A design-led investigation of augmented reality: a case of AR for board games

This research presents a new approach to using Augmented Reality for presenting and navigating through information in a scenario involving a board game. Learning the rules and strategies of a new game can be a challenging task for players. In particular, this can be an intimidating task for people who do not regularly play board games. Many board games are complex and new players require several sessions to learn them to be able to play at a reasonable speed while providing a challenge to experienced players. New players generally prefer not to read the manuals and instead learn to play the game on the fly and by asking experienced players. Several issues arise here for more experienced players who need to explain the game rules on the fly and when explaining strategies. This research therefore has been guided by the following question: How can an Augmented Reality experience be designed for board games to communicate information in an interactive and non-intrusive way? This has been addressed by conducting an ethnographic inspired study on public board game sessions and a research through design methodology. The board game, Settlers of Catan was selected and the Activity Theory framework was used to explore the relationship between the components in a game session. Interactive augmented information overlays were designed using design principles of visual communication and information design. Guided by Flow Theory, the experience was designed to be in-situ and non-intrusive. The research showcases my approach to use Augmented Reality as a medium for information, moving beyond the focus on enabling technology. Innovative approach for video capture and for occlusion-based navigation of augmented content has been demonstrated through the process of design and the subsequent development of a series of software prototypes. I have used Research through Design as the methodology for generating new knowledge through five design iterations of a software prototype for the game Settlers of Catan, and evaluated the prototype through peer-review and user testing

INTERFACE DESIGN FOR A VIRTUAL REALITY-ENHANCED IMAGE-GUIDED SURGERY PLATFORM USING SURGEON-CONTROLLED VIEWING TECHNIQUES

Initiative has been taken to develop a VR-guided cardiac interface that will display and deliver information without affecting the surgeons’ natural workflow while yielding better accuracy and task completion time than the existing setup. This paper discusses the design process, the development of comparable user interface prototypes as well as an evaluation methodology that can measure user performance and workload for each of the suggested display concepts. User-based studies and expert recommendations are used in conjunction to es­ tablish design guidelines for our VR-guided surgical platform. As a result, a better understanding of autonomous view control, depth display, and use of virtual context, is attained. In addition, three proposed interfaces have been developed to allow a surgeon to control the view of the virtual environment intra-operatively. Comparative evaluation of the three implemented interface prototypes in a simulated surgical task scenario, revealed performance advantages for stereoscopic and monoscopic biplanar display conditions, as well as the differences between three types of control modalities. One particular interface prototype demonstrated significant improvement in task performance. Design recommendations are made for this interface as well as the others as we prepare for prospective development iterations

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

What is XR? Towards a Framework for Augmented and Virtual Reality

Augmented Reality (AR), Virtual Reality (VR), Mixed Reality, and Extended Reality (often – misleadingly – abbreviated as XR) are commonly used terms to describe how technologies generate or modify reality. However, academics and professionals have been inconsistent in their use of these terms. This has led to conceptual confusion and unclear demarcations. Inspired by prior research and qualitative insights from XR professionals, we discuss the meaning and definitions of various terms and organize them in our proposed framework. As a result, we conclude that (1) XR should not be used to connote extended reality, but as a more open approach where the X implies the unknown variable: xReality; (2) AR and VR have fundamental differences and thus should be treated as different experiences; (3) AR experiences can be described on a continuum ranging from assisted reality to mixed reality (based on the level of local presence); and (4), VR experiences can be conceptualized on a telepresence-continuum ranging from atomistic to holistic VR

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity

The central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.publishedVersio