Augmented Reality for Robotics: A Review

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

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 article presents the experience of teaching students — future teachers to use augmented reality (AR) technologies in lessons on various subjects of the school curriculum. The analysis of two main approaches to the creation of augmented reality (marker-based and markerless), AR applications for mobile devices, software solutions for creating AR content, as well as the experience accumulated by teachers-researchers in the use of AR technologies in the educational process allowed us to draw conclusions about what methodological techniques for studying theoretical approaches to defining the concept of “augmented reality” and technologies for implementing augmented reality are appropriate to use in educational practice. As a result, a methodology was proposed that includes two blocks of training future subject teachers to use augmented reality technologies in their future professional activities in the process of teaching academic subjects, according to two implementations of AR technologies: marker-based AR based on the use of the domestic software platform ARGUMENT and markerless AR, involving the use of ready-made AR applications available on the software market. This methodology can be used not only in educational practice with students, but also in working with schoolchildren in the context of specialized informatics training. The developed methodology was tested at Murmansk Arctic University as part of the professional training of bachelors in the field of “Pedagogical education” in the process of teaching the discipline “Digital education technologies”, as well as during the educational (project-technological) practice of students. The proposed training options for the use of augmented reality technologies in teaching academic subjects at school can be included in the programs of professional training of students studying in the field of “Pedagogical education”, and also used in additional professional pedagogical education when working with subject teachers in retraining and advanced training courses to develop methodological knowledge and skills of teachers on the proposed issues.

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.

This paper explores the application of augmented reality (AR) technology in primary school students' linguistic and literary education. A review of current research on AR in education is presented, including studies on AR books for literacy instruction and reading motivation. The benefits of AR for enhancing students' reading comprehension, critical thinking, and imagination are discussed. AR features are analysed in new “Living Alphabet” books used in Ukrainian schools. The development of a mobile AR application for interactive reading lessons on fairy tales is detailed; this app allows students to actively engage with literary characters and settings in an immersive 3D environment. Pedagogical models employing AR applications, games, and theatre activities are proposed to improve literary reading instruction and foster key competencies aligned with the Ukrainian New School curriculum. The paper concludes that when thoughtfully implemented, AR technology can enrich primary students' linguistic and literary learning. Further research is recommended to prepare teachers to integrate AR into language arts instruction.

With its creative approaches to teaching and learning, Augmented Reality (AR) technology is being increasingly adopted in the educational sector. This study aims to conduct a systematic review examining the use of AR in educational settings, also known as AR-Ed. Through extensive searches on the Scopus and ERIC databases, 59 papers were found for this systematic literature analysis, which examines the relationship between education and AR. This research employs the Kitchenham method for systematic review and the PRISMA method for analyzing the results. The study indicates that AR technology is reshaping educational paradigms. Through a systematic review, this study finds that AR can significantly enhance learning engagement, knowledge retention, and skill transfer effects, especially in Science, Technology, Engineering, and Mathematics (STEM) fields. The study reveals the key features of AR educational applications: immersive simulation and interaction design are the core strengths, but device adaptability and interface design directly affect the usage effect. It is worth noting that optimized low-cost AR solutions can also bring significant pedagogical improvements. The study also reveals several core contradictions in the application of AR in education: firstly, the balance of cognitive load, secondly, the discrepancy between short-term effects and long-term sustainability, and lastly, the fairness challenge posed by teachers' lack of technological integration ability. In response to these findings, future research should focus on the following directions: optimizing AR instructional design to enhance user experience, exploring reinforcement strategies for sustained effect, improving the universality and accessibility of technological solutions, enhancing the teacher training system, and promoting cross-disciplinary innovations in technology integration. These findings provide an important theoretical basis and practical guidance for the in-depth application of AR technology in education, and help to promote the development of educational technology innovation in a more inclusive and sustainable direction.

This research paper aims to investigate the role of augmented reality (AR) technology in marketing campaigns and its influence on consumer engagement, brand experiences, and purchase decisions. The study explores the various applications of AR in marketing, analyzes its effectiveness in capturing consumer attention, and examines the outcomes of AR-based campaigns on consumer behavior. Through a comprehensive review of relevant literature and empirical analysis, this paper provides insights into the potential of AR as a strategic tool for enhancing consumer engagement and driving brand success in the modern marketing landscape. Augmented reality, Marketing, Consumer engagement, Brand experiences, Purchase decisions, AR technology, AR campaigns, Consumer perception, Product evaluation, Decision-making, Brand recall, Brand storytelling, Brand authenticity, AR adoption barriers, Technical limitations, User experience, Privacy concerns, Ethical considerations, Opportunities, challenges, Successful AR marketing campaigns, Case studies, Best practices.

Augmented reality technology has emerged as a transformative tool in library services, offering innovative ways to enhance user experience, access to information, and engagement with library resources. This paper explores the application of augmented reality in libraries comprehensively, examining its potential benefits, current challenges, and future prospects. It reviews existing literature on augmented reality implementation in libraries, and analyzes the importance of augmented reality in library services. It established that as augmented reality becomes more widespread and affordable, its integration into library services will likely continue to grow, opening up new avenues for learning and community engagement. The paper revealed that there are various methods of applying augmented reality in library services such as information retrieval and navigation, enhancing learning and educational experiences, transformation of library exhibitions, interactive displays as well as virtual collaboration and extension of access to library resources beyond physical boundaries. It also identified certain challenges confronting application of augmented reality in library services ranging from poor technological infrastructure, maintenance cost and limited budgets allocation, privacy and ethical considerations, digital literacy gap, user acceptance and accessibility. The paper concludes with recommendations for overcoming challenges and maximizing the potential of augmented reality in library environments. It recommends that libraries should address technological and financial gaps through effective budget planning for augmented reality hardware, software licenses, content development and maintenance. They should also educate library patrons about augmented reality technology, its applications, and potential benefits for learning and information access.

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.

Introduction: the museum is a site that collects, exhibits, researches and classifies material objects that represent nature and human cultural heritage. They are one of the sources of knowledge about history and culture. To face the current digital revolution they have used technologies such as augmented reality. The objective was to characterize the application of augmented reality (AR) technology in museums. Methods: a total of 20 articles in Spanish and English were reviewed, from Science, Scielo and Dialnet; using as keywords: augmented reality, museum, museum exhibits, interactive exhibits, immersive technologies, being more than 50 % of the last five years. Results: the vast majority of museums as institutions try to find various methods to excite and involve their audiences. The technology behind AR improves visitor perception, as historical and cultural relics can be displayed through augmented reality and virtual compositions. The AR also ensures accessories and applications to improve the experience at the center, resulting in greater educational, historical and social impact. Conclusions: augmented reality technology in museums makes it possible to captivate diverse audiences, adapt to the personal interests of the visitor, remodel the design of exhibitions, the combination of art and technology, improve understanding and ensure positivity of the museum experience. This is guaranteed through mobile applications, accessories and websites.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

This study aims to examine the relationship between augmented reality technology and illustrated children's books and convey the importance of children's literature by being supported with an application example. With the developments in digital technology deeply transforming visual media and the internet becoming an indispensable part of our lives, along with the widespread use of portable devices such as smartphones and tablets, it has also had an impact on traditional children's books. The opening of impressive visual worlds for children through augmented reality applications also reflects all of these. The study collected and presented data related to the history of augmented reality technology and the historical process of pop-up books, considered the predecessor of books designed with augmented reality. A literature review was conducted in chronological order to present the development of illustrated children's books produced with augmented reality technology. As part of the study, an augmented reality application was developed for a children's book project inspired by Hezârfen Ahmet Çelebi's flight from the Galata Tower, featuring traces of miniature art. The creation process and technical infrastructure of this application were also provided. Based on the information collected during the research and the experience gained from the illustrated book project, the study highlights the importance of using augmented reality technology in children's literature and provides suggestions to address the shortcomings in this field.

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared to classical learning materials such as textbooks, 2D images, video, etc. Among the different advantages of using AR technology in the context of educational domain is the fact that 3D technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates the students’ attitude towards the use of a mobile AR application for learning atoms and molecules reactions. In particular, we focused on female students as in general female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with the different AR components to explore the possible reactions in a 3D interface, to see the structure and shape of atoms and molecules, and to view related descriptions in their native language, i.e. the Arabic language. The mobile AR application was evaluated by a class of 12–13 years old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that the female students had a positive attitude toward the use of this AR application in their learning process.

With the rapid advancements in technology, the education system and universities must align their curriculum and subject content to prepare future graduates to work with the latest technologies. Education 5.0 aligned with Industry 4.0, with the new smart technology, helps students to learn virtually (virtual reality, VR) in an augmented way, and with augmented reality (AR) on varied platforms by easily connecting and interacting with experts. This chapter provides insight into these emerging technologies that will create a virtual and interactive environment for better learning in various sectors. The AR and VR technology thus provides an illusion of the presence of physical objects and takes users to a new world of imagination. This chapter also discusses the basic concepts of AR and VR, types of AR and VR, hardware and software requirements, and applications of AR and VR technology in various areas, especially in education and industries.

Intangible heritage restoration of damaged tomb murals through augmented reality technology: A case study of Zhao Yigong Tomb murals in Tang Dynasty of China