Augmented reality for teaching undergraduate human anatomy: An educators' perspective.

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

1 IntroductionNowadays, the institutes already use in the process of the advantages of mobile technology, such as portability (the students have easy access at any time to information), the use of digital assets (audio and video files) and huge amount of textual information. This study proposes a new system approach for improving the process by Mobile Augmented Reality. The features of this technology stimulate the environment and consider that the student's motivation is the most important factor in learning.The existing literature [1] highlights two different approaches for augmented reality (AR). Firstly, the authors consider that AR is a system which has the following characteristics: Combines real and virtual; Interactive in real time; Registered in 3-D. Secondly [1] considers Augmented Reality part of Virtual Continuum. This context is composed of two elements: Real Environment - which contains all representations from real life and Virtual Environment - which combines different elements from virtual life. ARs are considered closer to reality than virtual environment because this type of systems are supposed to extend the real objects with virtual elements.According to [2] Augmented Reality is a technology that extends the real world elements with 2D or 3D computer generated objects and lets the users interact with them. Also, the authors present three types of devices which can be used to view the result of AR technology: a Head Mounted Display (HMD), a mobile device - with at least one back camera and a desktop or a laptop computer.Similarly, [2] considers mobile technology as an alternative teaching resource because the users have easy access in real time to information. Also, mobile devices in the process two main problems of traditional are solved: the location and time. Likewise, [1] considers that mobile is a type of eLearning without restrictions of time and space and this technology improves the quality of classical environments, but does not replace them.Other researches, such as [3] and [4] highlight the benefits of a Mobile Augmented Reality system based on tracking objects. In [3] is proposed a mobile augmented reality system based on visual recognition. According to the authors the visual recognition consists into tracking objects identified in real world with the camera of the mobile device and augmenting the scene with virtual objects created by MAR technology. Similarly, [4] presents a Mobile Augmented Reality system bases on 3D registration technology. According to the authors the 3D registration represents the tracking of the position and pose of the mobile device in the real time and real life and finally use these information to insert in the real world the virtual scene created by MAR. The 3D registration technology is based on two type of approaches: markers and natural features. Recently, the 3D registration for MAR uses GPS and sensors from mobile devices to provide different information about position and pose of the camera and combine them with computer vision to improve the speed and accuracy of the system.Other studies, such as [5] propose a makerbased Mobile Augmented Reality solution. The application is used by a Vocational Educational and Training (VET) program for supporting the maintenance process of a car. The authors define VET as education programs that are designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade or class of occupations or trades(p. 49-50). Moreover, in [5] is presented an AR application used by VET students for basic mathematics skills, which is based on videogames.More studies, such as [6] present a Mobile Augmented Reality solution for French language which is based on gamification didactic method. The author, Bernadette Perry, describes gamification as using gamebased mechanics, aesthetics and game thinking to engage people, motivate action, and promote learning (p. …

Technology can change the way students learn, become a powerful motivation, and trigger the learning process. This article discusses mobile augmented reality technology in education. Mobile Augmented Reality (MAR) is more effective in providing students with a positive, effective, and powerful learning experience. The researcher looked for Google Scholar and Scopus articles from the year 2015–2020. This advanced technology can help people communicate with each other’s senses and experience applications, thereby stimulating consumers’ interest through natural interaction. Researchers have been studying ways to incorporate enhanced environments into education so that students can participate in real-world environments. Related topics of the study are also mainly discussed: the past reviewers of systematic reviews, augmented reality education, Mobile Augmented Reality software development kits, Augmented Reality technology, user interfaces in Mobile Augmented Reality, and the future of Augmented Reality in education. Mobile augmented reality has aroused increasing interest in academia and industry. The real world and virtual information work together to create new educational opportunities. The research results indicate that augmented reality has various potentials and advantages and can be added to the field of education.KeywordsMobile augmented realityEducationLearning

This research aims to develop a tool for creating user-based design interfaces in mobile augmented reality (MAR) education. To develop a design interface evaluation tool, previous literature was examined for key design elements in the educational usage of MAR. The evaluation criteria identified were presence, affordance, and usability. The research used a focus group interview with 7 AR experts to develop a basic usability evaluation checklist, which was submitted to factor analysis for reliability by 122 experts in practice and academia. Based on this checklist, a MAR usability design interface test was conducted with seven fourth-grade elementary students. Then, it conducted follow-up structured interviews and questionnaires. This resulted in 29 questions being developed for the MAR interface design checklist.

Augmented reality (AR) is an emerging technology in mobile app design during recent years. However, usability challenges in these apps are prominent. There are currently no established guidelines for designing and evaluating interactions in AR as there are in traditional user interfaces. In this work, we aimed to examine the usability of current mobile AR applications and interpreting classic usability heuristics in the context of mobile AR. Particularly, we focused on AR home design apps because of their popularity and ability to incorporate important mobile AR interaction schemas. Our findings indicated that it is important for the designers to consider the unfamiliarity of AR technology to the vast users and to take technological limitations into consideration when designing mobile AR apps. Our work serves as a first step for establishing more general heuristics and guidelines for mobile AR.

IntroductionThe introduction of augmented reality (AR) in medical education has been demonstrated to improve learning of medical students and young clinicians. Use of AR is often linked to Head Mounted Displays (HMD), whose high costs and expertise demands make them less widely applicable.MethodsThe open-source application Medical Imaging XR (MIXR), developed by Medicalholodeck™, was used to visualize computed tomography examinations in augmented reality on mobile devices, including smartphones and tablets. Cases were presented during Radiology lectures. Clinical cases relevant to each lecture topic—thorax, abdomen, gynecology, musculoskeletal system, and emergency medicine—were selected from our local picture archiving system. The cases were demonstrated on mobile devices during a radiological lecture, either in person or via video conference. To evaluate the educational experience, students provided feedback through a structured questionnaire.ResultsMedical students received a demonstration with AR in the lecture and were asked to answer a questionnaire. 47 students replied to the questionnaire. Students rated their experience with MIXR in a positive manner. 36.2% of students considered AR images to be very comprehensible, whereas only 21.3% considered conventional images as very comprehensible. 32 out of 47 considered that AR demonstration contribute to better understanding of the case as whole. 91.8% of students would like to continue using AR in the studies and 80.9% would like to have similar tools available for future interactions with patients.Conclusion/DiscussionIntroduction of AR in radiology lectures is well received by medical students, who would be interested in continuing using AR tools in their studies and future career. Using mobile device-based AR proved viable, contributing to democratization of AR, in a low-cost manner and with no need for extended expertise.

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.

The advancement of augmented reality (AR), gives a comprehensive and accurate training environment that revolutionizes firefighting courses. There are various realistic fire simulations. With markerless AR, trainees can experience realistic simulations of fire scenarios in a controlled environment, allowing them to gain situational awareness and improve their decision-making skills in a safe and effective manner. The researchers explore through using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A methodological approach to examining literature systematically. Selects, obtains, and assesses the quality of the study. The growth of augmented reality continues to rise which helps the future researchers to continually improve augmented reality. This includes in different types of devices used HoloLens, Mobile Augmented Reality (MAR), and Head-Mount Displays (HMD). Augmented reality technology has the potential to revolutionize education and training. By overlaying digital information on the real world, learners can gain a deeper understanding of complex concepts. In addition, situational awareness training for disasters can be greatly enhanced through the use of augmented reality.

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.

In traditional learning, students frequently need help mastering mathematical concepts due to the complexity of the content and static and non-interactive teaching methods. However, the ubiquity of mobile phones and their enabling impact on Augmented Reality (AR) technology improves learning experiences. Augmented Reality (AR) specifically fosters spatial thinking through visual augmentations and enables interactions with dynamic content. In this paper, we propose a mobile Augmented Reality (AR) learning system that utilizes these visual augmentations to present educational hints of different textual- and graphical types. The system considers teachers’ and students’ perspectives and provides respective interfaces. These interfaces are a web-based authoring tool for teachers and a mobile Augmented Reality (AR) application for students. We conclude our work with ideas for future Augmented Reality (AR)-based learning systems.

Current Mobile Augmented Reality (AR) browsers do not reflect users' immediate contexts and lack support for contextual interaction. Such limitations turn users away from the experience, even those who are genuinely interested in the technology. Mobile AR needs a serious move towards a better experience driven by user generated content. This paper discusses InterAKT, a mobile augmented reality browser that extends existing crowd sourced geo-tagged data while enabling in-situ content creation. Bringing such capabilities together in a lightweight solution introduces many challenges on the architectural and the user interface level. InterAKT is designed to enhance content display, navigation and interaction for mobile AR users, while enabling them to create their own AR experiences. In this paper, we discuss how InterAKT was designed to overcome the challenges for mobile augmented reality, such as noisy sensor data, limited display and the lack of relevant content. We discuss the results of an initial evaluation conducted remotely with users in different countries. The results show success in engaging users in mobile AR using crowd sourced content.

In this article, we present a client/server augmented reality (AR) system for viewing complex assembly models on mobile phones. Complex model information is located on a PC which takes care of all of the heavy AR tracking and rendering computation. A camera phone is used as a client to show this information, augmented on still images as animated view. The mobile phone interface also supports correct masking of the assembly pieces as they come together, as well as a graphics only viewing mode intended for better understanding of the assembly process. In addition to describing the mobile augmented assembly system we present results from two pilot user studies evaluating elements of the user interface. INTRODUCTION In order to remain competitive, today’s industry is employing a growing number of product variations with shorter and shorter life cycles, requiring efficient ways to handle the production planning and processing. Assembly line workers face more and more complex tasks and an increasing memory load is posed by the new production needs. Experienced workers may be able to handle several product variants at the same time, but new workers require training and guidance to handle the work tasks. Related activities such as maintenance and repair also require a lot of know-how of complex products. Guidance in assembly tasks is commonly provided by using printed blueprints or other documents. However, these are mainly two dimensional images or text while the real assembly task is three dimensional, making the relationship between parts hard to understand. Computer based technologies have been developed such as electronic guides, multimedia training material and interactive documents. However, these typically require the user to turn away from the assembly task to study a computer screen separate from the workspace. In our research we explore how augmented reality (AR) technology can be used to provide more intuitive guides to assist with assembly, repair and training tasks. With AR technology, synthetic objects can be merged with the user’s view of the real world so that the user can perform the assembly task without needing to look at a separate screen. The virtual objects appear in the correct position so that AR enables the creation of realistic looking 3D animated assembly “manuals”. Other researchers have developed prototype AR systems for supporting assembly tasks. These are typically based on head mounted displays (HMDs) connected to desktop or wearable computers. However, wearable computers are relatively expensive, they have a short battery life, and taking them into a harsh industrial environment is not always possible. Head mounted displays can also be bulky, they involve safety issues, and many workers are reluctant to wear them. To overcome these disadvantages, we are interested in developing a reliable mobile phone based AR assembly system. Today’s mobile phones have fast processors, significant memory, 3D graphics support, and high resolution displays. They contain various accessories that can be used for developing mobile AR applications such as good quality cameras, connectivity by Bluetooth, WLAN and GPRS, and various SAM.700.003.1155

Augmented reality (AR) technologies are becoming state-of-the-art in the mobile technology domain. However, developing successful end user services around AR is still in its infancy, which is partially resulting from the lack of user research regarding potential users' expectations and user acceptance in the particular area. In order to identify the most potential use cases and contexts, in which mobile AR could be utilized, it is important to evaluate already the early service concepts with potential end users. This paper reports an online survey for evaluating the user acceptance of five different mobile AR scenarios, as well as for understanding the potential and risks or mobile AR in general. The results show ambivalent attitudes towards mobile AR services but also imply that the scenarios demonstrating pragmatic relevance were valued over pleasure oriented ones. AR was seen to make contextually relevant information easily available and allow novel interaction possibilities with the physical world. Distrust arose with fears of information flood, users' loss of autonomy, and virtual replacing the real. The respondents' level of technological orientation was found to highly affect the overall acceptance of the scenarios. The results help in considering key acceptance issues and potential users' expectations in the development of future mobile AR services.

Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to get access to an abundance of resources on digital platforms. This paper presents a literature review, exploring the potential of using Mobile Augmented Reality (AR) and Virtual Reality (VR) technologies to support experiential learning in South African institutions. While there have been studies which aim to assess the use of AR and VR for educational purposes such as in mining safety education in South Africa, there is a need for studies that look at the potential of AR and VR in augmenting higher educational institutions such as universities and Technical and Vocational Education and Training (TVET) colleges which require students to complete an experiential learning component in their studies in order to complete their qualifications. The study aims to establish the potential role that AR and VR can provide in enhancing experiential learning by providing students with practical experience in various educational fields, leveraging augmented and virtual reality technologies to simulate such learning environments.

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