Leveraging Publicly Available Data on VR Headsets for Gender-Responsive Standards Development

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

E-commerce platforms face the challenge of enabling customers to assess the utility of products in their intended environments, particularly in the home furniture sector. Augmented Reality (AR) presents a promising solution, with major companies like IKEA, Wayfair, and Overstock introducing AR applications. Nevertheless, a significant knowledge gap exists, prompting this research to delve into this void and scrutinize the economic value of AR in shaping consumers' Willingness to Pay (WTP) in the context of online auctions. This dissertation comprises three interconnected papers that collectively scrutinize the multifaceted impacts of AR on consumers' WTP in the specific realm of online auctions. The first paper investigates the influence of Augmented Reality (AR) in mobile e-commerce on consumers' perceived risks and WTP in online auctions. Grounded in perceived risk theory, the study addresses Perceived Psychological Risk, Perceived Social Risk, and Perceived Performance Risk. An online experiment involving 61 participants compared AR mobile e-commerce with a 3D mobile e-commerce interface, and data analysis utilized SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AR Mobile E-commerce significantly reduces perceived social risk, positively affecting WPT. However, AR in Mobile E-commerce does not substantially mitigate perceived psychological risk, and this risk dimension does not significantly affect WPT. Similarly, AR in Mobile E-commerce positively influences the reduction of perceived performance risk, but this risk dimension does not significantly influence WPT. Mediation analysis suggests that perceived social risk plays a crucial role as a mediator between AR in Mobile E-commerce and consumers' WPT. The second paper explores the impact of AR on consumers' WTP in an online auction context within mobile e-commerce, drawing on the experiential hierarchy model (EHM). The study posits that AR positively influences consumers' WTP compared to 3D product displays, triggering affective (enjoyment) and cognitive (perceived ownership and perceived product quality) responses, which subsequently influence behavioral responses (willingness to pay more). Analysis of 61 valid responses through PLS-SEM and SPSS 29 reveals that AR significantly enhances consumers' perceived enjoyment and perceived product quality, positively impacting their willingness to pay. However, perceived ownership does not directly affect willingness to pay. Demographic factors such as age, gender, purchase frequency, and income do not have a direct influence. Mediation analysis suggests that perceived enjoyment, perceived product quality, and perceived ownership do not significantly mediate the relationship between AR and WTP. The third paper addresses the lack of standardized AR application guidelines for e-commerce. Using sentiment analysis of 1,049 user reviews of the IKEA Place App, this study reveals predominant dissatisfaction with the app, leading to the development of a comprehensive set of AR mobile e-commerce design guidelines. The research also compares AR mobile e-commerce with traditional 3D versions, finding a statistically significant difference in usability, with the AR version considered more usable. However, there was no significant correlation between usability scores and participants' willingness to pay on both platforms. This study sheds light on AR's potential and challenges in e-commerce, offering insights into enhancing user experience and economic outcomes. In conclusion, this dissertation contributes to the understanding of how AR impacts consumers' WTP in the context of online auctions within e-commerce, addressing perceived risks, experiential responses, and design guidelines. These findings offer valuable insights for e-commerce businesses seeking to harness AR's potential to enhance the shopping experience and drive revenue growth.

This study aims to analyze the effectiveness of the SrVER learning model assisted by Augmented Reality (AR) and Virtual Reality (VR) media in Biology Learning. The study employed a quasi-experimental method with a pretest–posttest nonequivalent control group design. The population comprised high school students in Mataram City, and samples were selected using purposive sampling. Data were collected through a validated multiple-choice test (25 items, α = 0.82). Data analysis used Quade’s Rank Analysis of Covariance followed by the Least Significant Difference (LSD) test. The findings revealed a significant difference (p < 0.001) in students’ learning outcomes between the conventional, AR-assisted SrVER, and VR-assisted SrVER classes. The AR-assisted SrVER group achieved the highest improvement (52.31%), showing that AR effectively enhances visual understanding in biological concepts. Therefore, integrating AR in visual-based learning is recommended to improve student engagement and learning outcomes in Biology Learning

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.

Nowadays, Augmented Reality flourishes in educational settings. Yet, little is known about teachers’ and children’s views of Augmented Reality applications in Preschool. This paper explores 71 preschoolers’ opinions of Augmented Reality teaching integrated into a traditional learning activity. Additionally, five educators’ views of Augmented Reality applications in Preschool are captured. Mixed methods with questionnaires and semi-structured interviews were used. The questionnaires record children’s preferences regarding their favorite learning activity between traditional and the Augmented Reality one. Additionally, they explore the activity preschoolers would like to repeat and found most enjoyable: playful. Regarding quantitative data analysis, independent/paired samples t-tests and chi-square test along with bootstrapping with 1000 samples were used. As for the qualitative data collection, educators’ semi-structured interviews focused on three axes: (a) children’s motivation and engagement in Augmented Reality activities, (b) Augmented Reality’s potential to promote skills, and (c) Augmented Reality as a teaching tool in preschool. The emerging results are: Preschoolers prefer more Augmented Reality activities than traditional ones. There are no statistically significant gender differences in preferences for Augmented Reality activities. Educators regard Augmented Reality technology as an innovative, beneficial teaching approach in preschool. However, they express concern regarding the promotion of collaboration among preschoolers via Augmented Reality.

Immersive technologies offer an alternative means of presenting and communicating data derived from BIM modeling. Augmented, virtual, and mixed reality technologies allow architects to visualize and interact with digital data, providing a simulation of their physical presence in an architectural structure, and thus a more realistic and interactive approach to various stages of project activities. In fact, immersive technologies can be used throughout the entire life cycle of an architectural project: planning, design, construction, and operation. The aim of research is to identify and systematize data on computer tools using immersive technologies and the prospects for its development in architectural activities. The scientific paper describes three groups of software products based on immersive technologies with BIM modeling support. Each of the groups is based on a particular immersive technology: augmented reality (AR), virtual reality (VR), or mixed reality (MR). The main difference between these technologies is the level of immersion in the virtual environment: AR overlays computer-generated content on the real world; VR content is 100% digital; MR is a digital overlay that allows virtual 3D elements to interact with the real environment. Each group contains different software products: the first group is mostly characterized by mobile applications, since the physical world is supplemented with digital content through the screens of smartphones, tablets, and other compact equipment; the second group includes various plug-ins that integrate into professional tools and improve them in terms of visualization in a virtual environment and the possibility of its research; The third group with mixed reality support is smaller in number of programs, but it is the most promising for the future development of the architectural profession, as it provides an integrated approach to architectural activity by expanding the professional tools.

Abstract. The interest in and use of 3D models in built environments is rapidly increasing, and they are now a key component of decision-making in areas including climate change mitigation (e.g., calculating solar panel potential, flood modelling, modelling housing age for retrofitting of thermal insulation), urban planning and cadastral systems (modelling rights, restrictions and responsibilities in complex buildings, streamlining the process to issue planning permits, design of existing or new developments) and infrastructure (construction, transport, utility management and modelling, asset management). 3D models are also an integrator for the data underpinning smart cities – knowing where a sensor is in 3D space allows the data to be integrated with the surrounding context – for example, noise data could be integrated with traffic information. Reflecting this interest, national mapping and cadastral agencies (NMCA) including Ordnance Survey (GB) are now increasingly generating 3D mapping at national scale, and there is extensive research as to how this data can be integrated with another emerging source of 3D models such as building information modelling (BIM).These trends were evident during the 3rd BIM/GIS Integration Workshop and 15th 3DGeoInfo 2020 events, which were co-hosted by University College London and Ordnance Survey (GB) in September 2020. The workshop and conference brought together international researchers from academia, industry, government and national mapping and cadastral agencies in the field of 3D geoinformation, in an interdisciplinary gathering of researchers in the fields of data collection, data management, data quality, data analysis, advanced modelling approaches, applications, users, visualisation, augmented reality, artificial intelligence and many more.This year’s theme was Users and Use Cases. The workshop and conference covered a wide range of topics including 3D data acquisition and processing, 3D city modelling and related standards, visualisation and dissemination of 3D data, augmented and virtual reality, 3D and Artificial Intelligence/Machine Learning. Three sessions of the BIM/GIS Integration Workshop were dedicated to Applications of BIM/GIS Integration, and an entire day of 3DGeoInfo 2020 to Users and Use Cases within 3DGeoInfo. Additionally, two sessions were specifically aimed at NMCA participants.Although initially intended to be a face-to-face event in London, the team rapidly adjusted to the emerging COVID-19 situation, identifying an online solution that facilitated and encouraged participant interaction. This meant that the events could still provide a platform for learning, discussion, and exchange of ideas that they have been able to in previous years, as well as providing opportunities to promote international collaboration in these topics. This special issue of the ISPRS International Archives of Photogrammetry, Remote Sensing and Spatial Information Sciences contains 23 papers selected by a double-blind peer review involving a minimum of two reviewers, presenting research on topics including visualisation, point cloud management, virtual reality, data interoperability, data quality, generating national 3D datasets, indoor 3D, urban planning/permits and underground data management.

Objective: The objective of this study is to investigate Augmented Reality, with the aim of to promote teaching-learning in students of traditional secondary schools in the municipality of Aguachica, Cesar Colombia. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Data analysis and tabulation, computers and information processing, educational, technology, aumented reality stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises for the present research, didactic activities mediated with augmented reality (AR) were implemented as an academic tool, facilitating the acquisition of knowledge by students in an interactive, authentic and focused way; is a basic secondary school student. Data collection was carried out through to assess this degree of satisfaction, a quantitative methodology was applied through student surveys. Results and Discussion: The results obtained revealed according to the research methodology, augmented reality represents a unique educational medium that offers educators the possibility of designing, adapting, and extending meaningful educational experiences for students. Research Implications: The digital age imposes challenges and changes on the education sector (institutions, teachers, students, families) with respect to pedagogical and didactic strategies, which were traditionally carried out in the classroom, but which have now also been extended to any social environment. Originality/Value: This study contributes to the literature by exploring how augmented reality can transform traditional educational methods. The relevance and value of this research are evidenced by lies in demonstrating how augmented reality can revolutionize education by making learning more interactive and effective, facilitating the understanding of complex concepts and fostering critical and creative skills in students.

Background Individuals with neurodevelopmental disorders (NDDs) face challenges in employment. Emerging technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) offer innovative, immersive training environments, enhancing skills, and media literacy while providing cost-effective, engaging solutions. Objective The review investigates how AR, MR, and VR technologies can support individuals with NDDs in workplace and training. Methods A systematic review of studies across 6 databases was conducted. Selection criteria focused on studies published after 2016, involving immersive AR/MR/VR technologies, targeting NDDs in workplace contexts. Data extraction utilized qualitative content analysis. Results The analysis of 10 studies showed that AR and VR improved work performance and motivation in most cases, with features like assistive prompts and simplified interfaces aiding usability. No studies involving MR were identified. Key barriers included sensory overload and difficulties interacting with AR-/VR-elements, but these were not universal. AR was noted for workplace integration, and VR was linked to fewer reported complications compared to AR. A lack of standardized research frameworks and focus on mainstream labour markets was identified. Conclusions AR and VR are promising tools for vocational training but require better accessibility, adaptability, and inclusion in broader labour market contexts to maximize their impact.

This study aims to explore the effect of using 3D Augmented Reality (AR) on cognitive load, collaboration tendency, and enjoyment in engineering education. A quasi-experimental design was conducted involving 111 students, divided into three groups: a control group (conventional), an experimental group with hints (AR + scaffolding), and an experimental group without hints (AR only). Data were collected through pretest-posttest scores and post-intervention questionnaires measuring Cognitive Load (CL), Collaboration Tendency (CT), and Enjoyment (EJ). Data analysis included normality tests (Shapiro–Wilk and Kolmogorov–Smirnov), Wilcoxon Signed-Rank Test, Kruskal–Wallis test, One-Way ANOVA, and Multiple Linear Regression. Results showed that all groups experienced learning improvement, with the highest gains in the AR with hints group. Effect size analysis using Cohen’s d indicated a large impact of AR with hints ( d = 1.10) and moderate impact of AR without hints ( d = 0.63) compared to the control group. Regression analysis revealed that EJ ( p = 0.012) and CT ( p = 0.034) significantly predicted learning performance, while CL had a negative effect ( p = 0.035). Two-Way ANOVA showed no significant gender effect on CL or CT, but found a significant interaction between gender and group on EJ ( p = 0.028), suggesting gender-based differences in emotional engagement with AR. Female students reported higher EJ without hints, while male students preferred guided AR learning. These findings highlight that 3D AR enhances learning outcomes not only cognitively but also socially and emotionally. The integration of scaffolding into AR environments increases effectiveness by reducing cognitive overload and fostering collaboration. Designing adaptive, gender-responsive AR learning environments can further optimize educational impact in technical disciplines.

Technology integration is essential to improving the quality of learning; however, many schools still have limited PJOK learning media, and efforts to enhance student motivation and fitness remain minimal. Augmented Reality offers an interactive learning medium that can support the PJOK learning process, thus this research is needed to examine the use of learning media which can help the PJOK learning process better. Therefore, the authors investigate the effect of the use of Augmented Reality on PJOK learning which has been optimized for motivation and physical fitness. A total of 40 students in grade IV of an Elementary School in Padang were selected as samples for a quasi-experimental study with a pre-test and post-test control group design, which was then divided into experimental groups (using AR media) and control groups (using conventional learning). The group division technique uses the matching technique. The instruments used include a learning motivation questionnaire to measure motivation and an Indonesian student fitness test to measure physical fitness. Data analysis was carried out using the Independent Sample T-Test. The results of the study showed that there were differences between the group using Augmented Reality media and the group using conventional learning, both in learning motivation and students' physical fitness (p <0.001), with a low intraclass correlation coefficient (ICC) value (<0.05). These findings indicate that learning media can play an important role and provide a fun learning experience, so that it can encourage students to be active in the learning process, especially in PJOK learning. Augmented Reality learning media is one of the solutions to increase student motivation and fitness.

Extended reality (XR)-which includes virtual reality (VR) and augmented reality (AR)-is becoming increasingly popular for sharing scientific knowledge. This research evaluates the state-of-the-art in XR for scientific communication. Our two-phase methodology began with a Systematic Literature Review, identifying 94 relevant articles and conference papers from the last decade (2013-2023) sourced from the Web of Science and SCOPUS databases. These publications show scholars and practitioners using XR to convey scientific findings, foster awareness, ignite interest, shape opinions, and enhance understanding. In the second phase, we applied data clustering and analysis. Our findings highlight a significant increase in XR studies over the last decade, with the XR technologies used for communication (N = 24), dissemination (N = 23), educational/training (N = 21), and decision-making (N = 10). Our results indicate the need to establish clearer guidelines for aligning science communication and to create more possibilities to publish peer-reviewed research in.

Although some recent research presents various uses of augmented reality (AR) in brand contexts, no overarching model exists to explicate its effects, justify its usage, or specify how it contributes to brand management objectives, such as customer-based brand equity. To determine if AR actually can support brand equity, the current article adapts an existing customer-based brand equity pyramid into a three-stage framework of AR and AR features (cf. 2D communication tools) as brand experiences, consumers’ perceptions and evaluations of AR as mechanisms, and brand equity (salience, meaning, response, and relation) as consequences. A secondary data analysis of 398 effects, extracted from 74 journal papers, published between 2010 and 2024, reveals three key insights. For brand managers, the findings detail the direct effects of AR on brand equity. For marketing managers, they describe consumer behaviours in response to AR. For AR creators, they demonstrate ways to develop purposeful AR experiences. The newly proposed Holistic AR Brand Equity (HARBE) model details the direct effects of AR features and mechanisms on each type of brand equity, which also enables managers to make rapid, evidence-based decisions about leveraging AR to enhance brand strength.

Augmented Reality (AR) is one of the emerging advanced technologies which bridges the gap between the real and the virtual worlds, that gives students prodigious possibilities to learn the information in a completely unique way. With the rising use of personal smart devices in this modern era, the vast potentials of AR have begun to be explored as the smart devices are capable of producing AR environments. In this paper, we have conducted a survey with the purpose of exploring threats and possible opportunities of adopting AR in education in a developing country like Bangladesh. Data analysis and outcomes of the survey demonstrate that lack of expertise, adoption of AR in rural area are the main challenges while increased focus and satisfaction in learning, increased accessibility of AR applications in our smart devices with 4G evolution are the opportunities of adopting AR in education sector of a developing country.

Augmented reality (AR) can support a user in performing an expert task by overlaying real world objects with the domain specific information required to complete the task. Understanding how users can process and use such information is very important for informing the design of AR technologies and applications. In this paper, the results of a quality of experience (QoE) evaluation of an AR application for the task of solving a Rubik's Cube are presented. The Rubik's Cube was selected based on its familiarity and the expertise needed to solve it unaided. An empirical approach was taken to identify the QoE features that affect the usability and utility of an AR head-mounted display (HMD) compared with paper-based instruction. The QoE evaluation methodology involved the capture and analysis of implicit and explicit QoE metrics. The utility (in terms of performance) of each mode of instruction was objectively measured using: (a) cube completion success rates; and (b) time-to-completion. The implicit metrics of electrodermal activity (EDA), skin temperature, heart rate and the novel use of facial action units (AUs) were recorded to infer emotional state during the task completion. Finally, with respect to explicit metrics, the test subjects completed a Likert scale questionnaire post the experience to subjectively report QoE as well as a self-assessment manikin (SAM) questionnaire to self-report emotional state upon task completion. The results show that AR yielded higher success rates and significantly lower time-to-completion rates. The AR group explicitly reported higher levels of positive valance (affective state) than the paper-based group. The physiological data showed that the AR group were less stressed (via EDA) than the paper-based group. Finally, analysis of the AU data reflected a greater than chance (total: 21.85%) accuracy when predicting affective state based on SAM questionnaires as ground-truth.