently available interaction devices, their applications of usage and underlying methods for gesture design and recognition. Focus is on interfaces based on the Leap Motion Controller (LMC) and corresponding methods of gesture design and recognition. Further, a review of evaluation methods for the proposed natural user interfaces is given

Electronic Imaging & the Visual Arts. EVA 2019 Florence

The Publication is following the yearly Editions of EVA FLORENCE. The State of Art is presented regarding the Application of Technologies (in particular of digital type) to Cultural Heritage. The more recent results of the Researches in the considered Area are presented. Information Technologies of interest for Culture Heritage are presented: multimedia systems, data-bases, data protection, access to digital content, Virtual Galleries. Particular reference is reserved to digital images (Electronic Imaging & the Visual Arts), regarding Cultural Institutions (Museums, Libraries, Palace - Monuments, Archaeological Sites). The International Conference includes the following Sessions: Strategic Issues; New Science and Culture Developments & Applications; New Technical Developments & Applications; Cultural Activities – Real and Virtual Galleries and Related Initiatives, Access to the Culture Information. One Workshop regards Innovation and Enterprise. The more recent results of the Researches at national and international level are reported in the Area of Technologies and Culture Heritage, also with experimental demonstrations of developed Activities

Ampliando el universo virtual del alumnado universitario. Uso educativo de la realidad aumentada y aportaciones del Proyecto Rafodiun

Augmented reality is an emerging technology that is increasingly being integrated into the educational system. In addition, numerous investigations highlight its benefits for learning such as: mixed reality recreation, real-time integration, incorporation of information from different sources (video, 3D, audio, web pages, etc.). In this sense, this work presents the results of the Rafodiun Project (Augmented Reality to Increase Training. Design, Production and Evaluation of Augmented Reality Programs for University Training), financed by the Ministry of Economy and Competitiveness of the Government of Spain in 2017. In it, it is intended to analyze the educational possibilities that augmented reality can have for university training contexts. This analysis is carried out from different perspectives, both technological-instrumental, educational, design of training environments, and of students as augmented reality content producers. The results demonstrate the possibilities and potential that augmented reality offers for the learning of students and university professors (men and women) in different areas. In the same way, predictive models of the acceptance of this technology in the classroom (technology acceptance model [TAM]) are consolidated. Based on the previous lines, the applicability of augmented reality in the university classroom is discussed, as well as the necessary training of teachers in creating, editing and modifying objects and materials in augmented reality.La realidad aumentada es una tecnología emergente que se está integrando cada vez más en el sistema educativo. Además, numerosas investigaciones destacan sus beneficios para el aprendizaje en realidad mixta, integración en tiempo real, incorporación de información de diferentes fuentes (vídeo, 3D, audio, páginas web, etc.). En este sentido, este trabajo presenta los resultados del Proyecto Rafodiun (Realidad Aumentada para Aumentar la Formación. Diseño, Producción y Evaluación de Programas de Realidad Aumentada para la Formación Universitaria), financiado por el Ministerio de Economía y Competitividad del Gobierno de España en el año 2017. En él se pretende analizar las posibilidades educativas que puede tener la realidad aumentada para contextos de formación universitaria. Este análisis se efectúa desde diferentes perspectivas tanto tecnológicas-instrumentales como educativas, de diseño de entornos formativos y del alumnado como productor de contenidos en realidad aumentada. Los resultados demuestran las posibilidades y potencialidades que ofrece la realidad aumentada para el aprendizaje del alumnado y del profesorado universitario (hombres y mujeres) en diferentes áreas. De la misma forma, se consolidan modelos predictivos de la aceptación de esta tecnología en el aula (technology acceptance model [TAM]). En función de las líneas anteriores, se discute la aplicabilidad de la realidad aumentada en el aula universitaria, así como la necesaria formación del profesorado en creación, edición y modificación de objetos y materiales en realidad aumentada

Accessibility of Health Data Representations for Older Adults: Challenges and Opportunities for Design

Health data of consumer off-the-shelf wearable devices is often conveyed to users through visual data representations and analyses. However, this is not always accessible to people with disabilities or older people due to low vision, cognitive impairments or literacy issues. Due to trade-offs between aesthetics predominance or information overload, real-time user feedback may not be conveyed easily from sensor devices through visual cues like graphs and texts. These difficulties may hinder critical data understanding. Additional auditory and tactile feedback can also provide immediate and accessible cues from these wearable devices, but it is necessary to understand existing data representation limitations initially. To avoid higher cognitive and visual overload, auditory and haptic cues can be designed to complement, replace or reinforce visual cues. In this paper, we outline the challenges in existing data representation and the necessary evidence to enhance the accessibility of health information from personal sensing devices used to monitor health parameters such as blood pressure, sleep, activity, heart rate and more. By creating innovative and inclusive user feedback, users will likely want to engage and interact with new devices and their own data