Combining AR and ball-shape input interface to control remotely a robot-arm

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

Real world virtual world communication and interaction will be a cornerstone of future intelligent manufacturing ecosystems. Human robotic interaction is considered to be the basic element of factories of the future. Despite the advancement of different technologies such as wearables and Augmented Reality (AR), human-robot interaction (HRI) is still extremely challenging. Whilst progress has been made in the development of different mechanisms to support HRI, there are issues with cost, naturalistic and intuitive interaction, and communication across heterogeneous systems. To mitigate these limitations, RoSTAR is proposed. RoSTAR is a novel open-source HRI system based on the Robot Operating System (ROS) and Augmented Reality. An AR Head Mounted Display (HMD) is deployed. It enables the user to interact and communicate through a ROS powered robotic arm. A model of the robot arm is imported directly into the Unity Game engine, and any interactions with this virtual robotic arm are communicated to the ROS robotic arm. This system has the potential to be used for different process tasks, such as robotic gluing, dispensing and arc welding as part of an interoperable, low cost, portable and naturalistically interactive experience.

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.

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

This study explores the integration of mobile Augmented Reality (AR) applications within the context of the National Museum of Malaysia, focusing on enhancing the educational experience for visitors. The project aims to address the challenge of enhancing museum experiences through innovative technologies. The research problem centers on designing an AR application for the National Museum of Malaysia to enrich the visitor engagement and understanding, as stemmed from the decline in museum visitors, with the National Museum of Malaysia experiencing a staggering 70% drop in income in 2020 and 2021. Utilizing Unity Editor and other libraries, the project developed the National Museum AR App, featuring four distinct AR experiences corresponding to different exhibits within the museum. Methods involve AR content creation, user testing, and data analysis. Overall, findings suggest that the AR application effectively meets visitors' learning needs and enhances the educational value of museum exhibits by providing unique AR features. The significance of the project lies in its potential to transform cultural heritage tourism by bridging the gap between traditional museum experiences and digital engagement. The study also serves as a preliminary investigation to guide the future development and deployment of AR applications within the museum setting.

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.

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

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Brain-computer interface (BCI) has great potential to replace lost upper limb function. Thus, there has been great interest in the development of BCI-controlled robotic arm. However, few studies have attempted to use noninvasive electroencephalography (EEG)-based BCI to achieve high-level control of a robotic arm. In this paper, a high-level control architecture combining augmented reality (AR) BCI and computer vision was designed to control a robotic arm for performing a pick and place task. A steady-state visual evoked potential (SSVEP)-based BCI paradigm was adopted to realize the BCI system. Microsoft's HoloLens was used to build an AR environment and served as the visual stimulator for eliciting SSVEPs. The proposed AR-BCI was used to select the objects that need to be operated by the robotic arm. The computer vision was responsible for providing the location, color and shape information of the objects. According to the outputs of the AR-BCI and computer vision, the robotic arm could autonomously pick the object and place it to specific location. Online results of 11 healthy subjects showed that the average classification accuracy of the proposed system was 91.41%. These results verified the feasibility of combing AR, BCI and computer vision to control a robotic arm, and are expected to provide new ideas for innovative robotic arm control approaches.

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

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

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.

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.

Augmented Reality (AR) is a rapidly evolving technology that overlays digital information onto the real world, enhancing user interaction and perception.This survey provides a comprehensive review of AR technologies, development frameworks, application domains, challenges, and future research directions.We discuss the fundamental components of AR systems, including hardware and software architectures, tracking and registration methods, and user interaction techniques.Furthermore, we explore various AR applications across industries such as healthcare, education, gaming, and manufacturing.Finally, we highlight key challenges and future opportunities in AR research, including AI integration, AR cloud, and ethical considerations.

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