AR Mobile Application Evaluation for Learning History: High School Students’ Perspective

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

Questionnaires are used for evaluating virtual, augmented, and mixed reality (MR) in healthcare. Utilizing the perfect one to meet the needs is a challenge for researchers and examiners. Hence, this study aimed to review and determine the frequently used questionnaires for evaluating mentioned services. The PubMed and Web of science databases were searched for conducting this review. Original observational and interventional studies that used a referenced questionnaire to evaluate virtual reality (VR), augmented reality (AR), and MR in healthcare were included. Data were analyzed using descriptive statistics. Totally, 179 studies were included in this research. The questionnaires are mostly used for evaluating usability (39%) and cybersickness (37.5%). System Usability Scale (28%), Simulator Sickness Questionnaire (27.5%), and Presence Questionnaire (9.5%) were the most used questionnaires. The use of special, need-based, and targeted questionnaires to evaluate the various outcomes of VR, AR, and MR can help in better evaluation of these services.

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.

Immersive technologies offer an alternative means of presenting and communicating data derived from BIM modeling. Augmented, virtual, and mixed reality technologies allow architects to visualize and interact with digital data, providing a simulation of their physical presence in an architectural structure, and thus a more realistic and interactive approach to various stages of project activities. In fact, immersive technologies can be used throughout the entire life cycle of an architectural project: planning, design, construction, and operation. The aim of research is to identify and systematize data on computer tools using immersive technologies and the prospects for its development in architectural activities. The scientific paper describes three groups of software products based on immersive technologies with BIM modeling support. Each of the groups is based on a particular immersive technology: augmented reality (AR), virtual reality (VR), or mixed reality (MR). The main difference between these technologies is the level of immersion in the virtual environment: AR overlays computer-generated content on the real world; VR content is 100% digital; MR is a digital overlay that allows virtual 3D elements to interact with the real environment. Each group contains different software products: the first group is mostly characterized by mobile applications, since the physical world is supplemented with digital content through the screens of smartphones, tablets, and other compact equipment; the second group includes various plug-ins that integrate into professional tools and improve them in terms of visualization in a virtual environment and the possibility of its research; The third group with mixed reality support is smaller in number of programs, but it is the most promising for the future development of the architectural profession, as it provides an integrated approach to architectural activity by expanding the professional tools.

BackgroundExtended reality, which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), is increasingly used in medical education. Studies assessing the effectiveness of these new educational modalities should measure relevant outcomes using outcome measurement tools with validity evidence.ObjectiveOur aim is to determine the choice of outcomes, measurement instruments, and the use of measurement instruments with validity evidence in randomized controlled trials (RCTs) on the effectiveness of VR, AR, and MR in medical student education.MethodsWe conducted a systematic mapping review. We searched 7 major bibliographic databases from January 1990 to April 2020, and 2 reviewers screened the citations and extracted data independently from the included studies. We report our findings in line with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.ResultsOf the 126 retrieved RCTs, 115 (91.3%) were on VR and 11 (8.7%) were on AR. No RCT on MR in medical student education was found. Of the 115 studies on VR, 64 (55.6%) were on VR simulators, 30 (26.1%) on screen-based VR, 9 (7.8%) on VR patient simulations, and 12 (10.4%) on VR serious games. Most studies reported only a single outcome and immediate postintervention assessment data. Skills outcome was the most common outcome reported in studies on VR simulators (97%), VR patient simulations (100%), and AR (73%). Knowledge was the most common outcome reported in studies on screen-based VR (80%) and VR serious games (58%). Less common outcomes included participants’ attitudes, satisfaction, cognitive or mental load, learning efficacy, engagement or self-efficacy beliefs, emotional state, competency developed, and patient outcomes. At least one form of validity evidence was found in approximately half of the studies on VR simulators (55%), VR patient simulations (56%), VR serious games (58%), and AR (55%) and in a quarter of the studies on screen-based VR (27%). Most studies used assessment methods that were implemented in a nondigital format, such as paper-based written exercises or in-person assessments where examiners observed performance (72%).ConclusionsRCTs on VR and AR in medical education report a restricted range of outcomes, mostly skills and knowledge. The studies largely report immediate postintervention outcome data and use assessment methods that are in a nondigital format. Future RCTs should include a broader set of outcomes, report on the validity evidence of the measurement instruments used, and explore the use of assessments that are implemented digitally.

Augmented Reality (AR) and Virtual Reality (VR) Head-Mounted Displays (HMDs) handle sensitive data, necessitating user authentication and posing risks of shoulder-surfing in shared spaces. This replication study evaluates the recognition-based graphical authentication scheme – Things in AR and VR, extending Düzgün et al. [1], which focused on AR in Germany. We conducted a conceptual replication with 32 U.S. participants using Microsoft HoloLens (AR) and Valve Index (VR). Our findings align with the original study, showing comparable System Usability Scale (SUS) scores and perceived usability across regions. However, our success rate (73%) was lower than the original (90%), while perceived security was higher (3.90 vs. 3.19). Comparing platforms, Valve Index outperformed HoloLens with a higher SUS score (75.16 vs. 70.47), faster authentication (23.06s vs. 49.85s), and a higher success rate (85% vs. 73%). Participants found Valve Index's controller-based interaction more intuitive than HoloLens' tap gesture. To enhance Things in AR, we recommend exploring alternative input methods (e.g., voice commands, gaze-based selection) to reduce physical strain and allowing users to choose password images to improve memorability.

A Mixed Reality (MR) application using an optical see-through headset was developed to assess short-term spatial memory. A study with 29 participants was conducted. Data from this study were compared to two previous studies using mobile Augmented Reality (AR) and Virtual Reality (VR) with headsets. When comparing the three technologies (MR, AR, VR) for the performance variables, there were no statistically significant differences for either the total number of correctly placed objects or the total number of attempts. However, the MR application required more time than the AR and VR applications in the evaluation phase and more time than the VR application in the learning phase. Our arguments for the longer time are the novelty of the MR application for the participants and the characteristics of the applications. The key results from the MR study include the following: (1) the objects used in the MR application were correctly positioned on a map, which implies that the memory acquired with the MR application is effectively transferred to the user's mental map; (2) for the performance variables, there were no significant differences in the results by gender; (3) and the usability rating decreased with computer experience. The results show that the MR application is effective for spatial memory assessment and was well rated by the participants. The three technologies, along with suitable hardware, are effective for spatial memory assessment. However, MR using optical see-through headsets offers advantages over mobile AR and VR using headsets, discussed in this publication.

Three-dimensional (3D) imaging and image reconstruction play a prominent role in the diagnosis, treatment planning, and post-therapeutic monitoring of patients with congenital heart disease. More interactive and realistic medical experiences take advantage of advanced visualization techniques like augmented, mixed, and virtual reality. Further, 3D printing is now used in medicine. All these technologies improve the understanding of the complex morphologies of congenital heart disease. In this review article, we describe the technical advantages and disadvantages of various advanced visualization techniques and their medical applications in the field of congenital heart disease. In addition, unresolved issues and future perspectives of these evolving techniques are described.

The rapid advancement of technology nowadays opens new opportunities for schools and universities worldwide to improve the quality of teaching and learning experience using Augmented Reality can help make classes more interactive and allow learners to focus more on practice instead of just theories. The researcher identified the problem that pedagogy has not been learner-cantered in most approaches in teaching and that teachers need to adapt to the new method of teaching. The goal of the study is to develop an Augmented Reality (AR) mobile application to enhance the pedagogical approach in teaching. This will use a marker-based method for transmitting virtual objects into the realworld. Blippar was used in the development of AR. This resulted in the form of instructional material and technology that can be used in teaching. During the testing of the material Students’ interest was aroused and it even makes them more eager to learn the subject. End-users and experts also deem that the AR mobile application as usable and acceptable with a rating of 78% using the System Usability Scale (SUS). This is an excellent contribution to the educational domain through augmented reality and improving the pedagogical approach in teaching.

As technology advances, mobile devices have gradually turned into wearable devices. Furthermore, virtual reality (VR), augmented reality (AR), and mixed reality (MR) are being increasingly applied in medical fields such as medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Research results demonstrate the ability of VR, AR, and MR to ameliorate the inconveniences that are often associated with traditional medical care, reduce incidents of medical malpractice caused by unskilled operations, and reduce the cost of medical education and training. What is more, the application of these technologies has enhanced the effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted the efficiency of medical execution. The present study introduces VR, AR, and MR applications in medical practice and education with the aim of helping health professionals better understand the applications and use these technologies to improve the quality of medical care.

Augmented and virtual reality have the potential to improve various aspects of everyday life such as tourism. An elementary part of tourism is the organization and execution of guided city tours. In case of tours for virtual cities, such as in the case of no longer existing ancient settlements, a combination of augmented and virtual reality may render high benefit for collaboration between guide and visitors. Immersive technology has been shown suitable for collaborative systems by previous research, as they can provide a better experience than other technologies. However, recent literature analyses showed that there is a lack of research regarding the role of augmented reality supporting the active/leading user role in such scenarios. Usually, augmented reality is used for the users who are passively experiencing the virtual environment and not for the one controlling it. However, we think that augmented reality has a large potential to improve the workflow of such a primary user. To investigate this research question, we present a collaborative system in this work, which implements a virtual city tour. In this system, the guide is using augmented reality and the visitor is immersed in the virtual city using virtual reality glasses. To implement a valid research prototype, the system has been developed in close feedback with experts in the field of guided city tours.

Rapid development in processing power, graphic cards and mobile computers open up a wide domain for Mixed Reality applications. Thereby the Mixed Reality continuum covers the complete spectrum from Virtual Reality using immersive projection technology to Augmented Reality using mobile systems like Smartphones and UMPCs. At the Fraunhofer IGD the Mixed Reality Framework instantreality (www.instantreality. org) has been developed as a single and consistent interface for AR/VR developers. This framework provides a comprehensive set of features to support classic Virtual Reality (VR) as well as mobile Augmented Reality (AR). The goal is to provide a very simple application interface which includes the latest research results in the fields of high-realistic rendering, 3D user interaction and total-immersive display technology. The system design is based on various industry standards to facilitate application development and deployment.

Background Individuals with neurodevelopmental disorders (NDDs) face challenges in employment. Emerging technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) offer innovative, immersive training environments, enhancing skills, and media literacy while providing cost-effective, engaging solutions. Objective The review investigates how AR, MR, and VR technologies can support individuals with NDDs in workplace and training. Methods A systematic review of studies across 6 databases was conducted. Selection criteria focused on studies published after 2016, involving immersive AR/MR/VR technologies, targeting NDDs in workplace contexts. Data extraction utilized qualitative content analysis. Results The analysis of 10 studies showed that AR and VR improved work performance and motivation in most cases, with features like assistive prompts and simplified interfaces aiding usability. No studies involving MR were identified. Key barriers included sensory overload and difficulties interacting with AR-/VR-elements, but these were not universal. AR was noted for workplace integration, and VR was linked to fewer reported complications compared to AR. A lack of standardized research frameworks and focus on mainstream labour markets was identified. Conclusions AR and VR are promising tools for vocational training but require better accessibility, adaptability, and inclusion in broader labour market contexts to maximize their impact.

With Generation Z becoming the primary group of nursing learners and the increasing shortage of nursing education resources, augmented reality and mixed reality based on head-mounted displays are being used more and more in nursing education. However, the current application landscape and the proper usage of these concepts remain unclear. Therefore, this study aims to conduct a scoping review to explore the current applications of head-mounted display-based augmented reality and mixed reality in nursing education and to clarify the definitions and usage of the concepts of augmented reality and mixed reality, ultimately providing directions for future applications and research. Based on the five-stage framework and PRISMA-ScR guidelines, a comprehensive collection and summarization of evidence regarding the application of head-mounted display-based augmented reality and mixed reality in nursing education were conducted. The databases retrieved include CNKI, Wanfang Database, VIP, CBM, PubMed, Cochrane Library, Embase, CINAHL, Web of Science, Scopus, IEEE Xplore, ACM Digital Library, and Ei. The languages of the included literature are Chinese and English. The retrieval was up to October 2024. A total of 44 studies were included in this review, covering three types of head-mounted displays: immersive head-mounted displays, smart glasses, and smartphone-based head-mounted displays. The main application areas were skills training and knowledge acquisition. Most of the studies were feasibility studies, though they also included some efficacy studies and research on personal experiences. In addition, these studies often employed vague or inconsistent definitions of augmented reality and mixed reality. Despite various explorations in the application of head-mounted display-based augmented reality and mixed reality in nursing education, there is still room for improvement in the relevant theory and utilization of this technology. In the future, interventions should use the three dimensions (observation of reality, real - virtual interaction, and fidelity of virtuality) described in detail, rather than simply employing the concepts of augmented reality or mixed reality. Efforts should be concentrated on developing and implementing head-mounted displays combined with other technologies that boast enhanced performance and cost - effectiveness, and further validating their effectiveness.

BACKGROUND: The tenets of minimally invasive neurosurgery require small craniotomies that nevertheless afford sufficient surgical freedom to safely accomplish the operative goal. OBJECTIVE: To present a novel technique which couples surgical rehearsal in virtual reality (VR) with navigation-integrated, microscope-synchronized augmented reality (AR) to optimize minimally invasive openings. METHODS: A retrospective review of the senior author's early experience with this mixed reality (VR + AR) platform was conducted. Patient-specific VR models were rendered from standard computed tomography/MRI. Surgical rehearsal with these models created templates with the optimal opening, which were integrated with the AR system. In surgery, the templates were projected through a navigation-tracked microscope and appeared as AR objects onto the patient. The templates guided the planning of the incision and steps of the approach. RESULTS: Sixteen patients were included in this study, 11 women and 5 men (33-79 years; median: 59.5). Twelve operations were performed for mass lesions and 4 for microvascular decompression for trigeminal neuralgia. There were no intraoperative adverse events related to AR. For 15 patients (94%), the templates provided major advantage in optimizing the bony opening and guided the operation to the specific anatomic location chosen preoperatively. For 1 patient, the AR template guided the drilling away from the critical structures inside the temporal bone. In addition, 3-dimensional AR markers relieve the surgeon from ergonomically cumbersome monitor-based navigation (Video 1). CONCLUSION: This novel mixed reality platform combines surgical rehearsal in VR and navigation-integrated, microscope-synchronized overlay of AR templates to ensure that optimal exposure is efficiently obtained.