A Comparison of Quantitative and Qualitative Data from a Formative Usability Evaluation of an Augmented Reality Learning Scenario

The proliferation of augmented reality (AR) technologies creates opportunities for the devel-opment of new learning scenarios. More recently, the advances in the design and implementation of desktop AR systems make it possible the deployment of such scenarios in primary and secondary schools. Usability evaluation is a precondition for the pedagogical effectiveness of these new technologies and requires a systematic approach for finding and fixing usability problems. In this paper we present an approach to a formative usability evaluation based on heuristic evaluation and user testing. The basic idea is to compare and integrate quantitative and qualitative measures in order to increase confidence in results and enhance the descriptive power of the usability evaluation report.augmented reality, multimodal interaction, e-learning, formative usability evaluation, user testing, heuristic evaluation

Mobile Augmented Reality in Museums : Towards Enhancing Visitor's Learning Experience

This article presents the design and implementation of a handheld Augmented Reality (AR) system called Mobile Augmented Reality Touring System (M.A.R.T.S). The results of experiments conducted during museum visits using this system are also described. These experiments aim at studying how such a tool can transform the visitor’s learning experience by comparing it to two widely used museum systems. First, we present the museum’s learning experience and a related model which emerged from the state of the art. This model consists of two types of activity experienced by the observer of a work of art: sensitive and analytical. Then, we detail M.A.R.T.S architecture and implementation. Our empirical study highlights the fact that AR can direct visitors’ attention by emphasizing and superimposing. Its magnifying and sensitive effects are well perceived and appreciated by visitors. The obtained results reveal that M.A.R.T.S contributes to a worthwhile learning experience

Augmenting reality and formality of informal and non-formal settings to enhance blended learning

Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered "less formal" when compared to those carried out in the classroom, mainly because they take place in informal or non-formal settings. Augmented Reality (AR) technologies and smartphones can transform such informal and non-formal settings into digitally augmented learning settings by superimposing "digital" layers of information over physical objects or spaces. At the same time, the formality of these settings increases when connected to formal settings through these digital layers. The right combination of AR and mobile technologies with computer-based educational tools such as Learning Management Systems (LMSs) drives this digital connection, leading to articulated blended learning activities across formal, non-formal and informal settings. This paper contributes to the TEL field with: (1) three blended learning activities illustrating the idea of augmented informal/non-formal settings; (2) results from the cross-analysis of these activities that evidence the impact of technology to enhance blended learning; and (3) a set of lessons learned about the possibilities of NFC/GPS AR technologies and LMSs for blended learning. This work provides insights for the design and implementation of similar technology-enhanced blended learning activities. © 2008-2011 IEEE

Персоналізація навчання з використанням адаптивних технологій та доповненої реальності

The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.Дослідження спрямоване на розробку рекомендацій для освітян щодо використання адаптивних технологій та доповненої реальності в реалізації персоналізованого навчання. Розглянуто новітні освітні технології, пов’язані з персоналізацією навчання та адаптацією його змісту до індивідуальних потреб студентів та групової роботи. Описано сучасний стан досліджень, визначено тенденції розвитку. Завдяки детальному аналізу наукових робіт показано ретроспективу розвитку адаптивних та, зокрема, хмарних систем. Проаналізовано передумови їх появи та розвитку, основні наукові ідеї, що сприяли цьому. Аналіз показав, що вчені вказують на чотири можливі типи семантичної взаємодії доповненої реальності та адаптивних технологій. Перспективним напрямком досліджень вважається адаптивне проектування хмарних освітніх систем. Було визначено, що адаптивність може проявлятися в одному або в поєднанні кількох аспектів: змісту, оцінки та послідовності. Хмарна технологія взята як платформа для інтеграції адаптивного навчання з доповненою реальністю як ефективних сучасних інструментів для персоналізації навчання. Оцінюються перспективи адаптивного проектування хмарних систем у контексті навчання вчителів. Визначено сутність та місце допоміжних технологій у проектуванні адаптивних систем навчання. Показано, що доповнену реальність можна успішно застосовувати в інклюзивній освіті. Розглянуто шляхи поєднання адаптивних систем та інструментів доповненої реальності для підтримки процесу підготовки вчителів. Дано рекомендації щодо використання адаптивних хмарних систем у навчанні вчителів

Patterns and Pattern Languages for Mobile Augmented Reality

Mixed Reality is a relatively new field in computer science which uses technology as a medium to provide modified or enhanced views of reality or to virtually generate a new reality. Augmented Reality is a branch of Mixed Reality which blends the real-world as viewed through a computer interface with virtual objects generated by a computer. The 21st century commodification of mobile devices with multi-core Central Processing Units, Graphics Processing Units, high definition displays and multiple sensors controlled by capable Operating Systems such as Android and iOS means that Mobile Augmented Reality applications have become increasingly feasible. Mobile Augmented Reality is a multi-disciplinary field requiring a synthesis of many technologies such as computer graphics, computer vision, machine learning and mobile device programming while also requiring theoretical knowledge of diverse fields such as Linear Algebra, Projective and Differential Geometry, Probability and Optimisation. This multi-disciplinary nature has led to a fragmentation of knowledge into various specialisations, making it difficult to integrate different solution components into a coherent architecture. Software design patterns provide a solution space of tried and tested best practices for a specified problem within a given context. The solution space is non-prescriptive and is described in terms of relationships between roles that can be assigned to software components. Architectural patterns are used to specify high level designs of complete systems, as opposed to domain or tactical level patterns that address specific lower level problem areas. Pattern Languages comprise multiple software patterns combining in multiple possible sequences to form a language with the individual patterns forming the language vocabulary while the valid sequences through the patterns define the grammar. Pattern Languages provide flexible generalised solutions within a particular domain that can be customised to solve problems of differing characteristics and levels of iii complexity within the domain. The specification of one or more Pattern Languages tailored to the Mobile Augmented Reality domain can therefore provide a generalised guide for the design and architecture of Mobile Augmented Reality applications from an architectural level down to the ”nuts-and-bolts” implementation level. While there is a large body of research into the technical specialisations pertaining to Mobile Augmented Reality, there is a dearth of up-to-date literature covering Mobile Augmented Reality design. This thesis fills this vacuum by: 1. Providing architectural patterns that provide the spine on which the design of Mobile Augmented Reality artefacts can be based; 2. Documenting existing patterns within the context of Mobile Augmented Reality; 3. Identifying new patterns specific to Mobile Augmented Reality; and 4. Combining the patterns into Pattern Languages for Detection & Tracking, Rendering & Interaction and Data Access for Mobile Augmented Reality. The resulting Pattern Languages support design at multiple levels of complexity from an object-oriented framework down to specific one-off Augmented Reality applications. The practical contribution of this thesis is the specification of architectural patterns and Pattern Language that provide a unified design approach for both the overall architecture and the detailed design of Mobile Augmented Reality artefacts. The theoretical contribution is a design theory for Mobile Augmented Reality gleaned from the extraction of patterns and creation of a pattern language or languages

Machine learning based anomaly detection for industry 4.0 systems.

223 p.This thesis studies anomaly detection in industrial systems using technologies from the Fourth Industrial Revolution (4IR), such as the Internet of Things, Artificial Intelligence, 3D Printing, and Augmented Reality. The goal is to provide tools that can be used in real-world scenarios to detect system anomalies, intending to improve production and maintenance processes. The thesis investigates the applicability and implementation of 4IR technology architectures, AI-driven machine learning systems, and advanced visualization tools to support decision-making based on the detection of anomalies. The work covers a range of topics, including the conception of a 4IR system based on a generic architecture, the design of a data acquisition system for analysis and modelling, the creation of ensemble supervised and semi-supervised models for anomaly detection, the detection of anomalies through frequency analysis, and the visualization of associated data using Visual Analytics. The results show that the proposed methodology for integrating anomaly detection systems in new or existing industries is valid and that combining 4IR architectures, ensemble machine learning models, and Visual Analytics tools significantly enhances theanomaly detection processes for industrial systems. Furthermore, the thesis presents a guiding framework for data engineers and end-users

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

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article