A Review of Augmented Reality Applications for History Education and Heritage Visualisation

Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a mobile device capable of supporting the graphic rendering systems required for them. Education in particular has benefited from these technological advances as there are now many fields of research branching into how augmented reality can be used in schools. For the purposes of Holocaust education however, there has been remarkable little research into how Augmented Reality can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the following questions: How is augmented reality currently being used to enhance history education? Does the usage of augmented reality assist in developing long-term memories? Is augmented reality capable of conveying the emotional weight of historical events? Will augmented reality be appropriate for teaching a complex field such as the Holocaust? To address these, multiple studies have been analysed for their research methodologies and how their findings may assist with the development of Holocaust education

Hand-Controlled User Interfacing for Head-Mounted Augmented Reality Learning Environments

With the rapid expansion of technology and hardware availability within the field of Augmented Reality, building and deploying Augmented Reality learning environments has become more logistically viable than ever before. In this paper, we focus on the development of a new mobile learning experience for a museum by combining multiple technologies to provide additional Human–computer interaction possibilities. This is both to reduce barriers to entry for end-users as well as provide natural interaction methods. Using our method, we implemented a new approach to gesture-based interactions for Augmented Reality interactions by combining two devices, a Leap Motion and a Microsoft HoloLens (1st Generation), via an intermediary device with the use of local-area networking. This was carried out with the intention of comparing this method against alternative forms of Augmented Reality to determine which implementation has the largest impact on adult learners’ ability to retain information. A control group has been used to establish data on memory retention without the use of Augmented Reality technology, along with three focus groups to explore the different methods and locations. Results found that adult learners retain the most overall information when being educated through a traditional lecture, with a statistically significant difference between the methods; however, the use of Augmented Reality resulted in a slower rate of knowledge decay between testing intervals. This contrasts with existing research as adult learners did not respond to the technology in the same way that child and teenage audiences previously have, which suggests that prior research may not be generalisable to all audiences

Augmented Reality in Holocaust museums and memorials

Augmented Reality (AR) is a new medium with the potential to revolutionise education in both schools and museums by offering methods of immersion and engagement that would not be attainable without technology. Utilizing Augmented Reality, museums have the capability to combine the atmosphere of their buildings and exhibits with interactive applications to create an immersive environment and change the way that audiences experience them and therefore providing the ability to perform additional historical perspective taking. Holocaust museums and memorials are candidates for Augmented Reality exhibits, however using this technology for them is not without concerns due to the sensitive nature of the subject. Ethically, should audiences be immersed in a setting like the Holocaust? How is Augmented Reality currently being used within Holocaust museums and memorials? What measures should be taken to ensure that Augmented Reality experiences are purely educational and neither disrespectful to the victims nor cause secondary trauma? These are the questions that this chapter will seek to answer in order to further develop the field of augmented reality for Holocaust education. To achieve this, previous AR apps in Holocaust museums and memorials have been reviewed and a series of studies on the usage of AR for Holocaust education have been examined to identify the ethical considerations that must be made and the ramifications of utilizing AR technology to recreate tragic periods of history

Augmented Reality in Holocaust museums and memorials

Augmented reality (AR) is a new medium with the potential to revolutionise education in both schools and museums by offering methods of immersion and engagement that would not be attainable without technology. Utilising augmented reality, museums have the capability to combine the atmosphere of their buildings and exhibits with interactive applications to create an immersive environment and change the way that audiences experience them and therefore providing the ability to perform additional historical perspective taking. Holocaust museums and memorials are candidates for augmented reality exhibits; however, using this technology for them is not without concerns due to the sensitive nature of the subject. Ethically, should audiences be immersed in a setting like the Holocaust? How is augmented reality currently being used within Holocaust museums and memorials? What measures should be taken to ensure that augmented reality experiences are purely educational and neither disrespectful to the victims nor cause secondary trauma? These are the questions that this chapter will seek to answer in order to further develop the field of augmented reality for Holocaust education. To achieve this, previous AR apps in Holocaust museums and memorials have been reviewed, and a series of studies on the usage of AR for Holocaust education have been examined to identify the ethical considerations that must be made and the ramifications of utilising AR technology to recreate tragic periods of history

Recruiting for PR 2.0

This chapter explores the perceived changes in core knowledge and skills demanded by the public relations industry. Through a series of interviews with senior PR practitioners based in the UK it assesses key questions such as what are the emerging skills required by contemporary PR teams and agencies; how are PR practitioners addressing the transition from traditional PR skill-sets to new ones; and whether this process is smooth and linear or represents a disruptive break that is challenging the industry. It concludes that despite predictions practitioners unable to adapt to PR's digitally-driven transformation will be forced out of the sector, core PR skills such as client and relationship management and a strong understanding of business and media strategy still play an important role in the industry. industr

Hand-Controlled User Interfacing for Head-Mounted Augmented Reality Learning Environments

With the rapid expansion of technology and hardware availability within the field of Augmented Reality, building and deploying Augmented Reality learning environments has become more logistically viable than ever before. In this paper, we focus on the development of a new mobile learning experience for a museum by combining multiple technologies to provide additional Human–computer interaction possibilities. This is both to reduce barriers to entry for end-users as well as provide natural interaction methods. Using our method, we implemented a new approach to gesture-based interactions for Augmented Reality interactions by combining two devices, a Leap Motion and a Microsoft HoloLens (1st Generation), via an intermediary device with the use of local-area networking. This was carried out with the intention of comparing this method against alternative forms of Augmented Reality to determine which implementation has the largest impact on adult learners’ ability to retain information. A control group has been used to establish data on memory retention without the use of Augmented Reality technology, along with three focus groups to explore the different methods and locations. Results found that adult learners retain the most overall information when being educated through a traditional lecture, with a statistically significant difference between the methods; however, the use of Augmented Reality resulted in a slower rate of knowledge decay between testing intervals. This contrasts with existing research as adult learners did not respond to the technology in the same way that child and teenage audiences previously have, which suggests that prior research may not be generalisable to all audiences