Mechanism and Methods of Outdoor AR Spatial Information Visualization Representation

Virtual-real registration in Outdoor Augmented Reality is committed to enhance user's spatial cognition by overlaying virtual geographical objects on real scene. According to analyze fiducial detection registration method in indoor AR, for the purpose of avoiding complex and tedious process of position tracking and camera calibration in traditional registration methods, it puts forward and practices a virtual-real spatial information visualization registration method using affine representations. Based on the observation from Koenderink and van Doorn, Ullman and Basri in 1991 which is given a set of four or more non-coplanar 3D points, the projection of all points in the set can be computed as a linear combination of the projection of just four of the points, it sets up global affine coordinate system in light of world coordinates, camera coordinates and virtual coordinates and extracts four feature points from scene image and calculates the global affine coordinates of key points of virtual objects. Then according to a linear homogeneous coordinates of the four feature point's projection, it calculates projection pixel coordinates of key points of virtual objects. In addition, it proposes an approach to obtain pixel relative depth for hidden surface removal. Finally, by a case study, it verifies the feasibility and efficiency of the registration methods. The method would not only explore a new research direction for Geographical Information Science, but also would provide location-based information and services for outdoor AR.

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.

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

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.

From the perspective of Location Based Services, this paper explores basic characteristics, architectural design and application mode of outdoor Augmented Reality (AR) spatial information representation. Then system structure is proposed and key technologies are analysed. Finally, two cases are designed to verify the efficiency and accuracy of methods. One puts forward and practices a hybrid hardware registration method. In order to avoid complex and tedious process of position tracking and camera calibration, the other introduces algorithm of computer vision to set up global affine coordinate system for computing projection coordinates of virtual objects into real scene images, and an approach to get the relative depth of pixels is put forward. The results have proved outdoor AR spatial information representation to be an effective optimal method in helping people obtain a vivid and deep-level spatial cognition.

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.

<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>

Performing exercises in a simulation-based environment is a convenient and cost-effective way of learning spatial tasks. However, training systems that offer such environments lack models for the assessment of learner's spatial representations and skills, which would allow the automatic generation of customized training scenarios and assistance. Our proposal aims at filling this gap by extending a model for representing learner's cognitive processes in tutoring systems, based on findings from research on spatial cognition. This article describes how the model is applied to represent knowledge handled in complex and demanding tasks, namely, the manipulation of the robotic arm Canadarm2, and, more specifically, how a training system for Canadarm2 manipulation benefits from this model, both by its ability to assess spatial representations and skills and to generate customized assistance and exercises.

Comparative Analysis between Training Tools in Spatial Skills for Engineering Graphics Students based in Virtual Reality, Augmented Reality and PDF3D Technologies

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.

Spatial Visualization Skills (SVS) are related to a person’s ability to mentally generate and transform visual images and are associated with their problem-solving abilities. Engineering students need to solve problems requiring them to visualize and mentally manipulate complex geometric shapes. Augmented Reality (AR) is a powerful visualization tool because it provides a middle ground between virtual and physical manipulation allowing for a closer connection between a virtual object and the manipulations typical in engineering. The objective of this paper is to present the experiences and lessons learned of implementing AR technology in a first-year mechanical engineering course. First, the needs of our students and the parameters and specifications of the AR technology implemented to support them are provided. Applications used in this study, which allow students to interact with virtual objects using simple hand gestures, are discussed. The two types of learning modules developed are presented — one where the students must determine what a 3D shape looks like from different perspectives (generating 2D orthographic views) and another where the students must construct a 3D shape given a set of orthographic views (3D model construction). Samples of student work generated with the AR technology are presented and student experiences are discussed. Recommendations for scaling to large classes are also provided. Finally, data collected over two semesters (16 students from Fall 2021 semester, and 15 students from Fall 2022) demonstrate that spatial skills are improved when students engage in AR activities.

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.

Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.

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.

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.