HydrogenAR: Interactive Data-Driven Presentation of Dispenser Reliability

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.

The global aging trend compels older adults to navigate the evolving digital landscape, presenting a substantial challenge in mastering smartphone applications. While Augmented Reality (AR) holds promise for enhancing learning and user experience, its role in aiding older adults’ smartphone app exploration remains insufficiently explored. Therefore, we conducted a two-phase study: (1) a workshop with 18 older adults to identify app exploration challenges and potential AR interventions, and (2) tech-probe participatory design sessions with 15 participants to co-create AR support tools. Our research highlights AR’s effectiveness in reducing physical and cognitive strain among older adults during app exploration, especially during multi-app usage and the trial-and-error learning process. We also examined their interactional experiences with AR, yielding design considerations on tailoring AR tools for smartphone app exploration. Ultimately, our study unveils the prospective landscape of AR in supporting the older demographic, both presently and in future scenarios.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

As augmented and virtual reality technologies continue to mature, many studies have looked into navigation in 3D visualizations in recent years. However, most studies that examine navigation in 3D visualizations were conducted using a virtual reality environment (VR). Navigation in augmented reality (AR) may have different needs and challenges which have remained undiscovered. My research aims to investigate the elements that influence navigation performance in AR and how to improve the efficiency and user experience of navigation in AR by design, development, and user studies of a navigation tool EaseNav that supports users' navigation procedure.

When humans work together to complete a joint task, each person builds an internal model of the situation and how it will evolve. Efficient collaboration depends on how these individual models overlap to form a shared mental model among team members; shared models are also important for collaborative processes in human–robot teams. The development and maintenance of an accurate shared mental model requires bidirectional communication of individual intent and the ability to interpret the intent of other team members. To enable effective human–robot collaboration, this article investigates the use of augmented reality (AR) technology and user eye gaze to enable bidirectional communication of intent in a joint action task. We tested this approach through a user study with 37 participants and found that this communication improves task efficiency, trust, as well as task fluency. We conclude that using AR and eye gaze to enable bidirectional communication and support shared mental models is a promising means for improving collaboration between humans and robots.

The present learning process is a unique challenge for teachers because the media created has to be creative, innovative, and not boring one of them on a 6th-thematic system learning material that USES book media as a learning tool. Students became less interested in studying these materials especially in today's era where society especially students coexist with technology. Interesting learning media is also essential for elementary school students. Teachers can use current learning media by taking advantage of technologies like augmented reality. Teachers can use the MBLC (multimedia development life cycle), which consists of six precepts, concept, design, collection of material, assembly, testing, testing, until distribution. Augmented reality is an application joining the real world with the virtual world in two and three dimensions projected in a real environment at the same time. Augmented reality can be used in entertainment, medicine, mechanics and learning media. Augmented reality can be built using the help of vuforia and unity 3d software. The end result of interactive learning media with augmented reality especially on solar system material that can later be created as a 3d image in an application.

Freehand gesture is an essential input modality for modern Augmented Reality (AR) user experiences. However, developing AR applications with customized hand interactions remains a challenge for end-users. Therefore, we propose GesturAR, an end-to-end authoring tool that supports users to create in-situ freehand AR applications through embodied demonstration and visual programming. During authoring, users can intuitively demonstrate the customized gesture inputs while referring to the spatial and temporal context. Based on the taxonomy of gestures in AR, we proposed a hand interaction model which maps the gesture inputs to the reactions of the AR contents. Thus, users can author comprehensive freehand applications using trigger-action visual programming and instantly experience the results in AR. Further, we demonstrate multiple application scenarios enabled by GesturAR, such as interactive virtual objects, robots, and avatars, room-level interactive AR spaces, embodied AR presentations, etc. Finally, we evaluate the performance and usability of GesturAR through a user study.

Augmented Reality (AR) has emerged as a transformative technology with significant potential to enhance educational experiences. This Review provides an overview of recent advancements in the integration of Augmented Reality in education, exploring its applications, benefits, and challenges. Recent years have witnessed a growing interest in leveraging Augmented Reality to revolutionize traditional education methods. AR involves overlaying digital content onto the real-world environment, creating an interactive and immersive learning experience. This review explores the various ways in which AR is being applied in education, spanning diverse subjects and educational levels. Advancements in AR have introduced interactive textbooks, 3D models, and simulations, providing students with a more engaging and dynamic learning environment. AR-enhanced textbooks, for instance, can bring static images to life, offering interactive elements that deepen understanding and retention of complex concepts. Moreover, the use of AR in science, mathematics, and other STEM (Science, Technology, Engineering, and Mathematics) subjects has gained traction. Virtual experiments, interactive simulations, and 3D visualizations enable students to explore Review concepts in a hands-on manner, fostering a deeper comprehension of the subject matter. The benefits of integrating AR in education extend beyond traditional classroom settings. Remote and online learning platforms can leverage AR to create immersive virtual classrooms, allowing students to interact with digital content collaboratively. This can enhance the sense of presence and engagement in virtual learning environments. However, challenges such as the cost of implementing AR technology, access to compatible devices, and concerns about privacy and security must be addressed. Additionally, the need for teacher training in incorporating AR tools into pedagogy is crucial for successful integration. In conclusion, the integration of Augmented Reality in education represents a promising avenue for transforming the learning experience. Recent advancements demonstrate the potential of AR to make education more interactive, engaging, and accessible. As the technology continues to evolve, addressing challenges and promoting effective teacher training will be key to realizing the full benefits of AR in education.

Introduction: Augmented reality (AR) provides interactive and immersive experiences that enrich medical training by enhancing learners’ spatial understanding, clinical decision-making, and engagement [1-3]. However, the uptake of AR across educational institutions remains inconsistent due to variations in infrastructure, cost, and training. This study aimed to explore medical students’ experiences with AR, measure their immersion levels, and identify perceived benefits and barriers, particularly those linked to digital inequality. Methods: A cross-sectional survey was conducted in 2024-2025 at a UK medical school following an AR-enhanced simulation session using HoloLens headsets and the HoloPatient application. Ninety-three medical students participated voluntarily. The Augmented Immersion Measurement Index (AIMI) was used to assess engagement across cognitive, emotional, and behavioural domains. Students also reported AR usage frequency, perceived educational benefits, technological limitations, and concerns about equitable access. Descriptive and correlational analyses were performed. Results: Students reported moderate immersion (mean AIMI score: 3.9/5), with emotional engagement highest (4.2/5) and behavioural engagement lowest (3.5/5). Key benefits included enhanced diagnostic reasoning (32%), improved patient interaction skills (28%), and increased surgical confidence (20%). However, 30% cited limited access to AR-enabled devices, and 27% reported lack of institutional support as major barriers. Over half (53%) expressed concern that AR could widen digital inequality. Subgroup analysis showed students with regular AR access had higher confidence in spatial awareness and technical skills. Conversely, those from lower-income backgrounds reported limited access, lower immersion scores, and less perceived benefit. Despite challenges, students valued AR’s ability to visualise complex anatomy, simulate clinical encounters, and reinforce theoretical learning. Discussion: This study confirms that AR can improve learner engagement and perceived clinical preparedness. However, barriers related to access, affordability, and institutional readiness may hinder equitable implementation. AR should be adopted as a supplemental tool within blended learning models. Institutions must invest in infrastructure, faculty training, and accessibility schemes—such as device loans or subsidies—to maximise educational benefit and mitigate the digital divide. Future studies should examine long-term skill retention, impact on clinical performance, and cost-effectiveness of AR-based medical education. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

This paper introduces the Ansys AR app, an innovative integration of Augmented Reality (AR) with Ansys Discovery, aimed at revolutionizing the 3D design and simulation process. Anticipating the CAD market’s growth, the study explores the transformative potential of AR in enhancing the capabilities of traditional CAD technologies. The user-centric Ansys AR app offers an immersive, interactive experience, allowing users to visualize and manipulate 3D models in real-world settings. The paper demonstrates the app’s effectiveness in improving design efficiency and communication through comprehensive user research, design conceptualization, and usability studies. It concludes with prospects for future enhancements, highlighting the app’s potential to reshape collaborative engineering and design practices.

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.

Chapter Nine - Envisioning big data in IoT with augmented and virtual reality: challenges,opportunities, and potential solutions

The virtual overlay of patient-specific anatomies onto a surgical site through Augmented Reality (AR) technologies has been thought to be a potentially ideal neuronavigational system for use in neurosurgery. Although impressive and futuristic, there are many design considerations that must be taken into account, including surgeon reception, perceived utility, intuitive control and manipulation design, and overall system accuracy during surgery. To implement AR into the neurosurgical Operating Room (OR), a gradual approach of evolutionary design to ensure widespread adoption may be considered. This thesis presents a potential pathway for the introduction of AR technologies into the neurosurgical OR. The thesis is divided into three parts: incorporation of AR features into existing platforms for improved functionality and introduction of AR concepts to surgical environments, observation and evaluation of surgeon perception of AR overlays and AR headsets to inform display methods and designs, and quantification of virtual object placement accuracy in a clinical environment. The findings presented show that AR integrated systems improve OR workflow when conventional tracked tools are unavailable, user preference of AR overlays onto the surgical site change depending on operator experience level, and the placement accuracy of state-of-the-art AR head mounted displays are suitable for presurgical planning and very close to accuracy needed for surgical guidance. These three elements are key to developing a pathway for adoption of AR technologies in the OR, and help to inform designs for future headsets to assist surgeons and improve patient care.

Purpose : This scoping review aims to explore research on augmented reality in nursing student education within domestic academic journals or theses published between 2013 and 2023. The study analyzes augmented reality- based educational interventions and evaluations to establish effective educational strategies in nursing.
 Method : The research methodology of this study involves a qualitative research approach utilizing a literature review within the scope of the topic.
 Results : Examining 10 papers on augmented reality in nursing education published between 2013 and 2022, a significant upward trend in publications emerged starting from 2021, with both years seeing four papers each. The potential of augmented reality to enhance nursing education through interactive and innovative learning experiences is evident, suggesting the integration of real augmented reality encounters into the nursing curriculum.
 Conclusion : This review suggests the incorporation of augmented reality experiences in nursing education to enhance learning outcomes and students’ overall educational experiences. Implementing a curriculum that embraces augmented reality can offer nursing students valuable and interactive learning opportunities.

This paper presents an educational application for Nursery Kids and Illiterate from Rural India using Augmented Reality (AR) technology, which makes easy, interactive, informative, enjoyable, and interesting to the kids and Illiterate People. Augmented Reality (AR) is an interactive experience or a combination of real-world and digital data. It simplifies and enhances user knowledge of interaction with physical world by imposing virtual images on real ones. This is the new way of manipulating how we interact with that world, without replacing the real world. Augmented Reality has manifested in various fields today like Education, Navigation, Games, Industry, Medical, Advertisements, Training Classes and Architecture.AR in education will soon affect the conventional learning process. Our approach has the potential to speed up the design of 3D views of view of objects related to that letter and help kids to learn and realize concepts in a better and interactive way. The idea presented in this report is to show how AR can be used to enhance the learning experience of kids the app can be used to reduce irreverence of kids who not interesting to learning.