An Interactive Augmented Reality Alphabet 3-Dimensional Pop-up Book For learning and Recognizing the English Alphabet

This document describes the process developing an Augmented Reality (AR) alphabet book mobile application. Using only an android phone camera, the child could view the superimposed virtual alphabet 3 dimensional objects in a fun and interactive manner using the marker-less physical alphabet book as the interaction tool. The reason behind choosing alphabet teaching as the topic of the book is that the Alphabet knowledge is the core knowledge of any language. It is a jump-start for children to start reading and recognizing words and sentences, thus learning the alphabet is extremely important, for many researchers, emphasizing on how early, child’s education shapes the child’s successful future. Though there are, a great deal of technology based alphabet books; parents still prefer buying the old style physical books or some might use a virtual technology based book application. The problem is that though the physical book possesses many benefits, that our generation and the generations long before us, have experienced, yet from the current generation children’s point of view, they may in fact find it dull and boring. For, it is commonly recognized, that the current generation children are surrounded all around by technology and gadgets, that can make them board, easily distracted, and may refuse to willingly use a plain non-technology book to learn, and if using a virtual application, they will lose the benefits offered by a physical book. Knowing this, the use of Augmented Reality should solve such a problem. For Augmented Reality (AR) is considered the best of both worlds, where, real and virtual objects are combined in the real environment, that will allow the use of both technology based application and a traditional physical book, combining the benefits of both and meeting the child and the parent midway. Although AR technology is not new, its possible potential in education is just beginning to be investigated. The main aim of this research is to develop an interactive 3-Dimentional alphabet pop-up book, and using digital storytelling, to help teach children to learn and recognize the alphabets. The objectives of the study are to enhance the interactions of the alphabet book, by creating an android application that contains animated interactive 3-Dimentional models, interactive sounds, songs and music. Furthermore, to investigate the use of digital storytelling (music, sounds), interactions and animation effect in learning engagement, through using the augmented reality technology. The scope of this project and research is very wide, it includes the 3D modeling, texturing, rigging & animation, book design and content decision research, furthermore, Augmented Reality and Android applicatio

An Interactive Augmented Reality Alphabet 3-Dimensional Pop-up Book For learning and Recognizing the English Alphabet

This document describes the process developing an Augmented Reality (AR) alphabet book mobile application. Using only an android phone camera, the child could view the superimposed virtual alphabet 3 dimensional objects in a fun and interactive manner using the marker-less physical alphabet book as the interaction tool. The reason behind choosing alphabet teaching as the topic of the book is that the Alphabet knowledge is the core knowledge of any language. It is a jump-start for children to start reading and recognizing words and sentences, thus learning the alphabet is extremely important, for many researchers, emphasizing on how early, child’s education shapes the child’s successful future. Though there are, a great deal of technology based alphabet books; parents still prefer buying the old style physical books or some might use a virtual technology based book application. The problem is that though the physical book possesses many benefits, that our generation and the generations long before us, have experienced, yet from the current generation children’s point of view, they may in fact find it dull and boring. For, it is commonly recognized, that the current generation children are surrounded all around by technology and gadgets, that can make them board, easily distracted, and may refuse to willingly use a plain non-technology book to learn, and if using a virtual application, they will lose the benefits offered by a physical book. Knowing this, the use of Augmented Reality should solve such a problem. For Augmented Reality (AR) is considered the best of both worlds, where, real and virtual objects are combined in the real environment, that will allow the use of both technology based application and a traditional physical book, combining the benefits of both and meeting the child and the parent midway. Although AR technology is not new, its possible potential in education is just beginning to be investigated. The main aim of this research is to develop an interactive 3-Dimentional alphabet pop-up book, and using digital storytelling, to help teach children to learn and recognize the alphabets. The objectives of the study are to enhance the interactions of the alphabet book, by creating an android application that contains animated interactive 3-Dimentional models, interactive sounds, songs and music. Furthermore, to investigate the use of digital storytelling (music, sounds), interactions and animation effect in learning engagement, through using the augmented reality technology. The scope of this project and research is very wide, it includes the 3D modeling, texturing, rigging & animation, book design and content decision research, furthermore, Augmented Reality and Android applicatio

An observational study of children interacting with an augmented story book

We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books

Augmented reality meeting table: a novel multi-user interface for architectural design

Immersive virtual environments have received widespread attention as providing possible replacements for the media and systems that designers traditionally use, as well as, more generally, in providing support for collaborative work. Relatively little attention has been given to date however to the problem of how to merge immersive virtual environments into real world work settings, and so to add to the media at the disposal of the designer and the design team, rather than to replace it. In this paper we report on a research project in which optical see-through augmented reality displays have been developed together with prototype decision support software for architectural and urban design. We suggest that a critical characteristic of multi user augmented reality is its ability to generate visualisations from a first person perspective in which the scale of rendition of the design model follows many of the conventions that designers are used to. Different scales of model appear to allow designers to focus on different aspects of the design under consideration. Augmenting the scene with simulations of pedestrian movement appears to assist both in scale recognition, and in moving from a first person to a third person understanding of the design. This research project is funded by the European Commission IST program (IST-2000-28559)

A Review Of The Features Of Augmented Reality Science Textbook

This paper reviews several literatures concerning the features of Augmented Reality (AR) based textbook that could be applied for science learning in schools in order to make the learning process effective and interesting. The intervention of AR in science textbook could bring a tremendous impact on students’ attitude towards the science subject. Even though there are several other proven and astonishing technologies for learning, AR has been chosen because of its highly potential and immersive characteristics. AR overlays real and virtual environment and displays them simultaneously on a computer screen. This technology offers students with the ultimate imaginary and makes them feel the real experience with scientific concepts which is impossible to experience in real life. This paper identifies several interesting features that could be applied in science textbook. These features are able to cultivate positive attitude and motivate the students to perform well in the science subject. Even though, the existing textbook is comprehensive, there are some limitations that might influence students’ performance in the science subject. By adding some additional features into the textbook, it could overcome the limitations and motivates the students in the learning process. This paper will be of interest to researchers in the areas of Augmented Reality in education as well as science teachers in general. This paper aims to introduce AR based textbook so that it can be widely used in schools especially for science learning so as to motivate students to be more interested in science. The information about the features of Augmented Reality (AR) based textbook that have been discussed in this paper will hopefully be a very useful guidance for other researchers as well as science teachers in planning and developing their own AR based textboo

The use of augmented reality in the marketing mix of physical products: Current practices and future implications

The current book chapter intends to explore what are the current practices in place regarding the use of AR in the marketing mix of physical products and the implications for the future. While exploring this research question, the study contributes for identifying common aspects and drawing recommendations for future studies and practices. For addressing the research question proposed, twenty cases of physical products using AR as part of their marketing mix were identified and analysed for their characteristics. The EPI Cube framework and its contextualization in the customer experience was used as theoretical model for guiding the analysis. Findings are presented and implications for theory and practice are discussed.info:eu-repo/semantics/acceptedVersio

Enhancing multimodal literacy using augmented reality

Augmented reality (AR) technology has been used to successfully improve traditional literacy. However, there has been a paradigm shift in literacy education from traditional literacy to multimodal literacy. Little research has explored how students establish effective multimodal meaning-making using AR technology. This study is an investigation of how EFL college students use different multimodal modes to communicate with others using AR technology. Participants were 52 English as a Foreign Language (EFL) students. The collected data included (a) pre-and post-administrations of a multimodal literacy survey, (b) students’ use of different modes to introduce tourist spots within the location-based AR app, and (c) students’ reflection essays. The results demonstrated that the modes which students used were categorized into visual and auditory forms. The visual mode was composed of visual effects, images, and animations, whose functions were to focus viewers’ attention on what is important, provide concrete ideas, process complex information, and promote engagement. The auditory mode consisted of background music and sound effects, which were used to arouse emotional feelings and enhance immersive experiences. The results also revealed that creating the content in a location-based AR app with the combination of different multimodal media significantly improved students’ multimodal literacy