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Integrating Digital Data into Greenway Planning with Augmented Reality
Digital technologies, such as geographic information systems, are an integral part of the greenway planning process. A wealth of new technologies is evolving that provide improved data for planning and methods for evaluating the temporal and spatial qualities of a place. Augmented reality is a technology that can improve and enrich the userâs greenway experience. Augmented reality (AR) systems merge computer-generated graphics with a view of the physical world by aligning or registering computer graphics with a place. (Azuma, 1997) AR systems do not create a simulation of the physical world; rather augmented reality takes a real object or space as the foundation and incorporates computer graphics that add contextual data, information and meaning to a real object or place to deepen a personâs understanding. The paper will provide a clear background of augmented reality (AR), how it is being applied today, and describes the potential AR applications for greenway users. The goal is to provide greenway plannersâ with a vision for how greenways will be used and interpreted in the future by users of AR technology
Comparative study of AR versus video tutorials for minor maintenance operations
[EN] Augmented Reality (AR) has become a mainstream technology in the development of solutions for repair and maintenance operations. Although most of the AR solutions are still limited to specific contexts in industry, some consumer electronics companies have started to offer pre-packaged AR solutions as alternative to video-based tutorials (VT) for minor maintenance operations. In this paper, we present a comparative study of the acquired knowledge and user perception achieved with AR and VT solutions in some maintenance tasks of IT equipment. The results indicate that both systems help users to acquire knowledge in various aspects of equipment maintenance. Although no statistically significant differences were found between AR and VT solutions, users scored higher on the AR version in all cases. Moreover, the users explicitly preferred the AR version when evaluating three different usability and satisfaction criteria. For the AR version, a strong and significant correlation was found between the satisfaction and the achieved knowledge. Since the AR solution achieved similar learning results with higher usability scores than the video-based tutorials, these results suggest that AR solutions are the most effective approach to substitute the typical paper-based instructions in consumer electronics.This work has been supported by Spanish MINECO and EU ERDF programs under grant RTI2018-098156-B-C55.Morillo, P.; GarcĂa GarcĂa, I.; Orduña, JM.; FernĂĄndez, M.; Juan, M. (2020). Comparative study of AR versus video tutorials for minor maintenance operations. Multimedia Tools and Applications. 79(11-12):7073-7100. https://doi.org/10.1007/s11042-019-08437-9S707371007911-12Ahn J, Williamson J, Gartrell M, Han R, Lv Q, Mishra S (2015) Supporting healthy grocery shopping via mobile augmented reality. 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Standardization of Extended Reality (XR) over 5G and 5G-Advanced 3GPP New Radio
Extended Reality (XR) is one of the major innovations to be introduced in
5G/5G-Advanced communication systems. A combination of augmented reality,
virtual reality, and mixed reality, supplemented by cloud gaming, revisits the
way how humans interact with computers, networks, and each other. However,
efficient support of XR services imposes new challenges for existing and future
wireless networks. This article presents a tutorial on integrating support for
the XR into the 3GPP New Radio (NR), summarizing a range of activities handled
within various 3GPP Service and Systems Aspects (SA) and Radio Access Networks
(RAN) groups. The article also delivers a case study evaluating the performance
of different XR services in state-of-the-art NR Release 17. The paper concludes
with a vision of further enhancements to better support XR in future NR
releases and outlines open problems in this area.Comment: 7 pages, 4 figures, 2 tables. This work has been submitted to the
IEEE for possible publication. Copyright may be transferred without notice,
after which this version may no longer be accessibl
Comparing Mixed Reality Agent Representations: Studies in the Lab and in the Wild
Mixed-reality systems provide a number of different ways of representing users to each other in collaborative scenarios. There is an obvious tension between using media such as video for remote users compared to representations as avatars. This paper includes two experiments (total n = 80) on user trust when exposed to two of three different user representations in an immersive virtual reality environment that also acts as a simulation of typical augmented reality simulations: full body video, head and shoulder video and an animated 3D model. These representations acted as advisors in a trivia quiz. By evaluating trust through advisor selection and self-report, we found only minor differences between representations, but a strong effect of perceived advisor expertise. Unlike prior work, we did not find the 3D model scored poorly on trust, perhaps as a result of greater congruence within an immersive context
Augmented Reality Display of Robot with Graphs of Property Response Using Its USD Model
This study proposes a method that can easily grasp the relationship between the actual machine and the graphs. In recent years, there has been a lot of research on augmented reality displays. The fields of research range from education to welfare. In the development of control systems, when evaluating the performance of a system by simulation or experiment, the results are often checked as graphs. Since the graphs are checked on a PC using CAD or other means, it is difficult to know which part of the actual machine each graph corresponds to. Therefore, we developed a tool that displays graphs in augmented reality around the actual machine through a camera on a mobile terminal. To display graphs in augmented reality, it is important to obtain the coordinates of the actual machine and display them in a location associated with the device. Therefore, a USD model with the same shape and size as the actual machine is used. This is achieved by displaying the USD model in augmented reality so that it is superimposed on the actual machine. The accuracy of the tool was also examined and its usefulness was evaluated.22nd International Conference on Control, Automation and Systems ,ICCAS 2022, November 27 - December 1, 2022, Busan, Korea (Hybrid conference
Augmented reality application assessment for disseminating rock art
[EN] Currently, marker-based tracking is the most used method to develop augmented reality (AR) applications (apps). However, this method cannot be applied in some complex and outdoor settings such as prehistoric rock art sites owing to the fact that the usage of markers is restricted on site. Thus, natural feature tracking methods have to be used. There is a wide range of libraries to develop AR apps based on natural feature tracking. In this paper, a comparative study of Vuforia and ARToolKit libraries is carried out, analysing factors such as distance, occlusion and lighting conditions that affect user experience in both indoor and outdoor environments, and eventually the app developer. Our analysis confirms that VuforiaÂżs user experience indoor is better, faster and flicker-free whether the images are properly enhanced, but it does not work properly on site. Therefore, the development of AR apps for complex outdoor environments such as rock art sites should be performed with ARToolKit.The authors gratefully acknowledge the support from the Spanish Ministerio de Economia y Competitividad to the project HAR2014-59873-R. Similarly, the authors want to express their gratitude to the General Directorate of Culture and Heritage, Conselleria d'Educacio, Investigacio, Cultura i Esport, Generalitat Valenciana for letting us access and carry out research at the archaeological site.Blanco-Pons, S.; CarriĂłn-Ruiz, B.; Lerma, JL. (2018). Augmented reality application assessment for disseminating rock art. Multimedia Tools and Applications. 78(8):10265-10286. https://doi.org/10.1007/s11042-018-6609-xS1026510286788Alahi A., Ortiz R., Vandergheynst P (2012) FREAK: fast retina keypoint. Comput Vis Pattern Recognit 510â517 . doi: https://doi.org/10.1109/CVPR.2012.6247715Amin D, Govilkar S (2015) Comparative study of augmented reality SdkâS. 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Auralization systems for simulation of augmented reality experiences in virtual environments
Augmented reality has the potential to connect people anywhere, anytime, and provide them with interactive virtual objects that enhance their lives. To deliver contextually appropriate audio for these experiences, a much greater understanding of how users will interact with augmented content and each other is needed. This contribution presents a system for evaluating human behavior and augmented reality device performance in calibrated synthesized environments. The system consists of a spherical loudspeaker array capable of spatial audio reproduction in a noise isolated and acoustically dampened room. The space is equipped with motion capture systems that track listener position, orientation, and eye gaze direction in temporal synchrony with audio playback and capture to allow for interactive control over the acoustic environment. In addition to spatial audio content from the loudspeaker array, supplementary virtual objects can be presented to listeners using motion-tracked unoccluding headphones. The system facilitates a wide array of studies relating to augmented reality research including communication ecology, spatial hearing, room acoustics, and device performance. System applications and configuration, calibration, processing, and validation routines are presented
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
In this paper we describe the use of a high-level augmented reality
(AR) interface for the construction of collaborative educational applications
that can be used in practice to enhance current teaching
methods. A combination of multimedia information including spatial
three-dimensional models, images, textual information, video,
animations and sound, can be superimposed in a student-friendly
manner into the learning environment. In several case studies different
learning scenarios have been carefully designed based on
human-computer interaction principles so that meaningful virtual
information is presented in an interactive and compelling way. Collaboration
between the participants is achieved through use of a
tangible AR interface that uses marker cards as well as an immersive
AR environment which is based on software user interfaces
(UIs) and hardware devices. The interactive AR interface has been
piloted in the classroom at two UK universities in departments of
Informatics and Information Science
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