Relevant bibliographies by topics / Augmented Reality applications

Academic literature on the topic 'Augmented Reality applications'

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Published: 6 September 2023

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Journal articles on the topic "Augmented Reality applications"

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Sahin, Damla, and Abdullah Togay. "Augmented reality applications in product design process." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 115–25. http://dx.doi.org/10.18844/gjhss.v2i1.288.

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Yıldız, Ezgi Pelin. "Augmented reality research and applications in education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 238–43. http://dx.doi.org/10.18844/prosoc.v2i11.1927.

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Koubek, Tomáš, David Procházka, and Jiří Šťastný. "Augmented reality services." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 61, no. 7 (2013): 2337–42. http://dx.doi.org/10.11118/actaun201361072337.

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We assume that one of the key reasons is in the difference between a standalone application and a web service. Both architectures have some advantages and disadvantages. The Standalone application (e.g. Nokia/OVI Maps) provides the required functionality. From the user point of view, main asset of this “offline” approach is network connectivity independence. However, this kind of applications must be upgraded manually. Moreover, it is hard to get any data about the application usage because it requires additional actions from the user – data are usually acquired through conventional ways, such as email or web forms.The online service such as Google Maps (including its mobile application) can offer the same functionality as the offline application. Nevertheless, a permanent connection to provider servers is necessary. This can be taken as a drawback. On the other hand, usage data collection is easier and can be done without the user intervention. The data collection provides a valuable analysis basis of the user habits and needs. This analysis is necessary for design of a complex “user” based solutions such as Google Now.Augmented reality applications are usually based on the first mentioned approach. In this article, we describe our model of augmented reality as a service and compare its features with standalone solutions. Further, other important key aspects for large emergence of augmented reality services in a mainstream market are discussed.
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Makolkina, M., and A. Koucheryavy. "AUGMENTED REALITY APPLICATIONS CLASSIFICATION." Telecom IT 8, no. 1 (April 2020): 11–21. http://dx.doi.org/10.31854/2307-1303-2020-8-1-11-21.

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Currently, research is actively being conducted in the field of creating fifth-generation communication networks and 2030 communication networks, in which augmented reality applications play a leading role. Research subject. The article discusses the classification of augmented reality applications depending on the purpose and implementation of the service. Methodology and core results. The article provides a classification and structural comparative analysis of the methods of providing information, object recognition, user interaction. Practical relevance. It consists in the possibility of using the proposed classification in the tasks of the integrated implementation of augmented reality applications on communication networks and the development of a methodology for assessing the quality of experience of augmented reality services.
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Sahasrabhojane, Mr Prathamesh Shrinivas. "Augmented Reality Media (Ed.AR)." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 20, 2021): 2060–62. http://dx.doi.org/10.22214/ijraset.2021.35451.

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The lack of realistic and interactive use in social media applications is the main problem. We will try to solve it by using Augmented Reality. An innovation in development, Augmented Reality is a new sort of technology that superimposes virtual objects into "Reality" by use of a smartphone, optical device, or tablet screen. We will be using this technology to make application, which will be used as a replacement for traditional text based social and data sharing applications. People are using Social media, forums and other communication Medias tremendously from past few years. We noticed that all such applications and resources are basically in text format and this trend is followed by all the applications until now. Using Augmented Reality in such cases will change the definition of such media applications. That is why we decided to follow this concept and make a project using it.
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Yildiz, Ezgi Pelin. "Augmented Reality Applications in Education: Arloopa Application Example." Higher Education Studies 12, no. 2 (March 18, 2022): 47. http://dx.doi.org/10.5539/hes.v12n2p47.

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Arloopa is an augmented reality application that enables the integration of digital content such as images, sounds, texts into real world environments. By another definition the Arloopa app is an AR visualization tool that brings the physical and digital worlds together as one. Arloopa is an augmented reality (AR) and virtual reality (VR) app and game development company which provides advanced AR and VR services, such as: cloud-based augmented reality services, custom branded augmented reality app and game development, virtual reality app and game development, 2D and 3D content creation. In this study, the integration of Arloopa application into educational environments and application examples are presented within the scope of augmented reality applications course at a government university in Turkey. In addition, in this research, the presentation of the Arloopa application within a course unit and tips will be given to be used in future research on the integration of the application into education. At the end of the process, an interview form was prepared to determine opinions from the students about the Arloopa application and the use of augmented reality applications in education in general. The interview form prepared by the researcher was applied to 27 students within the scope of the course. According to the results obtained; the students found the use of augmented reality applications in education useful in terms of making the lesson fun, providing permanence in learning, and improving creativity skills. Despite all these positive aspects, the fact that some apps are salaried is accepted as the biggest limitation.
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Deolekar, Vaishnavi D., and Pratibha M. Deshmukh. "Case Study of Augmented Reality Applications in Medical Field." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2691–94. http://dx.doi.org/10.31142/ijtsrd15714.

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Cardoso, Ava Linda. "Augmented Reality." International Journal of Engineering and Management Sciences 4, no. 3 (September 9, 2019): 1–9. http://dx.doi.org/10.21791/ijems.2019.3.1.

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This paper is an overview of augmented reality’s basic concepts and its connection to the logistics field. The paper includes a brief history of the tech and how it differs to the virtual reality. The main goal is to understand how augmented reality is being used in logistics to innovate and enhance services. It refers to how courier and freight companies are taking advantage of this technology to upgrade the warehouses, transportation and enhance value added services. It also analyses how the retail market is modernizing its stores and is using mobile applications for online shopping. Using augmented reality has overall pros and cons and even though is a technology on its early stages it shows a great potential to revolutionize the supply chain in its totality.
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Betts, B. "Software reviews: Augmented reality applications." Engineering & Technology 7, no. 5 (June 1, 2012): 92–93. http://dx.doi.org/10.1049/et.2012.0526.

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Piatykop, Olena, Olha Pronina, Iryna Tymofieieva, and Ihor Palii. "Early literacy with augmented reality." Educational Dimension 58 (June 14, 2022): 131–48. http://dx.doi.org/10.31812/educdim.4491.

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Augmented reality is currently one of the most rapidly emerging technologies, with applications in the field of education. AR technology, according to a review of numerous publications, provides new options for teachers and makes learning more appealing to pupils of all ages. Students can use mobile AR apps to observe a real-world environment with virtual things layered or composited on top of it. This is especially true for young children. The article highlights the activities that allow a child to have a unique AR experience. There is a comparison of available augmented reality (AR) applications for learning the alphabet. The author describes a novel augmented reality application that was created with Unity, C\#, and Vuforia. The developed mobile AR application allows students to learn the Ukrainian alphabet, number names, and animal sounds. The learning process is enhanced by three-dimensional visualization and sounding of each letter and number thanks to this program. An analysis of a survey of teachers and parents found that utilizing an AR application greatly boosted children's motivation and self-efficacy in learning letters and numbers. The AR application aided in the retention of the child's attention while learning new content by speeding up the process of memorization.
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Dissertations / Theses on the topic "Augmented Reality applications"

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Drews, Timothy. "Shared augmented reality: a framework for networked augmented reality applications." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119674.

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In this thesis we detail the development of a software framework for networked augmented reality applications. We discuss vision-based tracking of planar surfaces, sensor fusion based pose estimation, and the overall implementation of our system. The primary focus of this thesis is our sensor fusion based tracking approach, which uses a novel extended Kalman filter formulation that takes advantage of the group structure of rotations. We provide an extensive derivation of this formulation, and validate the approach using both simulation and ground truth data obtained via a motion capture system.
Dans cette thèse, nous détaillons le développement d'une architecture logicielle dédiée à réalité augmentée en réseau. Nous explorons plusieurs procédés de la vision numérique tels que la détection et suivi de surfaces planes et la localisation spatiale à partir de plusieurs capteurs et discutons de la conception de notre système. Cette thèse se concentre principalement sur la combination d'information sensorielle provenant de plusieurs sources. Notre technique utilise une nouvelle extension du filtre de Kalman qui exploite la structure des rotations. Nous offrons une dérivation extensive de cette formulation et nous validons cette approche d'une part par des données simulées mais aussi par des données réelles obtenues par un système de capture de mouvement.
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Di, Capua Massimiliano. "Augmented reality for space applications." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8599.

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Thesis (M.S.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Aerospace Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Häger, Ellen. "Enhanced Immersion in Augmented Reality Applications." Thesis, Linköpings universitet, Institutionen för systemteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-145217.

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This thesis will examine and evaluate different mechanics that could be used in games using augmented reality. Augmented reality, the technology used to integrate computer-generated images with the real world environment, allows developers to enhance a user's gaming experience.The different mechanics will focus on immersion and on user engagement and examine which of the two is more important in games. This is examined by implementing the different mechanics in an application for a Google Tango tablet. Immersion is created by letting the environment act on virtual objects, via occlusion culling. The virtual agent interacts with the real world to generate engagement. The different methods are surveyed online, and user tests performed with the application. The results showed how the concept of combining the surveyed methods of generating immersion and engagement using augmented reality was successful.
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Löfvendahl, Björn. "Augmented Reality Applications for Industrial Robots." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-87146.

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Augmented reality (AR) is a way of overlaying digital information onto a picture or a videofeed and has been used in industrial contexts for more than 20 years. This Master's Thesis examines if AR can be used to help maintenance engineers set up and maintain robot environments by visualizing robot movement and safety zones. The main result of the Master's Thesis is a prototype application for a tablet computer. The user points the tablet towards a robot filming it and the video feed is displayed on the screen. This video feed is augmented with a virtual zone displayed around the robot, illustratingthe area where the robot is allowed to move. The application fetches the coordinatesfor the zone from the safety system SafeMove { a system designed by ABB to increase safetyand allow closer human-robot collaboration.The visualization of a SafeMove conguration is currently limited to an image of atwo-dimensional coordinate system showing the zone as a set of dierent coordinates. Thismakes it dicult grasping the full layout of the three-dimensional zone. By using theapplication the user gets a better view of the layout, allowing the user to look at the robot from different sides and see the safety zone projected around the robot. User tests show that people working with SafeMove could benefit from using the application to verify the conguration of SafeMove systems and the conclusion is that AR, if used right, greatly can improve robot interaction and maintenance.
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Michel, Thibaud. "On mobile augmented reality applications based on geolocation." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM068/document.

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Les applications de réalité augmentée peuvent être conçues de différentes manières, mais encore très peu tirent partie de la géolocalisation.Pourtant, aujourd'hui, avec la multitude de capteurs embarqués dans nos smartphones et nos tablettes, l’utilisation de la géolocalisation dans le contexte de la RA (RA Geo) semble très prometteuse.Dans ce travail de thèse, nous avons contribué sur plusieurs aspects fondamentaux de la RA Geo: l'estimation de la position du dispositif, l'estimation de son orientation, ainsi que sur l'impact de ces estimations sur le rendu des informations virtuelles.Dans un premier temps, nous avons étudié l'estimation de l’orientation du téléphone.Nous avons réalisé le premier benchmark dans un motion lab afin de comparer et d'évaluer les différents filtres de la littérature sur une base commune.Celui-ci a permis de produire la première analyse comparative approfondie des différentes approches.Nous avons aussi proposé un nouveau filtre dont le but est de minimiser l’effet des perturbations magnétiques omniprésentes en intérieur et avons quantifié son apport par rapport aux techniques existantes.Dans un deuxième temps, nous avons étudié l'estimation de la position du téléphone lorsqu’il est porté par un piéton.Il existe de nombreux travaux sur les technologies de localisation mais il est difficile de trouver un benchmark qui évalue les différentes technologies dans le cas d’un smartphone grand public. Ainsi, à nouveau nous avons produit le premier benchmark pour analyser de façon comparative les différentes techniques de localisation qui peuvent être utilisées avec un smartphone.Dans un troisième temps, nous avons proposé une méthode pour caractériser l'impact des estimations d'orientation et de positionnement sur le rendu des informations virtuelles.Ceci a permis d'identifier des critères permettant de comprendre plus précisément les limites de faisabilité de différent cas d'utilisation de la RA Geo.Enfin, nous avons proposé un nouveau framework pour faciliter la conception d’applications de la RA Geo.Nous montrons comment les données de cartographie peuvent être utilisées et enrichies à l’aide d’une nouvelle sémantique utilisant OpenStreetMap.Nous avons créé un visualiseur permettant d'afficher des éléments virtuels sur le flux de la caméra.Ce framework intègre différents modules pour la localisation, l’orientation, la gestion des points d'intérêts, le geofencing, l’audio spatialisé, et le rendu 2D ou RA.Finalement, trois exemples d'applications d'AR Géo ont été réalisés à partir de ce framework.TyrAr est une application pour visualiser des informations sur les sommets et les villes environnantes.AmiAr permet de contrôler de certains objets de domotique dans un appartement connecté.Venturi Y3 est une visite guidée de la ville de Grenoble avec des expériences de RA avec de l'audio
Applications for augmented reality can be designed in various ways, but few take advantage of geolocation.However, nowadays, with the many cheap sensors embedded in smartphones and tablets, using geolocation for augmented reality (Geo AR) seems to be very promising.In this work, we have contributed on several aspects of Geo AR: estimation of device positioning and attitude, and the impact of these estimations on the rendering of virtual information.In a first step, we focused on smartphone attitude estimation.We proposed the first benchmark using a motion lab with a high precision for the purpose of comparing and evaluating filters from the literature on a common basis.This allowed us to provide the first in-depth comparative analysis in this context.In particular, we focused on typical motions of smartphones when carried by pedestrians.Furthermore, we proposed a new technique for limiting the impact of magnetic perturbations with any attitude estimation algorithm used in this context.We showed how our technique compares and improves over previous works.In a second step, we studied the estimation of the smartphone's position when the device is held by a pedestrian.Altough many earlier works focused on evaluation of localisation systems, it remains very difficult to find a benchmark to compare technologies in the setting of a commodity smartphone. Once again, we proposed a novel benchmark to analyse localisation technologies including WiFi fingerprinting, WiFi trilateration, SHS (Step and Heading System) and map-matching.In a third step, we proposed a method for characterizing the impact of attitude and position estimations on the rendering of virtual features.This made it possible to identify criteria to better understand the limits of Geo AR for different use cases.We finally proposed a framework to facilitate the design of Geo AR applications.We show how geodata can be used for AR applications.We proposed a new semantics that extends the data structures of OpenStreetMap.We built a viewer to display virtual elements over the camera livestream.The framework integrates modules for geolocation, attitude estimation, POIs management, geofencing, spatialized audio, 2.5D rendering and AR.Three Geo AR applications have been implemented using this framework.TyrAr is an application to display information on mountain summits and cities around the user.AmiAr allows one to monitor lights, shutters, tv in a smart appartment.Venturi Y3 is an AR-Tour of Grenoble with audio description and experiences
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Taylor, Simon John. "Fast object localisation for mobile augmented reality applications." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610762.

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Yan, Yongzhe. "Deep Face Analysis for Aesthetic Augmented Reality Applications." Thesis, Université Clermont Auvergne‎ (2017-2020), 2020. http://www.theses.fr/2020CLFAC011.

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La détection précise et robuste des composants faciaux est d’une grande importance pour la bonne expérience utilisateur dans les applications de réalité augmentée à destination de l’industrie esthétique telles que le maquillage virtuel et la coloration virtuelle des cheveux. Dans ce contexte, cette thèse aborde le problème de la détection des composants faciaux via la détection des repères faciaux et la segmentation des composantes faciales. Cette thèse se concentre sur les modèles basés sur l’apprentissage profond.La première partie de cette thèse aborde le problème de la détection des repères faciaux. Nous proposons trois contributions. Pour la première contribution de cette partie, nous visons à améliorer la précision de la détection. Afin d’améliorer la précision au niveau des pixels, nous proposons un framework grossier à fin qui exploite les informations détaillées sur les feature maps de bas niveau dans le modèle. Nous formons différentes étapes avec différentes fonctions de coût, parmi lesquelles nous proposons une fonction sensible aux contours qui force les points de repère estimés à rester sur le contour de composants faciaux. Dans la deuxième contribution de cette partie, nous améliorons la robustesse de la détection des repères faciaux. Nous proposons une fonction de coût, basée sur la distance Wasserstein, pour intégrer des informations géométriques supplémentaires lors de l’apprentissage. De plus, nous proposons plusieurs modifications aux métriques d’évaluation conventionnelles pour mieux appréhender la robustesse du modèle.Pour fournir une nouvelle perspective sur la détection des repères faciaux, nous présentons une troisième contribution sur l’exploration d’un nouvel outil pour illustrer la relation entre les repères faciaux. Nous étudions l’analyse canonique de corrélation (CCA) des coordonnées du point de repère. Deux applications sont introduites avec cet outil: (1) l’interprétation de différents modèles pour la détection de points de repère (2) une nouvelle méthode d’apprentissage faiblement supervisé qui permet de réduire considérablement l’effort manuel pour l’annotation dense de points de repère.La deuxième partie de cette thèse aborde le problème de la segmentation des composantes faciales. Nous proposons deux contributions. Dans la première contribution dans cette partie, nous présentons un framework pour la segmentation des cheveux, afin d’améliorer la robustesse sur les arrière-plans complexes. De plus, un module d’attention spatiale est attaché à ce framework pour améliorer les résultats sur le contour des cheveux. Dans la deuxième contribution de cette partie, nous présentons un framework rapide de segmentation des composantes faciales pour les téléphones mobiles, qui utilise la cohérence temporelle pour produire un masque de sortie plus robuste. L’implémentation de ce framework s’exécute en temps réel sur un iPhone X
Precise and robust facial component detection is of great importance for the good user experience in aesthetic augmented reality applications such as virtual make-up and virtual hair dying. In this context, this thesis addresses the problem of facial component detection via facial landmark detection and face parsing. The scope of this thesis is limited to deep learning-based models.The first part of this thesis addresses the problem of facial landmark detection. In this direction, we propose three contributions. For the first contribution, we aim at improving the precision of the detection. To improve the precision to pixel-level, we propose a coarse-to-fine framework which leverages the detail information on the low-level feature maps. We train different stages with different loss functions, among which we propose a boundary-aware loss that forces the predicted landmarks to stay on the boundary. For the second contribution in facial landmark detection, we improve the robustness of facial landmark detection. We propose 2D Wasserstein loss to integrate additional geometric information during training. Moreover, we propose several modifications to the conventional evaluation metrics for model robustness.To provide a new perspective for facial landmark detection, we present a third contribution on exploring a novel tool to illustrate the relationship between the facial landmarks. We study the Canonical Correlation Analysis (CCA) of the landmark coordinates. Two applications are introduced based on this tool: (1) the interpretation of different facial landmark detection models (2) a novel weakly-supervised learning method that allows to considerably reduce the manual effort for dense landmark annotation.The second part of this thesis tackles the problem of face parsing. We present two contributions in this part. For the first contribution, we present a framework for hair segmentation with a shape prior to enhance the robustness against the cluttered background. Additionally, we propose a spatial attention module attached to this framework, to improve the output of the hair boundary. For the second contribution in this part, we present a fast face parsing framework for mobile phones, which leverages temporal consistency to yield a more robust output mask. The implementation of this framework runs in real-time on an iPhone X
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Mahmood, Zahid. "Enhanced Augmented Reality Framework for Sports Entertainment Applications." Diss., North Dakota State University, 2015. http://hdl.handle.net/10365/25324.

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Augmented Reality (AR) superimposes virtual information on real-world data, such as displaying useful information on videos/images of a scene. This dissertation presents an Enhanced AR (EAR) framework for displaying useful information on images of a sports game. The challenge in such applications is robust object detection and recognition. This is even more challenging when there is strong sunlight. We address the phenomenon where a captured image is degraded by strong sunlight. The developed framework consists of an image enhancement technique to improve the accuracy of subsequent player and face detection. The image enhancement is followed by player detection, face detection, recognition of players, and display of personal information of players. First, an algorithm based on Multi-Scale Retinex (MSR) is proposed for image enhancement. For the tasks of player and face detection, we use adaptive boosting algorithm with Haar-like features for both feature selection and classification. The player face recognition algorithm uses adaptive boosting with the LDA for feature selection and nearest neighbor classifier for classification. The framework can be deployed in any sports where a viewer captures images. Display of players-specific information enhances the end-user experience. Detailed experiments are performed on 2096 diverse images captured using a digital camera and smartphone. The images contain players in different poses, expressions, and illuminations. Player face recognition module requires players faces to be frontal or up to ?350 of pose variation. The work demonstrates the great potential of computer vision based approaches for future development of AR applications.
COMSATS Institute of Information Technology
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Head-Mears, James Bradley. "Accurate wide-area tracking for architectural, engineering and surveying applications." Thesis, University of Canterbury. HIT Lab NZ, 2013. http://hdl.handle.net/10092/11052.

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Augmented Reality (AR) is a powerful tool for the visualisation of, and interaction with, digital information, and has been successfully deployed in a number of consumer applications. Despite this, AR has had limited success in industrial applications as the combined precision, accuracy, scalability and robustness of the systems are not up to industry standards. With these characteristics in mind, we present a concept Industrial AR (IAR) framework for use in outdoor environments. Within this concept IAR framework, we focus on the improving the precision and accuracy of consumer level devices by focusing on the issue of localisation, utilising LiDAR based point clouds generated as part of normal surveying and engineering workflow. We evaluate key design points to optimise the localisation solution, including the impact of increased field of view on feature matching performance, the filtering of feature matches between real imagery and an observed point cloud, and how pose can be estimated from 2D to 3D point correspondences. The overall accuracy of this localisation algorithm with respect to ground-truth observations is determined, with unfiltered results indicating an on par horizontal accuracy and significantly improved vertical accuracy with best-case consumer GNSS solutions. When additional filtering is applied, results of localisation show a higher accuracy than best-case consumer GNSS.
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Lin, Owen. "The development of network enabled augmented reality mobile applications." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61171.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 59).
In this thesis, I designed, implemented, and evaluated network-enabled augmented reality mobile applications by extending an implementation of the MITAR iPhone client designed by the Scheller Teacher Education Program. In particular, I designed a multiplayer version of the client, which allows multiple users to interact with each other in a single game across multiple handsets and multiple platforms, and a data collection service that allows users to log media (such as pictures and text) throughout the duration of their game. The end result is an augmented reality client that fully takes advantage of the ubiquitous network connectivity offered by most modern mobile handsets.
by Owen Lin.
M.Eng.
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Books on the topic "Augmented Reality applications"

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Shumaker, Randall, and Stephanie Lackey, eds. Virtual, Augmented and Mixed Reality. Applications of Virtual and Augmented Reality. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07464-1.

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Ong, S. K., and A. Y. C. Nee, eds. Virtual and Augmented Reality Applications in Manufacturing. London: Springer London, 2004. http://dx.doi.org/10.1007/978-1-4471-3873-0.

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Ong, S. K. Virtual and Augmented Reality Applications in Manufacturing. London: Springer London, 2004.

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1969-, Ong S. K., and Nee, A. Y. C. 1948-, eds. Virtual and augmented reality applications in manufacturing. New York: Springer, 2004.

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Chang, Maiga, Wu-Yuin Hwang, Ming-Puu Chen, and Wolfgang Müller, eds. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9.

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Shumaker, Randall, ed. Virtual, Augmented and Mixed Reality. Systems and Applications. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39420-1.

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Chen, Jessie Y. C., and Gino Fragomeni, eds. Virtual, Augmented and Mixed Reality. Applications and Case Studies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21565-1.

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Chen, Jessie Y. C., and Gino Fragomeni, eds. Virtual, Augmented and Mixed Reality. Industrial and Everyday Life Applications. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49698-2.

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Hassanien, Aboul Ella, Deepak Gupta, Ashish Khanna, and Adam Slowik, eds. Virtual and Augmented Reality for Automobile Industry: Innovation Vision and Applications. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94102-4.

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Chen, Jessie Y. C., and Gino Fragomeni, eds. Virtual, Augmented and Mixed Reality: Applications in Education, Aviation and Industry. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06015-1.

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Book chapters on the topic "Augmented Reality applications"

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Peddie, Jon. "Key Applications." In Augmented Reality, 87–164. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54502-8_6.

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Peddie, Jon. "Key Applications." In Augmented Reality, 135–225. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32581-6_6.

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Mihelj, Matjaž, Domen Novak, and Samo Begus. "Augmented Reality." In Virtual Reality Technology and Applications, 195–204. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6910-6_8.

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Arnaldi, Bruno, Stéphane Cotin, Nadine Couture, Jean-Louis Dautin, Valérie Gouranton, François Gruson, and Domitile Lourdeaux. "New Applications." In Virtual Reality and Augmented Reality, 1–71. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119341031.ch1.

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Sood, Raghav. "Applications of Augmented Reality." In Pro Android Augmented Reality, 1–12. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3946-8_1.

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Singh, Gurjinder, Anjali Kataria, Shinnu Jangra, Rubina Dutta, Archana Mantri, Jasminder Kaur Sandhu, and Thennarasan Sabapathy. "Augmented Reality and Virtual Reality." In Smart Distributed Embedded Systems for Healthcare Applications, 93–118. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003254119-7.

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Bonenberger, Yannic, Jason Rambach, Alain Pagani, and Didier Stricker. "Universal Web-Based Tracking for Augmented Reality Applications." In Virtual Reality and Augmented Reality, 18–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01790-3_2.

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Kühn-Kauffeldt, Marina, and Jörg Böttcher. "Open Source Augmented Reality Applications for Small Manufacturing Businesses." In Augmented Reality and Virtual Reality, 243–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37869-1_20.

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Livingston, Mark A., Lawrence J. Rosenblum, Dennis G. Brown, Gregory S. Schmidt, Simon J. Julier, Yohan Baillot, J. Edward Swan, Zhuming Ai, and Paul Maassel. "Military Applications of Augmented Reality." In Handbook of Augmented Reality, 671–706. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0064-6_31.

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May, Michael. "Wayfinding, Ships and Augmented Reality." In Virtual Applications, 212–33. London: Springer London, 2004. http://dx.doi.org/10.1007/978-1-4471-3746-7_10.

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Conference papers on the topic "Augmented Reality applications"

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Lin, Chien-Liang, Yu-Zheng Su, Min-Wei Hung, and Kuo-Cheng Huang. "Augmented reality system." In SPIE Optical Engineering + Applications, edited by Andrew G. Tescher. SPIE, 2010. http://dx.doi.org/10.1117/12.860252.

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Billinghurst, Mark, and Raphael Grasset. "Developing augmented reality applications." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508048.

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Azuma, Ronald T. "Making Augmented Reality a Reality." In 3D Image Acquisition and Display: Technology, Perception and Applications. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/3d.2017.jtu1f.1.

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Keesung Kim, Hwansoo Lee, Jiyeon Hwang, and Hangjung Zo. "Understanding augmented reality applications continuance." In 2013 International Conference on ICT Convergence (ICTC). IEEE, 2013. http://dx.doi.org/10.1109/ictc.2013.6675336.

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Qiu, Hang, Fawad Ahmad, Ramesh Govindan, Marco Gruteser, Fan Bai, and Gorkem Kar. "Augmented Vehicular Reality." In HotMobile '17: The 18th International Workshop on Mobile Computing Systems and Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3032970.3032976.

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Jenkins, Jeffrey, Christopher Frenchi, and Harold Szu. "Telescopic multi-resolution augmented reality." In SPIE Sensing Technology + Applications, edited by Harold H. Szu and Liyi Dai. SPIE, 2014. http://dx.doi.org/10.1117/12.2051255.

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Park, Andrew J., and Rick N. Kazman. "Augmented reality for mining teleoperation." In Photonics for Industrial Applications, edited by Hari Das. SPIE, 1995. http://dx.doi.org/10.1117/12.197304.

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Soomro, Shoaib R., Erdem Ulusoy, and Hakan Urey. "Wearable Augmented Reality Displays." In 3D Image Acquisition and Display: Technology, Perception and Applications. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/3d.2017.dm4f.2.

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Mirza, Tabasum, Neha Tuli, and Archana Mantri. "Virtual Reality, Augmented Reality, and Mixed Reality Applications: Present Scenario." In 2022 2nd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE). IEEE, 2022. http://dx.doi.org/10.1109/icacite53722.2022.9823482.

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Martins, Valeria Farinazzo, Leandro Valdeviesso Soares, Vitor Barbosa Mattos, Eduardo Luiz Makihara, Renato Nakahishi Pinto, and Marcelo de Paiva Guimaraes. "Usability metrics for augmented reality applications." In XXXVIII Latin America Conference on Informatics (CLEI 2012). IEEE, 2012. http://dx.doi.org/10.1109/clei.2012.6427125.

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Reports on the topic "Augmented Reality applications"

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Seidametova, Zarema S., Zinnur S. Abduramanov, and Girey S. Seydametov. Using augmented reality for architecture artifacts visualizations. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4626.

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Nowadays one of the most popular trends in software development is Augmented Reality (AR). AR applications offer an interactive user experience and engagement through a real-world environment. AR application areas include archaeology, architecture, business, entertainment, medicine, education and etc. In the paper we compared the main SDKs for the development of a marker-based AR apps and 3D modeling freeware computer programs used for developing 3D-objects. We presented a concept, design and development of AR application “Art-Heritage’’ with historical monuments and buildings of Crimean Tatars architecture (XIII-XX centuries). It uses a smartphone or tablet to alter the existing picture, via an app. Using “Art-Heritage’’ users stand in front of an area where the monuments used to be and hold up mobile device in order to see an altered version of reality.
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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Vakaliuk, Tetiana A., and Svitlana I. Pochtoviuk. Analysis of tools for the development of augmented reality technologies. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4625.

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The article considers cross-platform products that should be used to develop augmented reality technolo- gies: Unreal Development, Kit, Unity, Godot, Engine, Cocos2D, MonoGame, Unreal Engine, Marmalade, and others. Also, the possibilities of known SDKs for the development of augmented reality applications (Wikitude, Vuforia, Kudan, Maxst, Xzimg, NyARToolkit, Metaio SDK) are given. It is established that for the development of augmented reality technologies can be used not only cross-platform engines but also sets of development tools. Such kits allow you to speed up and simplify the process of developing any program with elements of augmented reality. These advantages and disadvantages will help beginners to choose the most convenient tool for developing augmented reality technologies. In addition, the article attempts to identify criteria and indicators for the selection of such environments, as well as their expert evaluation.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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