Interactive Learning: Travelling Through History Using Augmented Reality

The aim of this study was to investigate the perceptions of media students in Egypt universities about using augmented reality (AR) technology in learning. To achieve this, the study adopted Technology Acceptance Model (TAM) and utilized a survey questionnaire to collect data from students in seven universities across Egypt. The findings revealed that (i) the students had a positive perception about using AR in media and communication learning; (ii) many media students in Egypt were not fully aware of the various AR technology applications in media and communication education; (iii) the students identified several negative factors that may hinder their acceptance of AR technology as an instructional tool, such as poor connectivity, lack of free AR programs, and lack of training programs. Addressing these barriers could help promote the adoption of AR technology in media and communication learning among students in Egypt. The significance of the study lies in that it sheds light on the need for increased awareness and education of the potential benefits of using AR technology in media and communication learning.

<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>

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.

This study investigates the potential of augmented reality (AR) technology to enhance teaching quality in courses on water cooled chillers and air-cooled chillers. It addresses the critical need for more interactive and engaging learning experiences, particularly for students in skills-based institutions who often exhibit a preference for visual and kinesthetic learning styles. Highlighting the importance of diversifying teaching methods, this research aims to improve student engagement and deepen their understanding of complex subject matter. Utilizing the ADDIE design model, the study develops an AR simulator and assesses its effectiveness through a questionnaire distributed to students from three vocational colleges. A descriptive analysis method was employed to evaluate the data, with the research instrument demonstrating a high reliability value (α = 0.890). The findings reveal significant levels of perceived usefulness (M = 4.34), ease of use (M = 4.36), and positive attitudes (M = 4.25) towards the AR simulator. Consequently, the study concludes that AR technology is highly accepted among vocational college students, recommending the broader incorporation of AR technology in vocational education to enhance the efficacy of the teaching and learning process.

In this paper, we introduce a new application called TurtleGO that uses augmented reality (AR) technology, with which K-2 children can experience a geometric sense of the egocentric perspective. This application was developed with the concept of Logo-MicroWorlds, which allows children to examine and simulate their geometric ideas in a virtual world with a turtle agent. TurtleGO provides children with real-time feedback in a monitor representing the augmented turtle image on blocks based on AR technology while children are playing with actual blocks. Our application is flexible and inexpensive as it makes possible the use of various sized cubes already in possession. All the children between grades 2 through 5 improved in their ability to distinguish pair of stimuli as identical or mirror images when they used TurtleGO. However, we found that our application provides an effective and intuitive AR learning environment to lower grade elementary students, improving their spatial transformation skills since upper graders could solve the tasks easily without it.

The development of an imagineering learning management model with augmented reality (AR) technology in cloud learning environment to encourage innovation skills of undergraduate students is the research and development that aims to develop the learning management in the subject of innovation and information technology (IT) for Education. The concept of imagineering model for learning development and AR technology are brought to use in class, together with the arranging for the cloud learning environment. It requires for the modern learning environment where diverse educational technologies are applied to encourage students’ innovation skills. The objectives of study are: (1) develop imagineering model with AR technology in cloud learning environment; (2) develop imagineering learning system with AR technology in cloud learning environment and; (3) study results of implementation of imagineering model with AR technology. The sample group comprises of 30 cases, selected from registration with multi-stage sampling. Meantime, the research tools include evaluation form and questionnaire. The results of research found that: (1) imagineering learning management model with AR technology in cloud learning environment consists of brainstorming, imagine, designing, implementing and presenting and evaluation; (2) imagineering model with AR technology enables to enhance innovation skills of learners at high level; (3) learners using imagineering model with AR technology in cloud learning environment are satisfied with the model at highest level.

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

The advancement of the Industrial Revolution 4.0 has a direct impact on various fields including education because it is the basis for the provision of human capital that is balanced with current technological developments. Nowadays, students are more interested in learning by using Teaching Aids based on Augmented Reality (AR) Technology. However, Teaching Aids which is not use AR technology will make it difficult for students to learn an abstract subject, poorly understood and easily bored through traditional teaching approaches. The purpose of this study was to develop a learning kit by using AR technology to improve student visualization, understanding and motivation. Meanwhile, this study also used the Design and Development Research (DDR) approach in developing a learning kit for Types of Lathe Defects assisted by AR. The instrument of this study uses a questionnaire to collect information related to the functionality of the learning kit based on visualization, understanding and motivation of students. The sample of this study consisted of 48 students of Kota Tinggi Vocational College who took the Industrial Machining Course. The data obtained were collected and analyzed using Descriptive Statistics, Central Tendency and Independent T-Test using SPSS version 25. The reliability value of the questionnaire obtained was r = 0.903 which indicates a high level of reliability. The majority of participants gave positive feedback and were interested while using this AR technology. Overall, students can visualize the process of occurrence of the defect, understand how it can occur and be more motivated to learn technical subjects by using AR technology learning kit. The results also showed that there was no significant difference in the mean of visualization score, understanding score and motivation score for this AR technology learning kit. Therefore, the use of this learning kit can help and facilitate students to learn technical courses more effectively.

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.

This study investigates the potential for EFL courses to benefit from VR and AR technologies to enhance vocabulary learning and retention. The study included 220 English language and literature students from English departments at colleges, including Al Balqa Applied University and Al Yarmouk University in Jordan. The implications and data generated from this study aim to provide insights into how new immersive technologies can be applied, compared to traditional methods, in an educational context to enhance vocabulary acquisition. Pre- and post-tests measured vocabulary acquisition, and the delayed post-test was conducted weeks after the study was completed to measure the acquisition and retention of vocabulary. The study demonstrates significant differences in vocabulary acquisition following the intervention using VR and AR technologies compared to traditional learning methods. The average scores before the pretest were similar in all groups, with VR at 45.2, AR at 46.0, and control at 44.8. The results of the post-test, however, had average scores for VR at 78.5, AR at 75.3, and control at 58.4. The direction of the measures indicated significant improvements in vocabulary acquisition among the students in the English departments at the universities who used VR and AR technologies. The study is prospective; VR and AR technologies significantly improve vocabulary acquisition in EFL learning environments.

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.

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.

With its creative approaches to teaching and learning, Augmented Reality (AR) technology is being increasingly adopted in the educational sector. This study aims to conduct a systematic review examining the use of AR in educational settings, also known as AR-Ed. Through extensive searches on the Scopus and ERIC databases, 59 papers were found for this systematic literature analysis, which examines the relationship between education and AR. This research employs the Kitchenham method for systematic review and the PRISMA method for analyzing the results. The study indicates that AR technology is reshaping educational paradigms. Through a systematic review, this study finds that AR can significantly enhance learning engagement, knowledge retention, and skill transfer effects, especially in Science, Technology, Engineering, and Mathematics (STEM) fields. The study reveals the key features of AR educational applications: immersive simulation and interaction design are the core strengths, but device adaptability and interface design directly affect the usage effect. It is worth noting that optimized low-cost AR solutions can also bring significant pedagogical improvements. The study also reveals several core contradictions in the application of AR in education: firstly, the balance of cognitive load, secondly, the discrepancy between short-term effects and long-term sustainability, and lastly, the fairness challenge posed by teachers' lack of technological integration ability. In response to these findings, future research should focus on the following directions: optimizing AR instructional design to enhance user experience, exploring reinforcement strategies for sustained effect, improving the universality and accessibility of technological solutions, enhancing the teacher training system, and promoting cross-disciplinary innovations in technology integration. These findings provide an important theoretical basis and practical guidance for the in-depth application of AR technology in education, and help to promote the development of educational technology innovation in a more inclusive and sustainable direction.

The article presents the outcomes of the research of virtual and augmented reality technologies percularities and the possibility of their implementation in the educational process. The main reasons and technologies of virtual reality in the field of information technologies are determined. The analysis of virtual reality programs has been carried out. To determine the relevance of the implementation of virtual, augmented reality and game simulator technologies into the educational process the survey was created by the authors and conducted remotely among the population of Khmelnytskyi region on the Google Forms. The results of the conducted survey suggest the answers to a number of questions, including whether our society is ready to implement virtual, augmented reality and game simulators into the educational process of future specialists’ training, as the field of virtual reality research continues to expand relentlessly, the integration of VR (Virtual Reality) with various areas of human life continues. In addition to the survey in Google Forms, a survey was also conducted to collect information about currently existing virtual environments, programs and game simulators that can be added to educational components or integrated into other educational systems not only in the field of education (Minecraft, Cooking Simulator, PC Building Simulator 1-2, Google Arts & Culture). It is quite possible to integrate these simulators under the educational components of certain specialized subject areas. The conducted survey makes it possible to assume that users are already ready not only for the integration of virtual environments in the game sphere, but also for the full involvement of virtual technologies and game environments in the application of educational components. VR (Virtual Reality) and AR (Augmented Reality) technologies are gaining popularity in cultural, educational, gaming, business environments and more. The disturbed issues are studied in education, which encourages a deeper insight into the essence of the processes that take place under the influence of the latest information and communication developments.

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