Parametric Surfaces for Augmented Architecture representation

Augmented Reality (AR) represents a growing communication channel, responding to the need to expand reality with additional information, offering easy and engaging access to digital data. AR for architectural representation allows a simple interaction with 3D models, facilitating spatial understanding of complex volumes and topological relationships between parts, overcoming some limitations related to Virtual Reality. In the last decade different developments in the pipeline process have seen a significant advancement in technological and algorithmic aspects, paying less attention to 3D modeling generation. For this, the article explores the construction of basic geometries for 3D model’s generation, highlighting the relationship between geometry and topology, basic for a consistent normal distribution. Moreover, a critical evaluation about corrective paths of existing 3D models is presented, analysing a complex architectural case study, the virtual model of Villa del Verginese, an emblematic example for topological emerged problems. The final aim of the paper is to refocus attention on 3D model construction, suggesting some "good practices" useful for preventing, minimizing or correcting topological problems, extending the accessibility of AR to people engaged in architectural representation

LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK?

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study

The potential of mobile augmented reality as a didactic and pedagogical source in learning geometry 3D

The COVID-19 pandemic in Indonesia requires teachers and students to perform learning activities online. Meanwhile, teachers use a variety of technology products in the classroom without paying attention to the didactic, pedagogical, and content aspects. This is due to time constraints and short learning adjustments that should be flexible to this pandemic. Therefore, this research provides an alternative by exploring the potential of augmented reality as a didactic and pedagogical source in learning geometry. An exploratory case study design was used to reveal this potential, while three mathematics teachers and twenty-six students from three schools in Indramayu Regency, Indonesia, participated in the research. Data from observations and documentation were checked, extracted, entered verbatim, and coded. The results of the interview data were analyzed using the content analysis method, while those from the geometry understanding test and student response questionnaires used descriptive analysis. Consequently, the research results showed that augmented reality was useful as an alternative didactic and pedagogical source of learning geometry during the COVID-19 pandemic. This conclusion was based on the reason, first characteristically augmented reality technology can be integrated with textbooks or certain learning methods. Second, the results of the geometry understanding test showed that there were more students who answered the questions correctly than the students who answered incorrectly. Third, the results of questionnaires and interviews showed that students had a positive attitude during the geometry learning process. Therefore, the researcher believes that the use of augmented reality is worthy of being an alternative didactic and pedagogical source and has the potential to be applied to other subjects both during the COVID-19 pandemic and after the COVID-19 pandemicPeer Reviewe

Integração de localização baseada em movimento na aplicação móvel EduPARK

More and more, mobile applications require precise localization solutions in a variety of environments. Although GPS is widely used as localization solution, it may present some accuracy problems in special conditions such as unfavorable weather or spaces with multiple obstructions such as public parks. For these scenarios, alternative solutions to GPS are of extreme relevance and are widely studied recently. This dissertation studies the case of EduPARK application, which is an augmented reality application that is implemented in the Infante D. Pedro park in Aveiro. Due to the poor accuracy of GPS in this park, the implementation of positioning and marker-less augmented reality functionalities presents difficulties. Existing relevant systems are analyzed, and an architecture based on pedestrian dead reckoning is proposed. The corresponding implementation is presented, which consists of a positioning solution using the sensors available in the smartphones, a step detection algorithm, a distance traveled estimator, an orientation estimator and a position estimator. For the validation of this solution, functionalities were implemented in the EduPARK application for testing purposes and usability tests performed. The results obtained show that the proposed solution can be an alternative to provide accurate positioning within the Infante D. Pedro park, thus enabling the implementation of functionalities of geocaching and marker-less augmented reality.Cada vez mais, as aplicações móveis requerem soluções de localização precisa nos mais variados ambientes. Apesar de o GPS ser amplamente usado como solução para localização, pode apresentar alguns problemas de precisão em condições especiais, como mau tempo, ou espaços com várias obstruções, como parques públicos. Para estes casos, soluções alternativas ao GPS são de extrema relevância e veem sendo desenvolvidas. A presente dissertação estuda o caso do projeto EduPARK, que é uma aplicação móvel de realidade aumentada para o parque Infante D. Pedro em Aveiro. Devido à fraca precisão do GPS nesse parque, a implementação de funcionalidades baseadas no posionamento e de realidade aumentada sem marcadores apresenta dificuldades. São analisados sistemas relevantes existentes e é proposta uma arquitetura baseada em localização de pedestres. Em seguida é apresentada a correspondente implementação, que consiste numa solução de posicionamento usando os sensores disponiveis nos smartphones, um algoritmo de deteção de passos, um estimador de distância percorrida, um estimador de orientação e um estimador de posicionamento. Para a validação desta solução, foram implementadas funcionalidades na aplicação EduPARK para fins de teste, e realizados testes com utilizadores e testes de usabilidade. Os resultados obtidos demostram que a solução proposta pode ser uma alternativa para a localização no interior do parque Infante D. Pedro, viabilizando desta forma a implementação de funcionalidades baseadas no posicionamento e de realidade aumenta sem marcadores.EduPARK é um projeto financiado por Fundos FEDER através do Programa Operacional Competitividade e Internacionalização - COMPETE 2020 e por Fundos Nacionais através da FCT - Fundação para a Ciência e a Tecnologia no âmbito do projeto POCI-01-0145-FEDER-016542.Mestrado em Engenharia Informátic

Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

Empowering Users to Create Augmented Reality-Based Solutions – Deriving Design Principles for No-Code AR Authoring Tools

Grounded on an experimental study with 18 participants, we derive 15 design principles for no-code AR authoring tools in an organizational setting. The study consists of two distinct treatments that aim to augment lightweight processes with AR. The outcomes are two interactive tutorials utilizing AR instructions. Following the no-code approach, the participants were empowered to create relevant AR content using a reduced interface and no need for advanced configurations or coding. The study thus combines two research streams with the aim of better understanding mechanisms for AR use in a professional context. As prior work has shown, despite the potential benefits, the adoption of AR authoring tools is limited because ramping up AR to productive use is heavily dependent on consulting and custom software solutions. Our novel approach bears the potential to broaden application domains and empower professionals to apply AR

Current Trends in Game-Based Learning

A myriad of technological options can be used to support digital game-based learning. One popular technology in this context is the mobile device, considering its high penetration rate in our societies, even among young people. These can be combined with other technologies, such as Augmented Reality (AR) or Virtual Reality (VR), to increase students’ motivation and engagement in learning processes.Due to this, there is an emergent need to know and promote good practices in the development and implementation of game-based learning approaches in educational settings. This was the motto for the proposal of the Education Sciences (ISSN: 2227-7102) Special Issue “Current Trends in Game-Based Learning”. This book is a reprint of this Special Issue, collecting a set of five papers that illustrate the contribution of innovative approaches to education, specifically the ones exploring the motivational factors associated with playing games and the technology that may support them