Minard revisited: exploring augmented reality in information design

This study intends to test and confirm the interest and viability of incorporating augmented reality (AR) technologies in cultural mediation driven by information design, focusing on narrative representation. It is specifically intended to explore semantic relations between reality and virtuality in augmented narratives, ie. expanded narratives through the multimodality enhanced by the use of interactive processes based in augmented reality systems. Departing from Charles Minard’s Figurative Map (1869), three experiments were conducted, in order to reinterpret the program embodied in that artefact, testing several hypotheses in which, through augmented reality, the combination of different modes and media configures different semantic relations between real and virtual. The action-reflection approach undertaken with Figurative Map experiments enabled us to observe and openly systematize different augmented reality functions regarding the physical instance, which can potentially expand traditional forms of information design. Although they are not entirely extrapolatable, the proposal of virtual functions regarding reality were repurposed and adapted from the illustration field, specifically from the semantic relation between text and image. It is acknowledged that this is an open model to be reconsidered and reformulated through several action-reflection iterations and fostered through the narrative study.publishe

AUGMENTED REALITY-BASED LEARNING MEDIA IN INCREASING STUDENT KNOWLEDGE

This research aimed to find out how to apply augmented reality learning media in increasing students' knowledge at SDN 007. This research used mixed methods, namely qualitative and quantitative methods with a type of classroom action research carried out in 2 cycles with the stages of planning, implementation, observation and reflection. The research results were obtained through collecting observation data to find out the application of augmented reality-based learning media which was tested using a percentage formula and tests used to increase students' knowledge which were tested using a percentage formula. The research results obtained after applying augmented reality were that in the pre-cycle the score was 60.1%, in the 1st cycle 80.5%, and in the 2nd cycle 90%. These scores showed that after students used augmented reality learning media, students' knowledge experienced a significant increase at State Elementary School 007 Kotabaru Reteh. The benefit of applying augmented reality learning media in schools is that it can visualize abstract learning material into concrete

Augmented facets: A semiotics analysis of augmented reality facial effects

Augmented reality facial effects represent a new trend in social media communication based on ‘short forms’. The article proposes a tripartite analysis: a semiotic analysis of digital facial effects used to empower the natural users’ faces; a deconstructionist analysis of Spark by Meta, one of the major software applications to create such effects and, finally, a critical reflection on the practices prescribed by Spark and the stereotypical aesthetics of augmented selfies. The conclusion states that such forms of augmented reality effects must be conceived not as oriented to the cognitive improvement of users’ performance but rather as forms of users’ empowerment and self-awareness.    &nbsp

Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery

Augmented reality environments for teaching innovation

Abstract This contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education. Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable

Divergent Realities

Divergent Realities is a dark room installation that provides divergent perspectives between a black and white computer-generated audiovisual experience and a synesthetic perspective of that same environment through a binocular headset with technology similar to augmented reality. It explores and contrasts our perceived reality through technology and is meant to inspire reflection about how our reality could be perceived through machines.https://remix.berklee.edu/graduate-studies-production-technology/1074/thumbnail.jp

Mobile augmented reality learning: design exploration toward student learning trends

The advancement of educational technologies and students learning trends have forced the educationist to adapt a new innovative learning method in disseminating learning content. This approach inspired the research to explore the Mobile Learning (mLearning) platform designed specifically for architectural history education via Augmented Reality (AR) app. Throughout the research, the researchers highlight the mLearning platform’s theory, potential, requirements as well as challenges in responding to students learning trends. The research objectives are; First, to investigate the students learning trends in utilizing educational technology infrastructures available at the higher education institution. Second, to explore the development of Mobile Augmented Reality Learning Platform toward learning experiences. The qualitative approach is applied which involved exploratory literature reviews, expert interviews and document analysis for formative evaluation. The reflection promises a new way of students learning experience by enhancing the traditional learning method via Mobile Augmented Reality Learning Platform

Trees as time capsules: extending airborne museum Hartenstein to the forest.

Battlefield museum "Airborne Museum Hartenstein" is housed in a villa which served as the head-quarters of the Allied Forces during World War II. Since heavy fighting took place in the surrounding forest, many of its trees have bullets hidden inside them. We propose an augmented reality (AR) application which superimposes X-rays of the trees upon their trunk, revealing their hidden content. Our approach suggests that augmented reality, when deployed as a means to visualize what is inaccessible to human vision, can be relevant to cultural heritage applications. We present a working prototype of our application and conclude with reflection and future possibilities

Smart Home Mirror

An augmented reality (AR) mirror can allow a reflection of a user to be augmented with additional visual data. An AR mirror may allow a user to view his or her reflection and have the reflection modified using one or more stored or accessed digital images and/or one or more stored or accessed video streams. Such an arrangement can allow for the user’s reflection to be overlaid or otherwise modified by a still or video image of a particular clothing article. For instance, the user can view himself in the mirror to see how he would look if he wore a particular shirt. The AR mirror may inform the user whether an article of clothing fits, does not fit, or no longer fits the user, such as due to the user gaining or losing weight. The AR mirror may be able to coordinate ordering of the article of clothing in a size that does fit the user

Smart Home Mirror

An augmented reality (AR) mirror can allow a reflection of a user to be augmented with additional visual data. An AR mirror may allow a user to view his or her reflection and have the reflection modified using one or more stored or accessed digital images and/or one or more stored or accessed video streams. Such an arrangement can allow for the user’s reflection to be overlaid or otherwise modified by a still or video image of a particular clothing article. For instance, the user can view himself in the mirror to see how he would look if he wore a particular shirt. The AR mirror may inform the user whether an article of clothing fits, does not fit, or no longer fits the user, such as due to the user gaining or losing weight. The AR mirror may be able to coordinate ordering of the article of clothing in a size that does fit the user