Foundations of Augmented Reality Technology

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

The development and structuring of an augmented reality (AR) platform integrating image processing, deep learning, and spatial tracking techniques have yielded promising results. AR technology, which enhances real-world objects with computer-generated information, holds vast potential for education, entertainment, and industry. Image processing enables real-time object detection, recognition, and tracking within the user's environment, while deep learning models enhance pattern recognition accuracy. Spatial tracking techniques ensure seamless integration of virtual content with the physical world, providing immersive AR experiences. Ant colony optimization (ACO) algorithms further enhance the AR platform's functionality by optimizing object placement and interaction. ACO mimics ant behavior to find optimal paths through graphs, effectively optimizing spatial layout and user interaction patterns in dynamic environments. The integration of ACO into the AR platform facilitates efficient pathfinding for augmented objects and enhances the system's responsiveness to user inputs. The successful implementation of the AR platform underscores its potential to revolutionize various industries, including healthcare, education, and marketing. By leveraging AI-driven algorithms and optimization techniques, AR systems can deliver personalized and engaging experiences that blur the boundaries between the digital and physical worlds. These results pave the way for future advancements in AR technology, driving innovation and reshaping human-computer interaction paradigms.

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 Covid-19 pandemic has hit Indonesia since the beginning of 2020 and is still continuing. The education sector has experienced a considerable impact, face-to-face learning must be replaced with all-online activities. Many problems arise from online learning, such as inadequate infrastructure, an ineffective learning system and difficulties in understanding the material. Medical education has an impact on the current situation because most of the learning uses infrastructure and direct practice, it is necessary to have alternative learning methods that can improve the quality of learning. Currently, video conference media technology can assist learning activities so that instructors can still explain material to students through virtual media. For medical students who need practice and infrastructure facilities, this technology is still not enough to support their learning media. The idea came up “Application of Learning Module in Health Field based on Extended Reality (sub chapter: Augmented Reality)” This application combines Virtual Reality, Augmented Reality, and Mixed Reality. Augmented reality is a technology that is suitable to be implemented in medical learning because students do not need to prepare anything to perform simulations, just devices and internet networks. For feeding and drinking to the elderly, some items are needed to start the practicum, with this augmented reality there is no need to prepare all of these items, and also reduce contact with other people during a pandemic like this. Users can connect to each other in different devices and environments according to their respective devices. In this application, Augmented Reality acts as a technology that combines the real and virtual worlds by adding virtual objects into the real world. Users can use devices that have cameras such as cellphones or laptops so they can see virtual objects. This virtual object can be seen by all users and each user is able to interact with it in real time. As for the temporary test results, it was found that Augmented Reality has been tested and integrated with other immersive technologies with Web-XR. Interaction in Augmented Reality on Web-XR using a touch screen as well as several nursing SOP have been created and simulated using Augmented Reality technology. As for the final test in this final project, Augmented Reality technology based on WebXR has been running smoothly according to the specifications of the device used to open WebXR. If the device used to access WebXR has a high specification, then WebXR will run optimally, otherwise when the device specification is low, WebXR will not run optimally. The interaction used in WebXR-based Augmented Reality is touchscreen. The author tested this system to the user, the user here is a medical student. testing proves that this system is very helpful in terms of efficiency, users don't need to prepare tools repeatedly when they want to do simulations, just open WebXR and users can do the simulations provided. In testing the system, the author uses the PIECES framework (Performance, Information, Economics, Control and Security, Efficiency, Service) and produces an average score of 4.1. Then the user is categorized as satisfied with the system that was built.

Recupera algunos de los elementos menos estudiados y reconocidos en el ensayo latinoamericano: su profunda vocación de reflexión, diálogo y mediación intelectual; su plasticidad y apertura a la búsqueda del sentido; su vínculo con la sociabilidad, la conversación y la generación de un espacio simbólico de encuentro; su capa cidad de establecer una nueva retroalimentación entre lectura y escritura.

<p>The development of Virtual Reality (VR) and Augmented Reality (AR) technologies has significantly transformed the tourism industry, including travel agencies in Indonesia. This study aims to analyze the adoption level and impact of VR and AR technology implementation in travel agencies in Indonesia. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical framework<em>,</em> this research combines a literature review, case studies, and interviews as the research methodology. The case studies involve ten of the largest travel agencies in Indonesia that have implemented VR and AR technologies in their marketing strategies. Semi-structured interviews were conducted with representatives from these travel agencies to gain an in-depth understanding of the experiences, challenges, and benefits of implementing VR and AR technologies. The researcher carried out data triangulation by comparing findings from the literature review, case studies, and interviews to ensure the validity of the research findings. The results indicate that the adoption of VR and AR technologies by travel agencies in Indonesia is still in its early stages. However, travel agencies implementing VR and AR technologies report significant positive impacts, such as increased tourist interest, enhanced product differentiation, and improved customer engagement. The case studies demonstrate that implementing VR and AR technologies helps travel agencies promote tourist destinations more innovatively and attractively. Nevertheless, several challenges are also encountered, such as the high cost of developing VR and AR content, regular content updates, and the limited human resources skills needed to operate these technologies. This research contributes to understanding the adoption and impact of VR and AR technology implementation in travel agencies in Indonesia. The findings of this study can assist travel agencies in evaluating the potential adoption of VR and AR technologies and developing effective implementation strategies.</p><p><strong>Keywords:</strong> <em>Virtual Reality, Augmented Reality, travel agencies, adoption level, implementation impact.</em></p>

Objective: Based on the unique interactive characteristics of augmented reality (AR) technology, this study explores its application in the design research of cultural heritage protection and inheritance. By leveraging AR's advantages, such as efficient user experience, integration of the real and virtual worlds, and overlaying of virtual and real information, this study aims to investigate new approaches to cultural heritage protection and inheritance. Method: This study analyzes existing AR application cases both domestically and internationally, explores the role of AR technology in the field of cultural heritage protection and inheritance, and summarizes the design principles of AR technology in cultural heritage protection and inheritance projects. Taking Suzhou's cultural heritage as an example, this study conducts AR project design and implementation targeting cultural heritage, and through the project, conducts empirical research to prove the practical feasibility of the design principles, providing some reference for the application of AR technology in cultural heritage protection and inheritance. Results: AR technology has to some extent addressed the challenges posed by traditional preservation methods, effectively enhancing the public's understanding of cultural heritage and their willingness to participate, and promoting the revitalization and diversified utilization of cultural heritage. Conclusion: This study validated the advantages of AR technology in the preservation and inheritance of cultural heritage, confirming that AR technology can promote the preservation and inheritance of cultural heritage and endow it with new vitality.

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

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

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.

Augmented Reality (AR) is one of the latest developments in human-computer interaction technology. It aims to generate illusions from seamless fusion of virtual objects and real world. Typical AR system requires two basic parts: three-dimensional registration and real-virtual fusion. Occlusion handling is crucial for visual realism. To optimize visual realism, we generated a real-time systematic architecture to operate occlusion handling. The architecture is based on RGBD images, and it consists of three parts: real-time camera tracking system, 3D reconstruction system and AR fusion system. Specifically, we used a two-pass scheme strategy to execute the AR system. The first pass tracks camera poses timely at video rate, which allows the reconstruction results be updated and visualized correspondingly during the scanning. The second pass takes place simultaneously to handle occlusion between virtual objects and real scene according to camera pose. Finally, the render results of virtual objects and the color images are fused to generate AR contents. Our results indicate that this method is stable and precise for occlusion handling, and can effectively improve realism in AR system.

This article investigates the possibility of introducing and refining augmented reality (AR) technologies in the artwork creating process. In this context, the article examines cultural projects that AR technologies. The research methodology is a combination of several methods: analytical – for accounting for historical and fictional literature; theoretical and conceptual method – for analyzing the conceptual and terminological system of research and identifying the specifics of introducing the AR technology into cultural and artistic practice; comparative typological – for comparing AR and VR technologies, analyzing projects aimed at studying AI technologies and art interaction. The author has identified that in the process of creating augmented reality content, it is important to carefully link virtual models with the image of real space using markers. The author proves that the AR-compositions creation does not require significant financial resources and a large number of specialists. On the other hand, augmented reality technology provides significant advantages of viewing the necessary context: visualization, volumetric image, and interactive use of the necessary material. It has been established that virtual content can significantly change the content and ideological content of a work of art. Based on the marker image, a new artistic context is created and organized into an AR installation.

21st-century learning encourages the integration of Augmented Reality (AR) technology as asupport for learning media to improve learning effectiveness. This systematic literature review explores researchtrends and the integration of Augmented Reality (AR) in biology learning, especially at the formal educationlevel. This study analyzed 23 articles from Scopus, Sage, and ERIC databases published between 2015 and 2023to answer the six research questions posed. The analysis showed several key findings: 1) Most of the researchrelated to AR implementation in biology materials was conducted in Indonesia and the United States; 2) Collegestudents are the dominant research subjects in AR; 3) AR-related research has increased significantly since2015, reaching a peak in 2020, but experiencing fluctuations until 2023; 4) The majority of research focuses onusing RnD research methods, with efforts to develop AR technology in various biological topics; 5) The mostapplied biological material topic using AR technology is the anatomical structure of human organs; 6) Thechallenges of AR implementation in biology learning include accessibility, hardware availability, cost, training,and adaptation to pandemic conditions. Based on these findings, future research recommendations includediversification of research subjects, development of innovative AR learning models, and more in-depth researchon factors that influence the effectiveness of AR implementation, particularly in developing countries. It is alsoimportant to consider developing strategies to overcome the barriers identified to increase the success of ARimplementation in the context of biology learning. Evaluation of the impact of AR use on student learningoutcomes needs to be the focus of future research to complement the current findings.

This study is about the new expressive techniques for promotional videos for culture contents and aims to propose a new design model for making effective promotional videos using augmented reality technology and E-museum concepts. Augmented reality is one of the up-rising intelligent information technology, but has been barely used for promotional videos. However the technology enables the interaction between physical objects in the real world and virtual image though digital devices. Augmented reality opens the door for connecting real and virtual world, and invites humans to the virtual environment. There are growing numbers attempt to move off-line culture contents into on-line space. Considering the connection between culture contents and digital environment, more studies about the convergence is necessary in the cultural-art industry, especially for marketing business. Therefore, this study aims to take a brief look at augmented reality technology, and proposes the new experimental model and expressive techniques for cultural-art organizations’ promotional video, which set the experiential learning environment, and enables consumers to take contents actively.

As commonly understood, Augmented Reality (AR) technology, with its potential to blend digital content into the real world, has gained significant attention in various fields. However, its implementation is not without hurdles. Embracing AR comes with a set of challenges that cover technical, usability, ethical, and practical considerations. It may happen that the augmentation doesn’t consistently yield the desired outcomes, work as initially intended, or deliver a seamless and satisfying user experience. In this article, we present the standards in the development and adoption of AR, also solutions to enhance augmented experiences based on our two years of developing educational applications.