A Toolkit for Exploring Augmented Reality Through Construction with Children

International audienceAugmented Reality begins to be widely mainstream among children, due to some interactive successes in video games and social networks. Based on this interest, we present CartonEd, an open and complete toolkit suitable for children dedicated to the construction of an augmented reality headset device. The toolkit let the children play and explore augmented reality with and beyond handheld devices. Inspired by the Do-It-Yourself movement, the toolkit includes different components such as blueprints, tutorials, videos, mobile apps, a software development kit and an official website. Among the mobile applications, one is implemented to guide the children through the construction process while experiencing augmented reality. To validate our solution (in particular the construction process and the guiding app) and understand its effect on children in regard to their relation to the augmented reality, we conducted four construction sessions. Our study examines the usability of the guiding app and the construction process. We report in this paper the main components of the CartonEd toolkit and the results of an evaluation among 57 children and teenagers (ages 8-16), showing a positive outcome about their own constructed device (all functional), their feelings and wishes regarding the augmented reality

Teaching Cultural Heritage using Mobile Augmented Reality

open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Veneto’s and the surrounding territories’ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel

Sorterius - An augmented reality app for encouraging outdoor physical activity for people with intellectual disabilities

Many with intellectual disabilities (ID) have difficulties adhering to current physical activity guidelines. The goal of this study was to develop a mobile app for assisting people with ID to be more physically active. We implemented a solution that combines the digital and real world using augmented reality (AR). Eight people working with people with ID (special education teachers, social workers, psychologists, and researchers) tested the app and completed a usability test. Results indicate that a mobile app focusing on everyday life scenarios can have a potential value for the targeted user group, but AR solutions can be challenging.publishedVersionPaid open acces

Examining the use behaviour of augmented reality technology through MARLcardio: adapting the UTAUT model / Nur Nabihah Mohd Nizar … [et al.]

Augmented reality (AR) is one type of learning process that can be applied through mobile learning known as mobile augmented reality. AR offers an innovative learning space through an active interaction of superimposing digital contents into the real context to enhance learning experiences. Previous studies have found that AR in education is able to lead students to achieve higher levels of engagement in the learning process. In contrast, the potential of AR in education has not been explored intensively. Therefore, this article is to look into factors that might influence pre-service teachers use behaviour of Mobile Augmented Reality Learning Cardiovascular (MARLCardio). A self-designed MARLCardio app has been used as an experimental instrument in collecting data. The influencing factors towards use behaviour of MARLCardio are performance expectancy, effort expectancy, social influence and facilitating conditions. This study is a part of an on-going research. In this study, a total of 75 respondents used MARLCardio app before answering a survey questionnaire. The respondents were preservice teachers at one public university in Malaysia. All data from the questionnaire were analysed using multiple regression analysis. As a result of this investigation, findings showed that effort expectancy is the dominant factor in determining the use behaviour of MARLCardio. Interestingly, performance expectancy did not show any significant relationship

An Augmented Reality App to Learn to Interpret the Nutritional Information on Labels of Real Packaged Foods

[EN] Healthy eating habits involve controlling your diet. It is important to know how to interpret the nutritional information of the packaged foods that you consume. These packaged foods are usually processed and contain carbohydrates and fats. Monitoring carbohydrates intake is particularly important for weight-loss diets and for some pathologies such as diabetes. In this paper, we present an augmented reality app for helping interpret the nutritional information about carbohydrates in real packaged foods with the shape of boxes or cans. The app tracks the full object and guides the user in finding the surface or area of the real package where the information about carbohydrates is located using augmented reality and helps the user to interpret this information. The portions of carbohydrates (also called carb choices or carb servings) that correspond to the visualized food are shown. We carried out a study to check the effectiveness of our app regarding learning outcomes, usability, and perceived satisfaction. A total of 40 people participated in the study (20 men and 20 women). The participants were between 14 and 55 years old. The results reported that their initial knowledge about carb choices was very low. This indicates that education about nutritional information in packaged foods is needed. An analysis of the pre-knowledge and post-knowledge questionnaires showed that the users had a statistically significant increase in knowledge about carb choices using our app. Gender and age did not influence the knowledge acquired. The participants were highly satisfied with our app. In conclusion, our app and similar apps could be used to effectively learn how to interpret the nutritional information on the labels of real packaged foods and thus help users acquire healthy life habits.Juan, M.; Charco, JL.; García García, I.; Mollá Vayá, RP. (2019). 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Virtual Reality: How Much Immersion Is Enough? Computer, 40(7), 36-43. doi:10.1109/mc.2007.257Calle-Bustos, A.-M., Juan, M.-C., García-García, I., & Abad, F. (2017). An augmented reality game to support therapeutic education for children with diabetes. PLOS ONE, 12(9), e0184645. doi:10.1371/journal.pone.0184645Chatzopoulos, D., Bermejo, C., Huang, Z., & Hui, P. (2017). Mobile Augmented Reality Survey: From Where We Are to Where We Go. IEEE Access, 5, 6917-6950. doi:10.1109/access.2017.2698164Chen, P., Liu, X., Cheng, W., & Huang, R. (2016). A review of using Augmented Reality in Education from 2011 to 2016. Lecture Notes in Educational Technology, 13-18. doi:10.1007/978-981-10-2419-1_2Domhardt, M., Tiefengrabner, M., Dinic, R., Fötschl, U., Oostingh, G. J., Stütz, T., … Ginzinger, S. W. (2015). Training of Carbohydrate Estimation for People with Diabetes Using Mobile Augmented Reality. 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Using Augmented Reality to Treat Phobias. IEEE Computer Graphics and Applications, 25(6), 31-37. doi:10.1109/mcg.2005.143Juan, M.-C., García-García, I., Mollá, R., & López, R. (2018). Users’ Perceptions Using Low-End and High-End Mobile-Rendered HMDs: A Comparative Study. Computers, 7(1), 15. doi:10.3390/computers7010015Juan, M.-C., Mendez-Lopez, M., Perez-Hernandez, E., & Albiol-Perez, S. (2014). Augmented Reality for the Assessment of Children’s Spatial Memory in Real Settings. PLoS ONE, 9(12), e113751. doi:10.1371/journal.pone.0113751Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). «Making it real»: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174. doi:10.1007/s10055-006-0036-4Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. 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Revista chilena de nutrición, 39(3), 40-43. doi:10.4067/s0717-75182012000300006Augmented Reality Market by Offering (Hardware (Sensor, Displays and Projectors, Cameras), and Software), Device Type (Head-Mounted, Head-Up, Handheld), Application (Enterprise, Consumer, Commercial, Automotive) and Geography - Global forecast to 2023Augmented and Virtual Reality in Healthcare Market by Offering (Hardware and Software), Device Type, End User, Application (Patient Care Management, Medical Training and Education, Pharmacy Management, Surgery), and Geography - Global Forecast to 2023Meola, A., Cutolo, F., Carbone, M., Cagnazzo, F., Ferrari, M., & Ferrari, V. (2016). Augmented reality in neurosurgery: a systematic review. Neurosurgical Review, 40(4), 537-548. doi:10.1007/s10143-016-0732-9Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile Augmented Reality: The Potential for Education. 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Trends in Educational Augmented Reality Studies: A Systematic Review. Malaysian Online Journal of Educational Technology, 6(2), 60-74. doi:10.17220/mojet.2018.02.005Number of Mobile Phone Users Worldwide From 2015 to 2020 (in billions)2016STORY, M., NANNEY, M. S., & SCHWARTZ, M. B. (2009). Schools and Obesity Prevention: Creating School Environments and Policies to Promote Healthy Eating and Physical Activity. Milbank Quarterly, 87(1), 71-100. doi:10.1111/j.1468-0009.2009.00548.xVávra, P., Roman, J., Zonča, P., Ihnát, P., Němec, M., Kumar, J., … El-Gendi, A. (2017). Recent Development of Augmented Reality in Surgery: A Review. Journal of Healthcare Engineering, 2017, 1-9. doi:10.1155/2017/4574172Witmer, B. G., & Singer, M. J. (1998). Measuring Presence in Virtual Environments: A Presence Questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), 225-240. doi:10.1162/105474698565686Healthy Diet2015Zhu, E., Hadadgar, A., Masiello, I., & Zary, N. (2014). 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Augmented Reality in Astrophysics

Augmented Reality consists of merging live images with virtual layers of information. The rapid growth in the popularity of smartphones and tablets over recent years has provided a large base of potential users of Augmented Reality technology, and virtual layers of information can now be attached to a wide variety of physical objects. In this article, we explore the potential of Augmented Reality for astrophysical research with two distinct experiments: (1) Augmented Posters and (2) Augmented Articles. We demonstrate that the emerging technology of Augmented Reality can already be used and implemented without expert knowledge using currently available apps. Our experiments highlight the potential of Augmented Reality to improve the communication of scientific results in the field of astrophysics. We also present feedback gathered from the Australian astrophysics community that reveals evidence of some interest in this technology by astronomers who experimented with Augmented Posters. In addition, we discuss possible future trends for Augmented Reality applications in astrophysics, and explore the current limitations associated with the technology. This Augmented Article, the first of its kind, is designed to allow the reader to directly experiment with this technology.Comment: 15 pages, 11 figures. Accepted for publication in Ap&SS. The final publication will be available at link.springer.co

The Impact of Experiential Augmented Reality Applications on Fashion Purchase Intention

Utilizing the stimulus-organism-response (SOR) model, the purpose of this study is to examine the effects of augmented reality (AR) (specifically augmentation) on consumers’ affective and behavioral response and to assess whether consumers’ hedonic motivation for shopping moderates this relationship. An experiment using the manipulation of AR and no AR was conducted with 162 participants aged between 18 and 35. Participants were recruited through snowball sampling and randomly assigned to the control or stimulus group. The hypothesized associations were analyzed using linear regression with bootstrapping. The paper demonstrates the benefit of using an experiential AR retail application (app) to positively impact purchase intention. The results show this effect is mediated by positive affective response. Furthermore, hedonic shopping motivation moderates the relationship between augmentation and the positive affective response. Because of the chosen research approach, the results may lack generalizability to other forms of augmentation. Therefore, researchers are encouraged to test the proposed model using different types of AR stimuli. Furthermore, replication of the study with other populations would increase the generalizability of the findings. Results of this study provide a valuable reference for retailers of the benefits of using AR when attempting to optimize experiential value in online environments. The study contributes to experiential retail and consumer purchase behavior research by deepening the conceptualization of the impact of experiential technologies, more specifically AR apps, by considering the role of hedonic shopping motivations.Peer reviewe

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture