AR MOBILE APPLICATION FOR ENHANCING NATIONAL MUSEUM HERITAGE VISUALIZATION

Mobile Augmented Reality (AR) applications allow the user to interact with virtual objects positioned within the real world via a smart phone, tablet or smart glasses. As the popularity of these applications grows, recent researchers have identified several security and privacy issues pertaining to the collection and storage of sensitive data from device sensors. Location-based AR applications typically not only collect user location data, but transmit it to a remote server in order to download nearby virtual content. In this paper we show that the pattern of network traffic generated by this process alone can be used to infer the user's location. We demonstrate a side-channel attack against a widely available Mobile AR application inspired by Website Fingerprinting methods. Through the strategic placement of virtual content and prerecording of the network traffic produced by interacting with this content, we are able to identify the location of a user within the target area with an accuracy of 94%. This finding reveals a previously unexplored vulnerability in the implementation of Mobile AR applications and we offer several recommendations to mitigate this threat.

Augmented reality technologies undertake focus role which provide opportunity to harmonize the earthilyreality with virtual field and evaluate their integral elements.The very first examples of augmented realityapplications are viewers on the head,simulators,wearable tools,pocket PCs,desktop PCs and cameras whichare integrated externally but augmented reality applications have gain a great acceleration by developingtechnologies such as internet,becoming popular for the mobile devices and their mobile applicationsaccordingly and especially by the appearance of the smart wears and increase on their functions.Augmentedreality applications that are often used in defence,industry,medicine,trade and entertainment are now startedto be used in the education.Augmented reality applications achieve deep learning of the systems or objectswhich are hard to learn by attracting attention and cares of the students by providing their different viewsduring teaching and learning process.Also these applications supports students to use their creativity byexpanding their imagination.Especially if we consider today’s students are digital natives(Y and Z generation) who grow up in the multimedia world and inside the technology,it is a reality that augmented reality applications which have rich content in the learning-teaching environments can have a role that increase themotivations of the students instead of a classic course book. In the light of these information, in this study theresearch and application samples of augmented reality which is now used widely in teaching and learningprocess the effect of augmented reality on teaching and learning is handled.Keywords: Augmented reality, augmented reality applications in education

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

The combination of technology Augmented Reality (AR) with educational content aims to create new ideas that can improve the effectiveness and attractiveness of teaching and learning for students in real-life scenarios. The use of AR technology can make theprocess of teaching and learning more enjoyable, in which students' interest in learning can be stimulated. The AR technology has three characteristics. The first feature is that AR technology is a combination of virtual objects with the real world. The second feature is that AR operates in real time and interactively. The last feature is that it has 3 dimensions (3D) for virtual objects. In this study, the ADDIE model includes five phases, namely Analysis, Design, Development, Implementation and Evaluation, which are utilised to develop applications based on AR technology in education for the topic of Current and Voltage Division. To identify the effectiveness of the application of AR technology, a survey using questionnaire was conducted among pre-serviceteachers to know their perceptions of the development of AR applications namely as Voltrent AR. As this is a quantitative study where questionnaires were distributed to 73 students from the class of Bachelor of Technology with Education (Electric and Electronics) with Honours and Bachelor of Technology with Education (Living Skills) with Honours at Universiti Teknologi Malaysia (UTM) Skudai, Johor. Most respondents gave very positive feedback on the use of AR in education, especially for the topic of Current and Voltage Division. AR is viewed as a medium of instruction that is innovative, interesting and effective. Voltrent AR application development is successfully developed based on the ADDIE model, and the application development of the constructivism theory was applied in this AR application. Thus, the AR application development has reached the desired objective of producing application-based Augmented Reality as a teaching aid.

With the development of Apple’s ARKit and Google’s ARCore, mobile augmented reality (AR) applications have become much more popular. For Android devices, ARCore provides basic motion tracking and environmental understanding. However, with current software frameworks it can be difficult to create an AR application from the ground up. Our solution is CalAR, which is a lightweight, open-source software environment to develop AR applications for Android devices, while giving the programmer full control over the phone’s resources. With CalAR, the programmer can create marker-less AR applications which run at 60 frames per second on Android smartphones. These applications can include more complex environment understanding, physical simulation, user interaction with virtual objects, and interaction between virtual objects and objects in the physical environment. With CalAR being based on CalVR, which is our multi-platform virtual reality software engine, it is possible to port CalVR applications to an AR environment on Android phones with minimal effort. We demonstrate this with the example of a spatial visualization application.

There is a growing interest for the broad use of Augmented Reality (AR) and Virtual Reality (VR) in the fields of bioinformatics and cheminformatics to visualize complex biological and chemical structures. AR and VR technologies allow for stunning and immersive experiences, offering untapped opportunities for both research and education purposes. However, preparing 3D models ready to use for AR and VR is time-consuming and requires a technical expertise that severely limits the development of new contents of potential interest for structural biologists, medicinal chemists, molecular modellers and teachers. Herein we present the RealityConvert software tool and associated website, which allow users to easily convert molecular objects to high quality 3D models directly compatible for AR and VR applications. For chemical structures, in addition to the 3D model generation, RealityConvert also generates image trackers, useful to universally call and anchor that particular 3D model when used in AR applications. The ultimate goal of RealityConvert is to facilitate and boost the development and accessibility of AR and VR contents for bioinformatics and cheminformatics applications. http://www.realityconvert.com. dfourch@ncsu.edu. Supplementary data are available at Bioinformatics online.

The purpose of teaching aid is important to attract students to always be active in the classroom. It is important to focus on educational activities among students such as the usage of teaching aid during the teaching and learning process. Therefore, the objective of this study is to identify the usability of augmented reality (AR) application 'Fertigation System' among form 1 students of SMK Behrang 2020 who took Design and Technology subject. The application was developed using the ADDIE model which has five phases including analysis, design, development, implementation, and evaluation. The design of the studies used was quantitative method (survey method). The instrument of study used was a questionnaire. In the first phase (Analysis), a questionnaire that was endorsed by experts was distributed to 35 respondents to identify the needs of the AR application development. In this phase, there were 72% of respondents agreed the needs of the AR application development. For the next phases, an AR 'Fertigation System' has been designed and developed. A questionnaire was distributed together with the AR application that has been developed and verified by three experts from different fields (language, education, content). After that, a pilot study was conducted among 50 students of form 1 who took Design and Technology subject at SMK Behrang 2020 as respondents for improvement purposes (Implementation phase). For the final phase (Evaluation), a questionnaire and application of AR 'Fertigation System' which has been verified and improved was distributed to 76 respondents comprising form 1 students who took Design and Technology subject at SMK Behrang 2020. The results of this study showed that 62.72% of the respondents strongly agreed with the usability of the AR application 'Fertigation System'. All data obtained was analyzed using the Statistical Package for Social Science (SPSS) to obtain the average value, percentage, frequency and standard deviation. In conclusion, the results of this study show that the AR application of the 'Fertigation System' that has been developed can be used among form 1 students who took Design and Technology subject at SMK Behrang 2020, Perak.

This study investigates the benefits of augmented reality (AR) in the tourism industry and its impact on data security. The background of the research highlights that information technology is becoming increasingly important in the tourism industry, with augmented reality (AR) being a major focus for enhancing visitor experiences. In this context, concerns about user data protection arise since AR applications may require personal information such as user location and travel preferences. A comparative research method was used to compare two popular augmented reality (AR) applications: Smartify, Arts and Culture, Zome, Augmented Reality, Maps AR, Guideo, and AR Trial. The results indicate that most applications have adequate data security policies, including data transfer encryption and user control over their data. Zome was found to be the best in terms of data security and user privacy, scoring 90% in the assessment. This research underscores the importance of using AR applications to maintain data security and user privacy in the tourism industry and suggests further research to learn more about the data privacy practices of AR applications.

It is thought that it would be appropriate to use augmented reality technology, which provides many educational advantages for effective environmental education. This research aims to examine the effect of environmental education using augmented reality (AR) applications on the knowledge, attitudes, and behaviors of primary school third-grade students towards the environment and to find out the children's views on AR. The case study design, one of the qualitative research methods, was used in the research. The research was carried out with seventeen primary school third-grade students from a public school in the 2021-2022 academic year. Environmental education was given to the selected class with augmented reality applications for six weeks. The data were collected with the ‘Semi-Structured Interview Form’ prepared by the researcher. Content analysis technique was used in the analysis of the data. According to the findings obtained from the interviews; it has been concluded that environmental education using AR applications is effective in the knowledge, attitude, behavior, and environmental awareness of third-grade students towards the environment. In addition to these, in the interviews; it has been determined that students have positive emotions towards AR reality applications; they want to use the applications in other lessons; AR applications facilitate their learning and positively affect their approaches towards living / non-living beings, the environment and environmental problems.

The world of mobile computing has been advancing at a tremendous rate over the past numbers of years and is set to continue well in the future. The vast majority of interaction between the user and mobile of today makes use of touch screen displays that have now become the de-facto standard in all smart phones. This paper presents a mobile Augmented Reality (AR) application making use of different kinds of interaction techniques to investigate user experience and the usefulness of the AR technology. Comparisons are drawn with a ported version of the application that makes use of the more traditional touch screen interaction paradigm (2D), thus allowing users to accurately gauge their interaction style preference. The application also makes use of finger-based gesture, auditory (3D sound) and haptic based feedback to ground the user and create a richer experience. Our results shows that though the user feels that 2D interaction is easy to use, they find that using gesture based AR interaction is more fun and enjoyable in this mobile AR application.

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.

The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may not be able to understand the information presented in the course materials or to strategically use learning resources outside of class. In this project, we have created a mobile augmented reality (AR) application for students studying anatomy to help them grasp the idea of the AR flipped classroom. Students were instructed to use the same three mobile augmented reality (MAR) applications with different design and approach. The three types of MAR applications are — those with markers and notes on printed notebooks (BARA1), those with markers and notes are on a website (BARA2), and those with all notes in the MAR application and the marker are a tangible 3D object (BARA3). From the series of experiment, we found out that most students favour the BARA3, meanwhile the medical lecturers essentially prefer the BARA1. In this research three things have been considered: interface design, the usefulness of Augmented Reality (AR), technical problems with the use of AR applications, and educators training on the use of AR applications. Without a well-designed interface and guidance for the students, AR technology can be too complicated to use, especially for those who are not familiar with the technology.

The early application of augmented reality (AR) was introduced. And the principle and application of mobile AR technology were discussed. Then the present application of mobile AR in e-learning was also discussed. Finally the existing problem and application prospect of mobile AR technology in e-learning were discussed. Our results indicated that the application of mobile AR technology in e-learning improves the students’ autonomous learning ability and learning interest, which is very important to personnel training.

Effective classroom management is very important to create a conducive learning environment for students, especially in elementary schools. Along with technological developments, Augmented Reality (AR) applications have emerged as a tool that can increase interactivity and attractiveness in the learning process. This article discusses the application of AR applications in classroom management in elementary schools to increase students' interest, motivation and understanding of subject matter. AR applications allow students to interact directly with virtual objects that enrich their learning experience, both in visual and kinesthetic learning. The main benefits of using AR include increased student engagement, visualization of complex material, and more structured and engaging classroom management. However, its implementation also faces challenges such as limited technological infrastructure and training needs for teachers. This research suggests that schools can prepare supporting devices and provide adequate training to teachers to optimize the use of this technology in learning. Thus, AR applications can be an innovative solution in creating a more interesting and effective learning experience in elementary schools.

The aim of this study is to examine the effects of Augmented Reality (AR) applications, which are a new approach in education, on students' achievement and attitudes. For this purpose, on the basis of science education, a content, which was consistent with the syllabus, about atomic structure and atom models in the topic of structure and properties of matter was developed by the experts for the 7th grade students in secondary education and AR applications were integrated into the content. The Vuforia SDK software was used to design the content. The study was conducted on 205 secondary school students from six classes enrolled in a school in province of Gaziantep, in 2017-2018 academic year. Experimental group (n=103) and control group (n = 102) were randomly assigned. In this study, pretest-posttest with control group quasi-experimental design was used. The data of the study were collected using the achievement test, the Augmented Reality Applications Attitude Scale (ARAAS) and a semi-structured interview. The quantitative data were analyzed using t test while the qualitative data were analyzed using descriptive analysis. The results of the statistical analysis indicated that the teaching method integrated with AR applications was a more successful method in promoting students' achievement of Atomic Structure and Atom Models compared to the traditional teaching method. In addition, students with a high level of interest in technology have been more successful in the tests than those with less interested. On the other hand, the data from the ARAAS applied to the experimental group indicated that student attitudes are positive, they are satisfied with using the AR, they do not carry concerns about use and they want to use them in different courses in the future. The experimental group students, through the semi-structured interview form, reported that the AR applications made significant contributions to the educational environment and the teaching process.