Augmented Reality in Malls

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

In recent years, hardware and software advances in digital technology have prompted not only the commercial use of augmented reality (AR) systems, but its implementation in education. Marker-based AR systems allow users to input pre-designed markers, and generate new scenes blending together the real world and computer-generated 3D images. Nevertheless, few AR systems permit simultaneous interactions of multiple markers. This study aims to construct an interactive multimedia learning system. The story script showcases the growth of flowers by applying a series of markers, where interactions with 3D objects can be achieved through AR technology. Learners can use a camera to capture the information of multiple AR markers, and 3D objects and media can be generated on-screen. With variations in AR markers, and time changes of the Arduino Clock, one can learn the growth of plants during day and night through a mixed-reality virtual experience that brings fun to learning. Accordingly, this e-learning system is capable of boosting students' learning interests and improving their learning effectiveness.

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 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.

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.

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.

E-commerce platforms face the challenge of enabling customers to assess the utility of products in their intended environments, particularly in the home furniture sector. Augmented Reality (AR) presents a promising solution, with major companies like IKEA, Wayfair, and Overstock introducing AR applications. Nevertheless, a significant knowledge gap exists, prompting this research to delve into this void and scrutinize the economic value of AR in shaping consumers' Willingness to Pay (WTP) in the context of online auctions. This dissertation comprises three interconnected papers that collectively scrutinize the multifaceted impacts of AR on consumers' WTP in the specific realm of online auctions. The first paper investigates the influence of Augmented Reality (AR) in mobile e-commerce on consumers' perceived risks and WTP in online auctions. Grounded in perceived risk theory, the study addresses Perceived Psychological Risk, Perceived Social Risk, and Perceived Performance Risk. An online experiment involving 61 participants compared AR mobile e-commerce with a 3D mobile e-commerce interface, and data analysis utilized SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AR Mobile E-commerce significantly reduces perceived social risk, positively affecting WPT. However, AR in Mobile E-commerce does not substantially mitigate perceived psychological risk, and this risk dimension does not significantly affect WPT. Similarly, AR in Mobile E-commerce positively influences the reduction of perceived performance risk, but this risk dimension does not significantly influence WPT. Mediation analysis suggests that perceived social risk plays a crucial role as a mediator between AR in Mobile E-commerce and consumers' WPT. The second paper explores the impact of AR on consumers' WTP in an online auction context within mobile e-commerce, drawing on the experiential hierarchy model (EHM). The study posits that AR positively influences consumers' WTP compared to 3D product displays, triggering affective (enjoyment) and cognitive (perceived ownership and perceived product quality) responses, which subsequently influence behavioral responses (willingness to pay more). Analysis of 61 valid responses through PLS-SEM and SPSS 29 reveals that AR significantly enhances consumers' perceived enjoyment and perceived product quality, positively impacting their willingness to pay. However, perceived ownership does not directly affect willingness to pay. Demographic factors such as age, gender, purchase frequency, and income do not have a direct influence. Mediation analysis suggests that perceived enjoyment, perceived product quality, and perceived ownership do not significantly mediate the relationship between AR and WTP. The third paper addresses the lack of standardized AR application guidelines for e-commerce. Using sentiment analysis of 1,049 user reviews of the IKEA Place App, this study reveals predominant dissatisfaction with the app, leading to the development of a comprehensive set of AR mobile e-commerce design guidelines. The research also compares AR mobile e-commerce with traditional 3D versions, finding a statistically significant difference in usability, with the AR version considered more usable. However, there was no significant correlation between usability scores and participants' willingness to pay on both platforms. This study sheds light on AR's potential and challenges in e-commerce, offering insights into enhancing user experience and economic outcomes. In conclusion, this dissertation contributes to the understanding of how AR impacts consumers' WTP in the context of online auctions within e-commerce, addressing perceived risks, experiential responses, and design guidelines. These findings offer valuable insights for e-commerce businesses seeking to harness AR's potential to enhance the shopping experience and drive revenue growth.

Purpose To explore research relating to the use of Augmented Reality (AR) technology for rehabilitation after stroke in order to better understand the current, and potential future application of this technology to enhance stroke rehabilitation. Methods Database searches and reference list screening were conducted to identify studies relating to the use of AR for stroke rehabilitation. These studies were then reviewed and summarised. Results Eighteen studies were identified where AR was used for upper or lower limb rehabilitation following stroke. The findings of these studies indicate the technology is in the early stages of development and application. No clear definition of AR was established, with some confusion between virtual and augmented reality identified. Most AR systems engaged users in rote exercises which lacked an occupational focus and contextual relevance. User experience was mostly positive, however the poor quality of the studies limits generalisability of these findings to the greater stroke survivor population. Conclusion AR systems are currently being used for stroke rehabilitation in a variety of ways however the technology is in its infancy and warrants further investigation. A consistent definition of AR must be developed and further research is required to determine the possibilities of using AR to promote practice of occupations in a more contextually relevant environment to enhance motor learning and generalisation to other tasks. This could include using AR to bring the home environment into the hospital setting to enhance practice of prioritised occupations before returning home. IMPLICATIONS FOR REHABILITATION There is a developing body of evidence evaluating the use of various forms of AR technology for stroke rehabilitation. User motivation and engagement in rehabilitation may improve with the use of AR. A clear and consistent definition for AR must be developed. Ongoing work could explore how AR systems support engagement in, and promote motor learning that links to, meaningful occupations.

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.

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.

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.

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.

Concepts for user interfaces are developed in order to enable humans exchanging information and having a better understanding of different processes. With the rise of technology, concepts of enriching our environments with computer-generated graphics appeared in the 1960s. The expansion of visual perception of the surrounding is the core of Augmented Reality (AR). Many AR applications have been appearing in different areas, opening the door for revolutionizing and changing interactivity models and the way people perform tasks. Even though AR systems’ structures are well defined, applications are not yet widespread. One of the main reasons for this is that AR system developers face difficulties with developing their applications and adapting them to different hardware. Each hardware set (i.e. AR device) requires different software development kits and different technical requirements. That leaves AR concepts hard to be scaled and implemented in real life scenarios. One more additional challenge facing the implementing of AR is that AR mostly relies on complex vision-based algorithms. Based on that, this paper explores a lightweight, modular, and cross-platform solution. It presents a novel framework based on redesigning the AR pipeline, introducing a prototype of a solution where AR can operate within the cloud, converting all AR devices into thin clients with high performance capability. This also contributes directly to the Industry 4.0 aim of preparing the way for digitalized and optimized processes in a connected and integrated network.

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.