Augmented reality tools for sports education and training

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

Presently, the quick innovative development has prompted technology assessment that is in accordance with the presence of industrial revolution 4.0. Notwithstanding, the field of education is also not on left behind in the current 4.0 industry development which directed to education 4.0. There are 9 pillars of revolution 4.0 and essentially, augmented reality and internet of things (IoT) are the important pillars that has been used for this research. Likewise, revolution 4.0 is an innovation that moves from the digital age to the physical cyber era. With the launching of Malaysia Education Development Plan 2015-2025 for higher education steps have been taken to push the Technical and Vocational Education and Training (TVET) which includes special intervention in teaching and learning in this field. Similarly, augmented reality being the interactive method of technology that has been hypnotize peoples especially generation Z. In this regard, 21st Century learning methods are subjected to the technology based in order to attract the student. Consequently, the researchers have made a study on augmented reality technology approach towards Mechanical Workshop practice 1 especially in welding workshop, machine workshop and fitting workshop among the Mechanical engineering students in Politeknik Tuanku Syed Sirajuddin, Arau, Malaysia in order to produce an innovation that can be impacted and interactive to the students. As a result, the innovation of Mechanical Workshop Practice with Augmented Reality approach has been created. Product development of mechanical practice has been done using ADDIE model approach. Hence, this innovation shows that augmented technology was suitable to adapt in 21th century learning method that can be impacted to the students. This innovative product has wide opportunity to be marketed to all Polytechnics in Malaysia and all Malaysian institutes of higher education which have Mechanical Engineering department.

Reality check

Introduction. The relevance of the study is to characterize the transformation of higher education caused by the rapid development of multipolarity as a new geopolitical model of the world, which determines the strategic directions of the sociocultural significance of personnel training in physical culture and sport in educational institutions of higher education in our country. The aim of the study is to identify the sociocultural significance of the educational process of training personnel in physical culture and sport in higher education. Materials and methods. Research materials: scientific articles (platforms: eLIBRARY.RU, Scopus, Web of Science); information and analytical materials based on the results of monitoring the activities of higher education institutions of physical culture and sport in Russia. Results. Within the framework of this study the structural features were revealed and the concept of sociocultural significance of training in physical culture and sport in the system of higher education was formulated. The obtained results of the study are significant for an in-depth understanding of the essence of the sociocultural significance of personnel training in physical culture and sport in the system of higher education, allow us to identify its invariant components and ensure the integrity of the process, carry out predictive assessments of the data, as well as priorities of personnel policy, improving the quality of life, preserving and strengthening the health of the population, human capital growth. KEYWORDS Conclusion. The conducted research allowed us to formulate the concept of sociocultural significance of personnel training in physical culture and sport in the system of higher education, which is derived from a set of level relevant components of the sociocultural vector of global states; sociocultural functions of higher education in the space of dialogue of cultures; physical culture and sport industry; national strategic vectors of industry development; professional standards in the field of physical culture and sport; regional peculiarities of the system of higher education

This paper presents two positions about the use of augmented reality (AR) in healthcare scenarios, informed by the authors’ experience as an interdisciplinary team of academics and medical practicioners who have been researching, implementing, and validating an AR surgical telementoring system. First, AR has the potential to greatly improve the areas of surgical telementoring and of medical training on patient simulators. In austere environments, surgical telementoring that connects surgeons with remote experts can be enhanced with the use of AR annotations visualized directly in the surgeon’s field of view. Patient simulators can gain additional value for medical training by overlaying the current and future steps of procedures as AR imagery onto a physical simulator. Second, AR annotations for telementoring and for simulator-based training can be delivered either by video see-through tablet displays or by AR head-mounted displays (HMDs). The paper discusses the two AR approaches by looking at accuracy, depth perception, visualization continuity, visualization latency, and user encumbrance. Specific advantages and disadvantages to each approach mean that the choice of one display method or another must be carefully tailored to the healthcare application in which it is being used.

This study investigated the effects of teaching history of computing with videos of historical figures. Augmented reality (AR) techniques were applied to assist student accessing the videos of historical figures while reading a printed textbook. Whenever a student was interested in a historical figure, one could use a tablet PC to scan the figure's picture, and the corresponding video about the person would then be played on the screen. We adapted thirteen videos of historical figures in computer network field and adopted a quasi-experimental method to evaluate the effectiveness of the AR-based learning approach. Two classes of high school students, with a total of 84 students, participated in the experiment. One class of the students used Tablet PCs to access the videos of historical figures, and the other class using traditional didactic instruction served as the control group. The data collected for analysis are students' achievement test scores and answers to a questionnaire, which consists of questions on attitudes toward learning, perspectives of nature of science, and perceptions on the AR activities. Our findings showed that the AR-based historical figure videos helped students comprehend learning contents and promoted their attitudes toward learning. Students appreciated the convenience of using AR tools to access the history videos. Future research should investigate other approaches to integrate AR with the videos of historical figure, and in general, to integrate AR with other media format of computing history.

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.

A dedicated workstation and its corresponding viewing software are essential requirements in breast screener training. A major challenge of developing further generic screener training technology (in particular, for mammographic interpretation training) is that high-resolution radiological images are required to be displayed on dedicated workstations whilst actual reporting of the images is generally completed on individual standard workstations. Due to commercial reasons, dedicated clinical workstations manufactured by leading international vendors tend not to have critical technical aspects divulged which would facilitate further integration of third party generic screener training technology. With standard workstations, it is noticeable that the conventional screener training depends highly on manual transcription so that traditional training methods can potentially be deficient in terms of real-time feedback and interaction. Augmented reality (AR) provides the ability to co-operate with both real and virtual environments, and therefore can supplement conventional training with virtual registered objects and actions. As a result, realistic screener training can co-operate with rich feedback and interaction in real time. Previous work1 has shown that it is feasible to employ an AR approach to deliver workstation-independent radiological screening training by superimposing appropriate feedback coupled with the use of interaction interfaces. The previous study addressed presence issues and provided an AR recognisable stylus which allowed for drawing interaction. As a follow-up, this study extends the AR method and investigates realistic effects and the impacts of environmental illumination, application performance and transcription. A robust stylus calibration method is introduced to address environmental changes over time. Moreover, this work introduces a completed AR workflow which allows real time recording, computer analysable training data and further recoverable transcription during post-training. A quantitative evaluation results show an accuracy of more than 80% of user-drawn points being located within a pixel distance of 5.

With the rapid growth of Augmented Reality (AR), more research is being conducted to determine how well this technology works in the educational setting. However, a review of the effectiveness of AR in students’ vocabulary learning is scarce despite its importance in sustaining education. Thus, this paper employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method to highlight AR technology's potential as an educational tool. Advanced searching has been used through Scopus and Web of Science (WoS) databases, the main platforms for article sources. Based on the search results, we discovered (n = 20) published articles that associated AR in vocabulary teaching and learning were extracted out of (n = 83) from 2018 to 2023. The results suggested the research objectives, methods and tools, participants, and AR applications. Expert scholars decided to develop three themes, which are (1) the usage of AR in vocabulary teaching and learning, (2) the effect of AR-assisted on student’s learning performance, and (3) issues and obstacles. This study also demonstrated that AR technology might be perceived as a platform for personalized learning, which is one of the affordances of this technology. It might improve learning outcomes, particularly in vocabulary acquisition and learning satisfaction. It might also help with the development of linguistic performance. In conclusion, this systematic study aims to add crucial information to the current knowledge, providing valuable insights for educators, researchers, and policymakers, ultimately paving the way for more targeted and impactful AR-assisted vocabulary learning experiences in diverse educational settings.

Addressing the growing challenges of climate change, environmental degradation and resource scarcity requires innovative and accessible approaches to sustainability. Augmented Reality (AR), a technology that overlays digital content onto the physical environment, offers new possibilities for engaging with complex environmental systems through interactive and location-specific experiences. While AR has been widely adopted in cultural heritage settings to enrich museum exhibitions and enhance visitor engagement, its potential is now being explored in response to environmental and sustainability concerns. This paper examines AR use cases across three key domains: renewable energy, green technology and the circular economy. These examples show how AR supports data visualisation, system monitoring and real-time guidance to enable more sustainable practices. Applications include energy system planning, environmental awareness, sustainable mobility and waste reduction through recycling, repair and creative reuse. Through these applications, AR translates abstract sustainability concepts into accessible and actionable experiences that enhance understanding, foster behavioural change and support informed decision making. In addition, the paper considers AR’s broader capacity to connect knowledge, place and emotion, making it a valuable tool for public education, technical training and community engagement. By extending immersive technologies beyond entertainment and traditional learning contexts, AR presents a promising contribution to the design and delivery of sustainability strategies. This paper supports the wider integration of digital innovation into sustainability efforts and positions AR as a meaningful enabler of environmental awareness and practical action.

Accurate implant orientation reduces wear and increases stability in arthroplasty but is a technically demanding skill. Augmented reality (AR) headsets overlay digital information on top of the real world. We have developed an enhanced AR headset capable of tracking bony anatomy in relation to an implant, but it has not yet been assessed for its suitability as a training tool for implant orientation. (1) In the setting of simulated THA performed by novices, does an AR headset improve the accuracy of acetabular component positioning compared with hands-on training by an expert surgeon? (2) What are trainees' perceptions of the AR headset in terms of realism of the task, acceptability of the technology, and its potential role for surgical training? Twenty-four study participants (medical students in their final year of school, who were applying to surgery residency programs, and who had no prior arthroplasty experience) participated in a randomized simulation trial using an AR headset and a simulated THA. Participants were randomized to two groups completing four once-weekly sessions of baseline assessment, training, and reassessment. One group trained using AR (with live holographic orientation feedback) and the other received one-on-one training from a hip arthroplasty surgeon. Demographics and baseline performance in orienting an acetabular implant to six patient-specific values on the phantom pelvis were collected before training and were comparable. The orientation error in degrees between the planned and achieved orientations was measured and was not different between groups with the numbers available (surgeon group mean error ± SD 16° ± 7° versus AR 14° ± 7°; p = 0.22). Participants trained by AR also completed a validated posttraining questionnaire evaluating their experiences. During the four training sessions, participants using AR-guidance had smaller mean (± SD) errors in orientation than those receiving guidance from the surgeon: 1° ± 1° versus AR 6° ± 4°, p < 0.001. In the fourth session's assessment, participants in both groups had improved (surgeon group mean improvement 6°, 95% CI, 4-8°; p < 0.001 versus AR group 9°, 95% CI 7-10°; p < 0.001). There was no difference between participants in the surgeon-trained and AR-trained group: mean difference 1.2°, 95% CI, -1.8 to 4.2°; p = 0.281. In posttraining evaluation, 11 of 12 participants would use the AR platform as a training tool for developing visuospatial skills and 10 of 12 for procedure-specific rehearsals. Most participants (11 of 12) stated that a combination of an expert trainer for learning and AR for unsupervised training would be preferred. A novel head-mounted AR platform tracked an implant in relation to bony anatomy to a clinically relevant level of accuracy during simulated THA. Learners were equally accurate, whether trained by AR or a surgeon. The platform enabled the use of real instruments and gave live feedback; AR was thus considered a feasible and valuable training tool as an adjunct to expert guidance in the operating room. Although there were no differences in accuracy between the groups trained using AR and those trained by an expert surgeon, we believe the tool may be useful in education because it demonstrates that some motor skills for arthroplasty may be learned in an unsupervised setting. Future studies will evaluate AR-training for arthroplasty skills other than cup orientation and its transfer validity to real surgery. Level I, therapeutic study.

ObjectiveThe aim of this study was to investigate the feasibility of using augmented reality (AR) glasses in central line simulation by novice operators and compare its efficacy to standard central line simulation/teaching.DesignThis was a prospective randomized controlled study enrolling 32 novice operators. Subjects were randomized on a 1:1 basis to either simulation using the augmented virtual reality glasses or simulation using conventional instruction.SettingThe study was conducted in tertiary-care urban teaching hospital.SubjectsA total of 32 adult novice central line operators with no visual or auditory impairments were enrolled. Medical doctors, respiratory therapists, and sleep technicians were recruited from the medical field.Measurements and main resultsThe mean time for AR placement in the AR group was 71±43 s, and the time to internal jugular (IJ) cannulation was 316±112 s. There was no significant difference in median (minimum, maximum) time (seconds) to IJ cannulation for those who were in the AR group and those who were not (339 [130, 550] vs 287 [35, 475], p=0.09), respectively. There was also no significant difference between the two groups in median total procedure time (524 [329, 792] vs 469 [198, 781], p=0.29), respectively. There was a significant difference in the adherence level between the two groups favoring the AR group (p=0.003).ConclusionAR simulation of central venous catheters in manikins is feasible and efficacious in novice operators as an educational tool. Future studies are recommended in this area as it is a promising area of medical education.

With the increasing attention to the role of parents in children’s learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents’ conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents’ conceptions of and approaches to AR learning. Further analysis identified the relationships between parents’ conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child–parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.

Considering the alarming increase in cyberattacks and their potential financial implications, the importance of cybersecurity education and training cannot be overstated. This paper presents a systematic literature review that examines different cybersecurity education and training techniques with a focus on symmetry. It primarily focuses on traditional cybersecurity education techniques and emerging technologies, such as virtual reality (VR) and augmented reality (AR), through the lens of symmetry. The main objective of this study is to explore the existing cybersecurity training techniques, identify the challenges involved, and assess the effectiveness of cybersecurity training based on VR and AR while emphasizing the concept of symmetry. Through careful selection criteria, 66 primary studies were selected from a total of 150 pertinent research studies. This article offers valuable insights into the pros and cons of conventional training approaches, explores the use of VR and AR in cybersecurity education concerning symmetry, and thoroughly discusses the challenges associated with these technologies. The findings of this review contribute significantly to the continuing efforts in cybersecurity education by offering recommendations for improving employees’ knowledge, engagement, and motivation in cybersecurity training programs while maintaining symmetry in the learning process.

At present, there is less software related to sport technical behavior recognition, and there are few studies on the classification and identification of detailed actions. By introducing computer technology to analyze the efficiency and regularity of sports, not only the characteristics of athletes can be excavated, but also the visibility and dynamic tracking of sport training can be provided. The process of sports education is a fast and complex systematic process. Through the interactive system of physical education, we can use different methods to collect sports data and make a comparative analysis of athletes’ movements. Through the data mining of the relationship between athletes’ physiological indexes and sports load, the unreasonable link in sports training can be avoided. Also, in sports training, we can use computer vision and modern biomechanics to construct a virtual sports education situation. With the classification accuracy as the fitness function, this paper collects the data through the network database, and returns the corresponding sport training parameters on this basis. The results showed that the accuracy of the model was nearly 98%, which met the actual demand. Therefore, the development of sports education assistant system can provide strong support for the process control of sports training and education.