3D Mapping and 6D Pose Computation for Real Time Augmented Reality on Cylindrical Objects

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Augmented reality imaging technology for orthopaedic surgery

In recent years, the development of Augmented Reality (AR) frameworks made AR application development widely accessible to developers without AR expert background. With this development, new application fields for AR are on the rise. This comes with an increased need for visualization techniques that are suitable for a wide range of application areas. It becomes more important for a wider audience to gain a better understanding of existing AR visualization techniques. In this article we provide a taxonomy of existing works on visualization techniques in AR. The taxonomy aims to give researchers and developers without an in-depth background in Augmented Reality the information to successively apply visualization techniques in Augmented Reality environments. We also describe required components and methods and analyze common patterns.

This article examines the impact of augmented reality (AR) visualizations on users’ sense of physical presence, knowledge gain, and perceptions of the authenticity of journalistic visuals. In a mixed experimental design, 79 participants were randomly assigned to view three The New York Times articles on a mobile phone featuring one of three viewing modalities: (1) AR visualizations, (2) interactive (non-AR) visualizations, or (3) non-interactive, static visualizations. AR induced a greater sense of physical presence compared to the other modalities. The findings suggest that immersive properties of AR can contribute to journalism’s goal of engaging the audience. However, AR was not a superior medium for informing the participants, and the viewing modality did not have an effect on the perceived authenticity of the visuals. The findings indicate a need for more efficient ways to relay information through journalistic AR visualizations while keeping the user engaged in an immersive experience.

Team communication is crucial in multi-domain operations (MDOs) that require teammates to collaborate on complex tasks synchronously in dynamic unknown environments. In order to enable effective communication in human-robot teams, the human teammate must have an intuitive interface that supports and satisfies the time-sensitive nature of the task for communicating information to and from their robot teammate. Augmented Reality (AR) technologies can provide just such an interface by providing a medium for both active and passive robot communication. In this paper we propose a new Virtual Reality (VR) based framework for authoring AR visualizations, and demonstrate the use of this framework to produce AR visualizations that help facilitate high task performance in synchronized, time-dominant human-robot teaming. In this paper we propose a new framework that uses a virtual reality (VR) simulation environment for developing AR strategies as well as present a AR solution for maximizing task performance in synchronized, time-dominant human-robot teaming. The framework utilizes a Unity-based VR simulator that is run from the first person point of view of the human teammate and overlays AR features to virtually imitate the use of an AR headset in human-robot teaming scenarios. Then, we introduce novel AR visualizations that support strategic communication within teams by collecting information from each teammate and presenting it to the other in order to influence their decision making. Our proposed design framework and AR solution has the potential to impact any domain in which humans conduct synchronized multi-domain operations alongside autonomous robots in austere environments, including search and rescue, environmental monitoring, and homeland defense.

Image-guided surgery (IGS) has allowed for more minimally invasive procedures, leading to better patient outcomes, reduced risk of infection, less pain, shorter hospital stays and faster recoveries. One drawback that has emerged with IGS is that the surgeon must shift their attention from the patient to the monitor for guidance. Yet both cognitive and motor tasks are negatively affected with attention shifts. Augmented reality (AR), which merges the realworld surgical scene with preoperative virtual patient images and plans, has been proposed as a solution to this drawback. In this work, we studied the impact of two different types of AR IGS set-ups (mobile AR and desktop AR) and traditional navigation on attention shifts for the specific task of craniotomy planning. We found a significant difference in terms of the time taken to perform the task and attention shifts between traditional navigation, but no significant difference between the different AR set-ups. With mobile AR, however, users felt that the system was easier to use and that their performance was better. These results suggest that regardless of where the AR visualisation is shown to the surgeon, AR may reduce attention shifts, leading to more streamlined and focused procedures.

Practical exercises are a crucial part of many curricula. Even simple exercises can improve the understanding of the underlying subject. Most experimental setups require special hardware. To carry out e. g. a lens experiments the students need access to an optical bench, various lenses, light sources, apertures and a screen. In our previous publication we demonstrated the use of augmented reality visualization techniques in order to let the students prepare with a simulated experimental setup. Within the context of our intended blended learning concept we want to utilize augmented or virtual reality techniques for stationary laboratory exercises. Unlike applications running on mobile devices, stationary setups can be extended more easily with additional interfaces and thus allow for more complex interactions and simulations in virtual reality (VR) and augmented reality (AR). The most significant difference is the possibility to allow interactions beyond touching a screen. The LEAP Motion controller is a small inexpensive device that allows for the tracking of the user’s hands and fingers in three dimensions. It is conceivable to allow the user to interact with the simulation’s virtual elements by the user’s very hand position, movement and gesture. In this paper we evaluate possible applications of the LEAP Motion controller for simulated experiments in augmented and virtual reality. We pay particular attention to the devices strengths and weaknesses and want to point out useful and less useful application scenarios. © (2016) COPYRIGHT Society of Photo-Optical Instrumentation Engineers (SPIE). Downloading of the abstract is permitted for personal use only.

Software visualization is an ongoing research area with the goal to make software systems more tangible. In this paper we present our visualization system that allows visual analysis of graph structures representing software systems in both virtual and augmented reality. The provided visual analysis process is demonstrated on two existing software systems. We propose the transition towards visualization in augmented reality and we present developed interaction techniques to explore and examine software visualizations in augmented reality.

Enhancement of human 3D pose estimation using a novel concept of depth prediction with pose alignment from a single 2D image

AR/VR assisted integrated framework of autonomous disassembly system for industrial products

Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as powerful tools with the potential to revolutionize the field of education. This study provides an overview of the impact of VR and AR in education, drawing from existing research and analytical applications. The impact of VR in education is evident in its ability to create immersive and engaging learning experiences. Students can be transported to virtual environments that facilitate experiential learning, from exploring historical landmarks to simulating complex scientific experiments. The result is enhanced student engagement, improved retention of knowledge, and the development of practical skills. AR, on the other hand, overlays digital information onto the real world, enriching traditional educational materials. Interactive textbooks and guided field trips using AR provide students with dynamic and context-rich learning experiences. Language learners benefit from instant translations and pronunciation guides, while complex data becomes tangible through AR visualizations. Both VR and AR contribute to the promotion of collaborative learning, enabling students and educators to interact in virtual environments. These technologies offer new opportunities for special needs education, as they can be customized to cater to the unique requirements of individual learners. The adoption of VR and AR in education comes with challenges, including cost considerations, the need for suitable technical infrastructure, content development complexities, and the necessity to address safety concerns. Integrating VR and AR into the existing curriculum and ensuring alignment with educational objectives are also ongoing challenges. The study aim is to analyse the impact of VR and AR in education.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

Segmentation and three-dimension reconstruction of Chinese digitized human cerebrum

Location-based augmented reality (AR) games have recently become massively popular, generating billions of dollars in revenue during the past five years. These games augment geographical areas with playful content, which makes the playing experience dependent on both the game and the playing location. Existing games have employed various methods for increasing the connection between the game and the physical world, such as (1) an AR mode that lets players see virtual objects in the physical world through the lens of their mobile device; and (2) connecting the game’s virtual points of interest (PoIs) to physical world objects. To explore how these influence the playing experience, we surveyed players (N = 74) across four popular location-based AR games. We analyzed the data using a thematic clustering approach, which resulted in five central themes. Among our findings was that only 7% of the surveyed players regularly used or appreciated AR features that made use of the mobile device’s camera. The most often given reason for this was that they slow down progression. By contrast, players appreciated location-based features and the augmentation of digital content on a map interface. Connecting the virtual content to physical world objects was seen to have the benefits of (1) supporting social meetings; (2) enabling learning about the real world; and (3) increasing the meaningfulness of the virtual content.

Today's sailing visualization instruments struggle to cope with the increasing number of onboard sensors, automation, artificial intelligence, and the high dynamism of the crew. Current solutions scatter multiple displays all over the boat, both inside and outside, potentially reducing usability and increasing costs. This work presents a systematic review of augmented reality (AR) as an integral solution for sailing data visualization, which revealed four scientific papers and eight commercial products. We analyzed the publication type, the AR hardware, what and how information is presented using AR, the validation method (if present), and the technological readiness. We defined the technical requirements needed for the AR device for sailing and distinguished a first generation of commercial solutions based on head-up displays from a second one based on proper augmentation with stereo head-mounted displays. The displayed information elements are limited in number and are commonly 2-D graphics (e.g., text and symbols) with a screen-relative frame of reference (as opposed to body- or world-relative). The most visualized elements are heading (10) followed by wind direction (8), boat speed (7) compass (7), and wind speed (7). We also found that most of the solutions lack critical evaluation. We conclude that AR has the potential to integrate sailing data from different systems and to improve accessibility, situation awareness, and safety for a large group of users. However, the main limitations are the lack of AR head-mounted displays suitable or adaptable for sailing conditions, an extensive exploration of 3-D interface elements, and an adequate number of usability studies in the scientific literature.