Authoring and Living Next-Generation Location-Based Experiences

Authoring location-based experiences involving multiple participants, collaborating or competing in both indoor and outdoor mixed realities, is extremely complex and bound to serious technical challenges. In this work, we present the first results of the MAGELLAN European project and how these greatly simplify this creative process using novel authoring, augmented reality (AR) and indoor geolocalisation techniques

ISAR: Ein Autorensystem für Interaktive Tische

Developing augmented reality systems involves several challenges, that prevent end users and experts from non-technical domains, such as education, to experiment with this technology. In this research we introduce ISAR, an authoring system for augmented reality tabletops targeting users from non-technical domains. ISAR allows non-technical users to create their own interactive tabletop applications and experiment with the use of this technology in domains such as educations, industrial training, and medical rehabilitation.Die Entwicklung von Augmented-Reality-Systemen ist mit mehreren Herausforderungen verbunden, die Endbenutzer und Experten aus nicht-technischen Bereichen, wie z.B. dem Bildungswesen, daran hindern, mit dieser Technologie zu experimentieren. In dieser Forschung stellen wir ISAR vor, ein Autorensystem für Augmented-Reality-Tabletops, das sich an Benutzer aus nicht-technischen Bereichen richtet. ISAR ermöglicht es nicht-technischen Anwendern, ihre eigenen interaktiven Tabletop-Anwendungen zu erstellen und mit dem Einsatz dieser Technologie in Bereichen wie Bildung, industrieller Ausbildung und medizinischer Rehabilitation zu experimentieren

A novel authoring tool for augmented books

Augmented Reality (AR) has been studied from di erent application elds since the early 60s. Different research works in the educational field have been recently conducted, particularly based on a versatile AR application called Augmented Book. This paper focuses on a novel authoring tool for this kind of books. Our approach allows the possibility of adding virtual contents to any existing printed book. The application was implemented following a framework-based approach, making easy to extend with new features. Informal evaluations and observations by academics of different elds were conducted obtaining promising results.XII Workshop de Tecnología Informática Aplicada en EducaciónRed de Universidades con Carreras de Informática (RedUNCI

From Paper Manual to AR Manual: Do We Still Need Text?

Abstract In this work, we proposed a method to reduce text in technical documentation, aiming at Augmented Reality manuals, where text must be reduced as much as possible. In fact, most of technical information is conveyed through other means such as CAD models, graphic signs, images, etc.. The method classifies technical instructions into two categories: instructions that can be presented with graphic symbols and instructions that should be presented with text. It is based on the analysis of the action verbs used in the instruction, and makes use of ASD Simplified Technical English (STE) for remaining text instructions and let them easier to translate into other languages

Augmented reality mobile app development for all

Lack of programming skills is a barrier to the engagement of teachers in the development and customisation of their own applications. Visual Environment for Designing Interactive Learning Scenarios (VEDILS), a visual tool for designing, customising and deploying learning technologies, provides teachers with a development environment with a low entry threshold. Current mobile devices are equipped with sensors and have sufficient processing power to use augmented reality technologies. Despite the heavy use of mobile devices in students’ lives, the use of augmented reality mobile applications as learning tools is not widespread among teachers. The current work presents a framework comprising the development tool and a method for designing and deploying learning activities. It focuses on the augmented reality components of the authoring tools, which allow users to create their own mobile augmented reality learning apps. It also present the results of the evaluation of the framework with 47 third-level educators, and two case studies of classroom implementations of mobile augmented reality apps developed by these educators. The results illustrate the suitability of the framework and authoring tool for supporting users without programming skills in developing their own apps