FLARE: Fast layout for augmented reality applications

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.

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.

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.

With the development of Apple’s ARKit and Google’s ARCore, mobile augmented reality (AR) applications have become much more popular. For Android devices, ARCore provides basic motion tracking and environmental understanding. However, with current software frameworks it can be difficult to create an AR application from the ground up. Our solution is CalAR, which is a lightweight, open-source software environment to develop AR applications for Android devices, while giving the programmer full control over the phone’s resources. With CalAR, the programmer can create marker-less AR applications which run at 60 frames per second on Android smartphones. These applications can include more complex environment understanding, physical simulation, user interaction with virtual objects, and interaction between virtual objects and objects in the physical environment. With CalAR being based on CalVR, which is our multi-platform virtual reality software engine, it is possible to port CalVR applications to an AR environment on Android phones with minimal effort. We demonstrate this with the example of a spatial visualization application.

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.

Effective classroom management is very important to create a conducive learning environment for students, especially in elementary schools. Along with technological developments, Augmented Reality (AR) applications have emerged as a tool that can increase interactivity and attractiveness in the learning process. This article discusses the application of AR applications in classroom management in elementary schools to increase students' interest, motivation and understanding of subject matter. AR applications allow students to interact directly with virtual objects that enrich their learning experience, both in visual and kinesthetic learning. The main benefits of using AR include increased student engagement, visualization of complex material, and more structured and engaging classroom management. However, its implementation also faces challenges such as limited technological infrastructure and training needs for teachers. This research suggests that schools can prepare supporting devices and provide adequate training to teachers to optimize the use of this technology in learning. Thus, AR applications can be an innovative solution in creating a more interesting and effective learning experience in elementary schools.

The aim of this study is to examine the effects of Augmented Reality (AR) applications, which are a new approach in education, on students' achievement and attitudes. For this purpose, on the basis of science education, a content, which was consistent with the syllabus, about atomic structure and atom models in the topic of structure and properties of matter was developed by the experts for the 7th grade students in secondary education and AR applications were integrated into the content. The Vuforia SDK software was used to design the content. The study was conducted on 205 secondary school students from six classes enrolled in a school in province of Gaziantep, in 2017-2018 academic year. Experimental group (n=103) and control group (n = 102) were randomly assigned. In this study, pretest-posttest with control group quasi-experimental design was used. The data of the study were collected using the achievement test, the Augmented Reality Applications Attitude Scale (ARAAS) and a semi-structured interview. The quantitative data were analyzed using t test while the qualitative data were analyzed using descriptive analysis. The results of the statistical analysis indicated that the teaching method integrated with AR applications was a more successful method in promoting students' achievement of Atomic Structure and Atom Models compared to the traditional teaching method. In addition, students with a high level of interest in technology have been more successful in the tests than those with less interested. On the other hand, the data from the ARAAS applied to the experimental group indicated that student attitudes are positive, they are satisfied with using the AR, they do not carry concerns about use and they want to use them in different courses in the future. The experimental group students, through the semi-structured interview form, reported that the AR applications made significant contributions to the educational environment and the teaching process.

With the growing appeal of real-time interactions between physical views and virtual objects in augmented reality (AR) applications among contemporary users, optimizing power consumption is crucial for extending the battery life of mobile devices. This paper delves into methods for reducing power consumption specifically in mobile OLED devices when running AR applications, depending on user behaviors. Initially, we introduce a detection algorithm designed to accurately identify user status using cost-effective sensors. Subsequently, we present two dynamic configurations aimed at adjusting the display of physical views and virtual objects based on user visual attention of AR applications. The results of extensive experiments conducted on a commercial smartphone using an open-source AR application to assess the performance of the proposed power-saving design are highly promising.

This paper presents the development of a learning-teaching methodology, based on the application of virtual and augmented reality. Its aim is to develop a teaching system based on immersive technologies containing 3D virtual environments. Lack of specialized workspace can be partially conciliated with the use of simulators for different areas of knowledge. Technical contributions of researchers in engineering areas are considered. The quality of the methodological design is verified through virtual laboratory sessions in simulated environments. Benefits of having these spaces include greater ease of access to laboratories when student populations are numerous, relieve in conducting controlled experiments without fear of experiencing equipment failures. For the execution of this work, bibliographic search on immersive methodologies applied to learning has been done. Works that contribute to virtual education, enhanced by the application of augmented reality, were selected. The second step has been the construction of a proposal of the teaching methodology for virtualized learning.

Many mobile applications have emerged thanks to the technological developments that have taken place today. One of these applications is the augmented (virtual) reality application used on smartphones and tablets. Some augmented reality applications are being prepared using 4D-technology and transforming the virtual environment into real life. The present research is to investigate the views of the students about the use of augmented reality applications with 4D-technology related to the ‘Systems in Our Body’ unit in our 6th-grade science class. This study was conducted using phenomenological method in the scope of qualitative research. In this study, the participants consisted of nine students who volunteered to participate in this research. The data were obtained from semi-structured interviews. The data of the interviews with seven students were recorded on voice recorder and then the data were transferred to the text. The interview data of two students who did not want to record their interviews were written with pen-paper and transcripted. The analysis of the data was carried out by content analysis using the NVivo 9 program. The findings obtained in this research showed that the result of the augmented reality application was that the systems in our body unit is effective in better understanding, increasing the motivation of the students to science lessons and making the lessons fun.

Çalışmada öğrencilerin artırılmış gerçeklik uygulamalarına yönelik tutumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Çalışma nicel ve nitel yöntemlerin birlikte kullanıldığı karma yöntemsel yaklaşımla desenlenmiş ve 10 farklı okuldan toplam 618 lise öğrencisi ile gerçekleştirilmiştir. Nicel verilerin toplanmasında, Küçük, Yılmaz, Baydaş ve Göktaş (2014) tarafından geliştirilen “Artırılmış Gerçeklik Ölçeği” kullanılmıştır. Nitel verilerin toplanmasında ise yarı yapılandırılmış görüşme formu hazırlanmış ve bu form aynı çalışma grubu içerisinde yer alan her bir okuldan 2 öğrenci olmak üzere toplam 18 öğrenci ve biyoloji dersini veren 7 öğretmene uygulanmıştır. Nicel verilerin çözümlenmesinde bağımsız örneklem t-testi ve tek-yönlü ANOVA testinden yararlanırken, nitel veriler içerik analizi ile çözümlenmiştir. Yapılan analizler sonucunda öğrencilerin artırılmış gerçeklik (AG) uygulamalarına karşı olumlu tutum içerisinde oldukları ve AG uygulamalarına yönelik tutumlarının cinsiyet, okul türü ve günlük ortalama internet kullanım süresi değişkenleri açısından anlamlı farklılık oluşturduğu ortaya çıkmıştır. Öğrenci görüşlerinden elde edilen bulgulara göre AG uygulamaların öğrenci öğrenmelerini kolaylaştırdığı, kalıcılığı arttırdığı, görsellik sağlaması sebebiyle ilgi çekici olduğu ve öğrencilerin müfredat içerisinde birçok farklı derslerde de bu tür uygulamaları kullanmak istedikleri ortaya çıkmıştır. Bununla birlikte öğretmenlerden alınan görüşler çerçevesinde de derslerde AG uygulamalarının kullanılmasının, öğrencilerin derse yönelik ilgisinde ve akademik başarılarında artış sağlama, kalıcı öğrenme, araştırma yapmaya yönlendirme ve müfredata destek olma gibi olumlu durumlara imkân verdiği görülmüştür.

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.

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.