Augmented Reality, an Enabler to Self Organized Learning

From educational pupils in elementary schoolsto post-doctorate candidates to empower the new generation to attain a favorable attitude towards self learning, thinking, and innovation augmented reality (AR) application will provide and instill real value to students as well as educators alike. Schools of all sectors and specializations can utilize augmented reality in the creation of useful and productive tools which make both providers and receivers of education more efficient in their provision and attainment respectively. This work gives an introduction to augmented reality and its application in education, in addition to a demonstration of its usefulness including its application to extending education and educational material exposure to the layer of society with certain sensory impairment. Keywords: Augmented reality, Google API, Automatic annotation, Object Identificatio

Digital 3D Technologies for Humanities Research and Education: An Overview

Digital 3D modelling and visualization technologies have been widely applied to support research in the humanities since the 1980s. Since technological backgrounds, project opportunities, and methodological considerations for application are widely discussed in the literature, one of the next tasks is to validate these techniques within a wider scientific community and establish them in the culture of academic disciplines. This article resulted from a postdoctoral thesis and is intended to provide a comprehensive overview on the use of digital 3D technologies in the humanities with regards to (1) scenarios, user communities, and epistemic challenges; (2) technologies, UX design, and workflows; and (3) framework conditions as legislation, infrastructures, and teaching programs. Although the results are of relevance for 3D modelling in all humanities disciplines, the focus of our studies is on modelling of past architectural and cultural landscape objects via interpretative 3D reconstruction methods

Heritage Reproduction in the Age of High-Resolution Scanning:A Critical Evaluation of Digital Infilling Methods for Historic Preservation

High-definition digital scanning has established itself as a useful tool for documenting cultural heritage in the twenty-first century. Proponents of surveying technology are hailing the use of digital fact-based 3D models as valuable tools for recording, analyzing and safeguarding items of cultural importance. Methods for digitally filling holes have not yet been considered through the lens of historic preservation. No modeling technique is error-free and understanding how heritage professionals are addressing lacunae is vital for understanding digital heritage objects resulting from 3D scanning hardware. Frameworks exist for working with scanned data, but they define general principles for a broad range of applications and do not provide any guidelines or strategies of how to comply with them practically. This thesis is a comparative evaluation of current practices of in-filling digital lacunae that attempts to establish which methods are best suited to the following historic preservation practices: documentation, Interpretation graphics, Long-term monitoring, digital restoration, physical fabrication

State of the Art on Stylized Fabrication

© 2018 The Authors Computer Graphics Forum © 2018 The Eurographics Association and John Wiley & Sons Ltd. Digital fabrication devices are powerful tools for creating tangible reproductions of 3D digital models. Most available printing technologies aim at producing an accurate copy of a tridimensional shape. However, fabrication technologies can also be used to create a stylistic representation of a digital shape. We refer to this class of methods as ‘stylized fabrication methods’. These methods abstract geometric and physical features of a given shape to create an unconventional representation, to produce an optical illusion or to devise a particular interaction with the fabricated model. In this state-of-the-art report, we classify and overview this broad and emerging class of approaches and also propose possible directions for future research

Knowledge in the dark: scientific challenges and ways forward

A key dimension of our current era is Big Data, the rapid rise in produced data and information; a key frustration is that we are nonetheless living in an age of ignorance, as the real knowledge and understanding of people does not seem to be substantially increasing. This development has critical consequences, for example it limits the ability to find and apply effective solutions to pressing environmental and socioeconomic challenges. Here, we propose the concept of “knowledge in the dark”—or short: dark knowledge—and outline how it can help clarify key reasons for this development: (i) production of biased, erroneous, or fabricated data and information; (ii) inaccessibility and (iii) incomprehensibility of data and information; and (iv) loss of previous knowledge. Even in the academic realm, where financial interests are less pronounced than in the private sector, several factors lead to dark knowledge, that is they inhibit a more substantial increase in knowledge and understanding. We highlight four of these factors—loss of academic freedom, research biases, lack of reproducibility, and the Scientific tower of Babel—and offer ways to tackle them, for example establishing an international court of arbitration for research and developing advanced tools for research synthesis

Learning History Using Virtual and Augmented Reality

Master lectures of history are usually quite boring for the students, and to keep their attention requires a great effort from teachers. Virtual and Augmented Reality have a clear potential in education and can solve this problem. Serious games that use immersive technologies allow students to visit and interact with environments dated in different ages. Taking this in mind, this article presents a playful virtual reality experience set in Ancient Rome that allows the user to learn concepts from that age. The virtual experience reproduces as accurately as possible the different buildings and civil constructions of the time, making it possible for the player to create Roman cities in a simple way. Once built, the user can visit them, accessing the buildings and being able to interact with the objects and characters that appear. Moreover, in order to learn more information about every building, users can visualize them using Augmented Reality using marker-based techniques. Different information has been included related to every building, such as their main uses, characteristics, or even some images that represent them. In order to evaluate the effectiveness of the developed experience, several experiments have been carried out, taking as sample Secondary School students. Initially, the game’s quality and playability has been evaluated and, subsequently, the motivation of the virtual learning experience in history. The results obtained support on the one hand its gameplay and attractiveness, and on the other, the student’s increased interest in studying history, as well as the greater fixation of different concepts treated in a playful experience