Using Infra-Red Beacons as Unobtrusive Markers for Mobile Augmented Reality

The main two approaches for vision based mobile augmented reality systems are either those employing fiducial markers or those which track natural features in the environment to estimate camera pose information. Whilst marker based systems are relatively simple to implement and are robust they present difficulties for wide scale deployment as they are obtrusive and their size is proportional to the distance from which they need to be used. However, the alternate approaches of marker less systems present significant computational challenges, can be highly problematic in poor light conditions, and are independent of scale. In the paper we present a novel solution using Infra Red LED’s as markers that overcomes many of these limitations in that they are: invisible to the human sight but can tracked by phone camera optics; can be used in varied light conditions; structured to provide scale; and significantly reduce the computational overhead

Smartphone Augmented Reality Applications for Tourism

Invisible, attentive and adaptive technologies that provide tourists with relevant services and information anytime and anywhere may no longer be a vision from the future. The new display paradigm, stemming from the synergy of new mobile devices, context-awareness and AR, has the potential to enhance tourists’ experiences and make them exceptional. However, effective and usable design is still in its infancy. In this publication we present an overview of current smartphone AR applications outlining tourism-related domain-specific design challenges. This study is part of an ongoing research project aiming at developing a better understanding of the design space for smartphone context-aware AR applications for tourists

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Spatial Interference Detection for Mobile Visible Light Communication

Taking advantage of the rolling shutter effect of CMOS cameras in smartphones is a common practice to increase the transfered data rate with visible light communication (VLC) without employing external equipment such as photodiodes. VLC can then be used as replacement of other marker based techniques for object identification for Augmented Reality and Ubiquitous computing applications. However, the rolling shutter effect only allows to transmit data over a single dimension, which considerably limits the available bandwidth. In this article we propose a new method exploiting spacial interference detection to enable parallel transmission and design a protocol that enables easy identification of interferences between two signals. By introducing a second dimension, we are not only able to significantly increase the available bandwidth, but also identify and isolate light sources in close proximity

Interactive augmented reality

Projecte final de carrera realitzat en col.laboració amb el Royal Institute of TechnologyAugmented reality can provide a new experience to users by adding virtual objects where they are relevant in the real world. The new generation of mobile phones offers a platform to develop augmented reality application for industry as well as for the general public. Although some applications are reaching commercial viability, the technology is still limited. The main problem designers have to face when building an augmented reality application is to implement an interaction method. Interacting through the mobile's keyboard can prevent the user from looking on the screen. Normally, mobile devices have small keyboards, which are difficult to use without looking at them. Displaying a virtual keyboard on the screen is not a good solution either as the small screen is used to display the augmented real world. This thesis proposes a gesture-based interaction approach for this kind of applications. The idea is that by holding and moving the mobile phone in different ways, users are able to interact with virtual content. This approach combines the use of input devices as keyboards or joysticks and the detection of gestures performed with the body into one scenario: the detection of the phone's movements performed by users. Based on an investigation of people's own preferred gestures, a repertoire of manipulations was defined and used to implement a demonstrator application running on a mobile phone. This demo was tested to evaluate the gesture-based interaction within an augmented reality application. The experiment shows that it is possible to implement and use gesture-based interaction in augmented reality. Gestures can be designed to solve the limitations of augmented reality and offer a natural and easy to learn interaction to the user

The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality

For senior high school students, learning concepts in physics is increasingly more difficult when the topic is abstract and cannot be seen with the unaided eye. The research here utilized augmented reality technology and instructional design following the ADDIE model (analysis, design, development, implementation and evaluation) to develop learning media for physics, specifically the kinetic theory of gases. Preliminary analysis was conducted in a senior high school to evaluate the challenges students face when learning physics. The design of the media was based on addressing problems that the students were having. Augmented reality technology was then utilized and the implementation aimed to incorporate the physics concepts into the product. The media was evaluated by six experts. Finally, the learning media presented real-time 3D animation of gas kinetic theory with three basic competencies relevant to the topic. In the final validation, the results indicated that the developed learning media had a validity value of 3.55 out of four-point scale and good quality outcomes. As such, the developed media regarding the kinetic theory of gases is valid and effective for the process of learning and teaching. It is ready to be tested and used in actual learning environments

Application of augmented reality and robotic technology in broadcasting: A survey

As an innovation technique, Augmented Reality (AR) has been gradually deployed in the broadcast, videography and cinematography industries. Virtual graphics generated by AR are dynamic and overlap on the surface of the environment so that the original appearance can be greatly enhanced in comparison with traditional broadcasting. In addition, AR enables broadcasters to interact with augmented virtual 3D models on a broadcasting scene in order to enhance the performance of broadcasting. Recently, advanced robotic technologies have been deployed in a camera shooting system to create a robotic cameraman so that the performance of AR broadcasting could be further improved, which is highlighted in the paper

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom