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Artykuły w czasopismach na temat „Augmented environment”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 stycznia 2023

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1

Novak-Marcincin, Jozef. "Development of Molding Tool with Augmented Reality Technology Application". Applied Mechanics and Materials 442 (październik 2013): 203–8. http://dx.doi.org/10.4028/www.scientific.net/amm.442.203.

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Augmented Reality (AR) is a developing area of virtual reality research. The world environment around us provides a wealth of information that is difficult to duplicate in a computer. This is evidenced by the worlds used in virtual environments. An augmented reality system generates a composite view for the user. It is a combination of the real scene viewed by the user and a virtual scene generated by the computer that augments the scene with additional information. In paper is presented the example of virtual and augmented reality application in area of molding tool assembly realized by author.

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Phan, Viet Toan, i Seung Yeon Choo. "Interior Design in Augmented Reality Environment". International Journal of Computer Applications 5, nr 5 (25.08.2010): 16–21. http://dx.doi.org/10.5120/912-1290.

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Mujumdar, Omkar. "Augmented Reality". International Journal for Research in Applied Science and Engineering Technology 10, nr 12 (31.12.2022): 487–95. http://dx.doi.org/10.22214/ijraset.2022.47902.

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Abstract: Imagine a world with a technology that creates the 3 dimensional images of a virtual object around you with which you can interact, see, hear, smell, and even touch it. Technologies such as computer graphics, virtual reality, and augmented reality together can be used to implement this in real world. Augmented reality actually superimposes virtual objects into the real environment with the real objects for enriching the viewer’s experience Augmented reality with virtual reality in virtual space, also enhances the audience perception by displaying additional information. In this survey we present the different technologies that are involved in the implementation of augmented reality. These technologies are displays which are used for displaying or combining the virtual object by the real environment, tracking or gesture recognition helps in real time interaction part while the modelling is used to register the objects into 3D for enhancing the quality and perception of the viewer.

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Nishida, Toyoaki. "Augmenting Conversational Environment". International Journal of Cognitive Informatics and Natural Intelligence 6, nr 4 (październik 2012): 103–24. http://dx.doi.org/10.4018/jcini.2012100105.

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People are proficient in collaboratively forming and maintaining gatherings thereby shaping and cultivating collective thoughts through fluent conversational interactions. A big challenge is to develop a technology for augmenting the conversational environment so that people can conduct even better conversational interactions for collective intelligence and creation. Conversational informatics is a field of research that focuses on investigating conversational interactions and designing intelligent artifacts that can augment conversational interactions. The field draws on a foundation provided by artificial intelligence, natural language processing, speech and image processing, cognitive science, and conversation analysis. In this article, the author overviews a methodology for developing augmented conversational environment and major achievements. The author also discusses issues for making agents empathic so that they can induce sustained and constructive engagement with people.

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Neumann, Ulrich, Suya You, Jinhui Hu, Bolan Jiang i Ismail Oner Sebe. "Visualizing Reality in an Augmented Virtual Environment". Presence: Teleoperators and Virtual Environments 13, nr 2 (kwiecień 2004): 222–33. http://dx.doi.org/10.1162/1054746041382366.

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An Augmented Virtual Environment (AVE) fuses dynamic imagery with 3D models. An AVE provides a unique approach to visualizing spatial relationships and temporal events that occur in real-world environments. A geometric scene model provides a 3D substrate for the visualization of multiple image sequences gathered by fixed or moving image sensors. The resulting visualization is that of a world-in-miniature that depicts the corresponding real-world scene and dynamic activities. This paper describes the core elements of an AVE system, including static and dynamic model construction, sensor tracking, and image projection for 3D visualization.

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Reljić, Vule, Ivana Milenković, Slobodan Dudić, Jovan Šulc i Brajan Bajči. "Augmented Reality Applications in Industry 4.0 Environment". Applied Sciences 11, nr 12 (17.06.2021): 5592. http://dx.doi.org/10.3390/app11125592.

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New technologies, such as cloud computing, the Internet of Things, wireless communications, etc., have already become part of our daily lives. This paper provides an insight into one of the new technologies, i.e., augmented reality (AR), as part of the manufacturing paradigm Industry 4.0 (I4.0). The aim of this paper is to contribute to the current state in the field of AR by assessing the main areas of the application of AR, the used devices and the tracking methods in support of the digitalization of the industry. Searches via Science Direct, Google Scholar and the Internet in general have resulted in the collection of a large number of papers. The examined works are classified according to several criteria and the most important data resulting from them are presented here. A comprehensive analysis of the literature has indicated the main areas of application of AR in I4.0 and, among these, those that stand out are maintenance, assembly and human robot collaboration. Finally, a roadmap for the application of AR in companies is proposed and the most promising future areas of research are listed.

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Kelly, David, Thuong N. Hoang, Martin Reinoso, Zaher Joukhadar, Tamara Clements i Frank Vetere. "Augmented reality learning environment for physiotherapy education". Physical Therapy Reviews 23, nr 1 (2.01.2018): 21–28. http://dx.doi.org/10.1080/10833196.2018.1447256.

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Ivanov, Rosen. "Blind-environment interaction through voice augmented objects". Journal on Multimodal User Interfaces 8, nr 4 (1.07.2014): 345–65. http://dx.doi.org/10.1007/s12193-014-0166-z.

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Asai, Kikuo, i Norio Takase. "Learning Molecular Structures in a Tangible Augmented Reality Environment". International Journal of Virtual and Personal Learning Environments 2, nr 1 (styczeń 2011): 1–18. http://dx.doi.org/10.4018/jvple.2011010101.

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This article presents the characteristics of using a tangible tabletop environment produced by augmented reality (AR), aimed at improving the environment in which learners observe three-dimensional molecular structures. The authors perform two evaluation experiments. A performance test for a user interface demonstrates that learners with a tangible AR environment were able to complete the task of identifying molecular structures more quickly and accurately than those with a typical desktop-PC environment using a Web browser. A usability test by participants who learned molecular structures and answered relevant questions demonstrates that the environments had no effect on their learning of molecular structures. However, a preference test reveals that learners preferred a more tangible AR environment to a Web-browser environment in terms of overall enjoyment, reality of manipulation, and sense of presence, and vice versa in terms of ease of viewing, experience, and durability.

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Saran, V., J. Lin i A. Zakhor. "AUGMENTED ANNOTATIONS: INDOOR DATASET GENERATION WITH AUGMENTED REALITY". ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W13 (5.06.2019): 873–79. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w13-873-2019.

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<p><strong>Abstract.</strong> The proliferation of machine learning applied to 3D computer vision tasks such as object detection has heightened the need for large, high-quality datasets of labeled 3D scans for training and testing purposes. Current methods of producing these datasets require first scanning the environment, then transferring the resulting point cloud or mesh to a separate tool for it to be annotated with semantic information, both of which are time consuming processes. In this paper, we introduce <i>Augmented Annotations</i>, a novel approach to bounding box data annotation that solves the scanning and annotation processes of an environment in parallel. Leveraging knowledge of the user’s position in 3D space during scanning, we use augmented reality (AR) to place persistent digital annotations directly on top of indoor real world objects. We test our system with seven human subjects, and demonstrate that this approach can produce annotated 3D data faster than the state-of-the-art. Additionally, we show that Augmented Annotations can also be adapted to automatically produce 2D labeled image data from many viewpoints, a much needed augmentation technique for 2D object detection and recognition. Finally, we release our work to the public as an open-source iPad application designed for efficient 3D data collection.</p>

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Greene, Kshanti, i Thomas Young. "Human Stigmergy in Augmented Environments". Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 1 (3.11.2013): 26–27. http://dx.doi.org/10.1609/hcomp.v1i1.13108.

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The potential of human computation may be stymied by a curious phenomenon that as the size of a group of collaborators increases, the efficiency of the group typically decreases. The study described in this paper tests our hypothesis that communication mechanisms are key to unlocking collaborative potential. In particular, we sought to evaluate whether a group taking on a complex task can increase its efficacy by communicating through a shared environment.

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Kumar, Ankur. "Augmented RealityAugmented Reality". International Journal for Research in Applied Science and Engineering Technology 9, nr VII (31.07.2021): 3510–22. http://dx.doi.org/10.22214/ijraset.2021.37098.

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Augmented Reality (AR), which blends virtual information with the real environment in real-time performance, is constantly evolving and becoming more sophisticated and robust. It is critical to ensure that the augmented reality system is accepted and successful. This paper primarily discusses the current state of AR applications and the various fields in which AR is being used.

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Macgregor, S. Kim, Jonathan Z. Shapiro i Richard Niemiec. "Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style". Journal of Educational Computing Research 4, nr 4 (listopad 1988): 453–65. http://dx.doi.org/10.2190/nbld-3eb6-4w47-yvgb.

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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.

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Bougsiaa, Hussein. "Teaching and Learning Context in Augmented Reality Environment". Ars Educandi, nr 13 (1.12.2016): 23–31. http://dx.doi.org/10.26881/ae.2016.13.02.

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The article presents Augmented reality (AR) as a step between reality and virtual reality for the benefit of education. After some introductory example of where AR heads, the technology will be explained itself. Then, I describe the modules of the AR that are developed and how it can be used in university courses and activities.AR is the mid-point on a continuum between the real physical world around us, and the virtual digital world online superimposing information on our sensory experiences as we move through time and space. Viewing physical objects through a mobile’s camera, AR uses image recognition, geo-location, the device’s accelerometer, and online databases to provide information relevant in time and space to the user. Research continues into different interaction methods and display possibilities making engagement with online data more natural and intuitive. The article explores current research in AR and associated technologies in order to understand possibilities for learners today and in the future.This literature review focuses on AR for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. Summarizing research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and meta-cognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.

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Rau, Pei-Luen Patrick, Jian Zheng i Zhi Guo. "Immersive reading in virtual and augmented reality environment". Information and Learning Sciences 122, nr 7/8 (6.07.2021): 464–79. http://dx.doi.org/10.1108/ils-11-2020-0236.

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Purpose This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment. Design/methodology/approach In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality. Findings Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task. Originality/value The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.

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Sprinks, James, Liz Dowthwaite, Gary Priestnall i Jessica Wardlaw. "MarsCAPE: Mars Communicated Through an Augmented, Physical Environment". IEEE Computer Graphics and Applications 40, nr 2 (1.03.2020): 43–56. http://dx.doi.org/10.1109/mcg.2020.2967319.

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Ying, Jee Geak, i Manjit Singh Sidhu. "Analyzing 4BL Mechanisms in an Augmented Reality Environment". Advanced Science Letters 24, nr 2 (1.02.2018): 1528–31. http://dx.doi.org/10.1166/asl.2018.10784.

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Shen, Y., S. K. Ong i A. Y. C. Nee. "Vision-Based Hand Interaction in Augmented Reality Environment". International Journal of Human-Computer Interaction 27, nr 6 (czerwiec 2011): 523–44. http://dx.doi.org/10.1080/10447318.2011.555297.

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van Esch, Patrick, Denni Arli, Mahnaz Haji Gheshlaghi, Vicki Andonopoulos, Tania von der Heidt i Gavin Northey. "Anthropomorphism and augmented reality in the retail environment". Journal of Retailing and Consumer Services 49 (lipiec 2019): 35–42. http://dx.doi.org/10.1016/j.jretconser.2019.03.002.

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Huang, Tien-Chi. "Seeing creativity in an augmented experiential learning environment". Universal Access in the Information Society 18, nr 2 (6.11.2017): 301–13. http://dx.doi.org/10.1007/s10209-017-0592-2.

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Lee, Jae-Young, i Jun-Sik Kwon. "Image Annotation System for Mobile Augmented Reality Environment". Journal of Digital Contents Society 16, nr 3 (30.06.2015): 437–44. http://dx.doi.org/10.9728/dcs.2015.16.3.437.

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Pang, Yan, Andrew Y. C. Nee, Soh Khim Ong, Miaolong Yuan i Kamal Youcef‐Toumi. "Assembly feature design in an augmented reality environment". Assembly Automation 26, nr 1 (styczeń 2006): 34–43. http://dx.doi.org/10.1108/01445150610645648.

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Szalav�ri, Z., D. Schmalstieg, A. Fuhrmann i M. Gervautz. "?Studierstube?: An environment for collaboration in augmented reality". Virtual Reality 3, nr 1 (marzec 1998): 37–48. http://dx.doi.org/10.1007/bf01409796.

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Gagnon, Holly C., Carlos Salas Rosales, Ryan Mileris, Jeanine K. Stefanucci, Sarah H. Creem-Regehr i Robert E. Bodenheimer. "Estimating Distances in Action Space in Augmented Reality". ACM Transactions on Applied Perception 18, nr 2 (maj 2021): 1–16. http://dx.doi.org/10.1145/3449067.

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Augmented reality ( AR ) is important for training complex tasks, such as navigation, assembly, and medical procedures. The effectiveness of such training may depend on accurate spatial localization of AR objects in the environment. This article presents two experiments that test egocentric distance perception in augmented reality within and at the boundaries of action space (up to 35 m) in comparison with distance perception in a matched real-world ( RW ) environment. Using the Microsoft HoloLens, in Experiment 1, participants in two different RW settings judged egocentric distances (ranging from 10 to 35 m) to an AR avatar or a real person using a visual matching measure. Distances to augmented targets were underestimated compared to real targets in the two indoor, RW contexts. Experiment 2 aimed to generalize the results to an absolute distance measure using verbal reports in one of the indoor environments. Similar to Experiment 1, distances to augmented targets were underestimated compared to real targets. We discuss these findings with respect to the importance of methodologies that directly compare performance in real and mediated environments, as well as the inherent differences present in mediated environments that are “matched” to the real world.

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Čejka, Jan, Fabio Bruno, Dimitrios Skarlatos i Fotis Liarokapis. "Detecting Square Markers in Underwater Environments". Remote Sensing 11, nr 4 (23.02.2019): 459. http://dx.doi.org/10.3390/rs11040459.

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Augmented reality can be deployed in various application domains, such as enhancing human vision, manufacturing, medicine, military, entertainment, and archeology. One of the least explored areas is the underwater environment. The main benefit of augmented reality in these environments is that it can help divers navigate to points of interest or present interesting information about archaeological and touristic sites (e.g., ruins of buildings, shipwrecks). However, the harsh sea environment affects computer vision algorithms and complicates the detection of objects, which is essential for augmented reality. This paper presents a new algorithm for the detection of fiducial markers that is tailored to underwater environments. It also proposes a method that generates synthetic images with such markers in these environments. This new detector is compared with existing solutions using synthetic images and images taken in the real world, showing that it performs better than other detectors: it finds more markers than faster algorithms and runs faster than robust algorithms that detect the same amount of markers.

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Tong Lee, Kah, i Albert Quek. "TARogic: Tangible augmented reality game". International Journal of Engineering & Technology 7, nr 2.14 (6.04.2018): 101. http://dx.doi.org/10.14419/ijet.v7i2.14.11463.

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Augmented Reality (AR) has been around for the past decade. It has been applied in many fields and one of the common fields is in education. In this paper, we have make use of Tangible Augmented Reality technology in creating an interactive game called TARogic that teaches students on the basic of programming logics. Tangible Augmented Reality is a combination of Augmented Reality (AR) technology and Tangible User Interface (TUI), which uses real environment objects to interact with the Augmented Reality (AR) environment. In this project, we have created a hardware console that uses USB drive as a tangible element to interact with the game. The USB drive is plug on to the console (Arduino module) to transfer the information of the game input to a smartphone via Bluetooth. The output is displayed on the smartphone in the form of Augmented Reality (AR) game objects and environment. By qualitative user evaluation of two groups of participants, 10 for each groups, 60% of the participants were positive with the overall learning experience using TARogic.

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Зелінська, Сніжана, Альберт Азарян i Володимир Азарян. "Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment". Педагогіка вищої та середньої школи 51 (13.12.2018): 263–75. http://dx.doi.org/10.31812/pedag.v51i0.3674.

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Zelinska S.O., Azaryan A.A. and Azaryan V.A. Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment. The augmented reality technologies allow receiving the necessary data about the environment and improvement of the information perception. Application of the augmented reality technologies in the information and educative environment of the higher education establishment will allow receiving the additional instrumental means for education quality increasing. Application of the corresponding instrumental means, to which the platforms of the augmented reality Vuforia, ARToolKit, Kudan can be referred, will allow presenting the lecturers the necessary tools for making of the augmented reality academic programs.

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Yun, Deokgyu, i Seung Ho Choi. "Deep Learning-Based Estimation of Reverberant Environment for Audio Data Augmentation". Sensors 22, nr 2 (13.01.2022): 592. http://dx.doi.org/10.3390/s22020592.

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This paper proposes an audio data augmentation method based on deep learning in order to improve the performance of dereverberation. Conventionally, audio data are augmented using a room impulse response, which is artificially generated by some methods, such as the image method. The proposed method estimates a reverberation environment model based on a deep neural network that is trained by using clean and recorded audio data as inputs and outputs, respectively. Then, a large amount of a real augmented database is constructed by using the trained reverberation model, and the dereverberation model is trained with the augmented database. The performance of the augmentation model was verified by a log spectral distance and mean square error between the real augmented data and the recorded data. In addition, according to dereverberation experiments, the proposed method showed improved performance compared with the conventional method.

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Sawada, Tadamasa, Alejandro Mendoza Arvizu, Maddex Farshchi i Alexandra Kiba. "Navigation in Contour-Drawn Scenes Using Augmented Reality". i-Perception 13, nr 1 (styczeń 2022): 204166952210747. http://dx.doi.org/10.1177/20416695221074707.

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The visual system can recover 3D information from many different types of visual information, e.g., contour-drawings. How well can people navigate in a real dynamic environment with contour-drawings? This question was addressed by developing an AR-device that could show a contour-drawing of a real scene in an immersive manner and by conducting an observational field study in which the two authors navigated in real environments wearing this AR-device. The navigation with contour-drawings was difficult in natural scenes but easy in urban scenes. This suggests that the visual information from natural and urban environments is sufficiently different and our visual system can accommodate to this difference of the visual information in different environments.

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Попель, Майя, i Марія Шишкіна. "The Cloud Technologies and Augmented Reality: the Prospects of Use". Педагогіка вищої та середньої школи 51 (13.12.2018): 297–303. http://dx.doi.org/10.31812/pedag.v51i0.3677.

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Popel M.V. and Shyshkina M.P. The Cloud Technologies and Augmented Reality: the Prospects of Use. The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine.The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designingof the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.

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Song, Young Eun, Peter Kovacs, Mihoko Niitsuma i Hideki Hashimoto. "Spatial Memory for Augmented Personal Working Environments". Journal of Advanced Computational Intelligence and Intelligent Informatics 16, nr 2 (20.03.2012): 349–57. http://dx.doi.org/10.20965/jaciii.2012.p0349.

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Augmented Personal Working Environments (APWEs) are 3D environments in which the physical surroundings of the user are overlaid with representations of a virtual reality. With the rapid technological evolution of personal informatics devices as well as a growing demand for more comfortable and efficient working environments, the partial virtualization of resources used in our everyday work settings is expected to gradually become inevitable. Irrespective of whether someone is working in an office environment or in industrial settings, this trend in virtualization is expected to lead to more collaborative working environments in which the available resources and the interfaces for dealing with those resources can be both physical and virtual in nature. SpatialMemory, which is a memory system embedded in 3-dimensional physical reality, may without doubt be a central subsystem of future APWEs. In this paper, our goal is to contribute to the development of a theoretical background for Spatial Memory from a cognitive infocommunications perspective, and to outline the future research directions of Spatial Memory in APWEs based on some key applications.

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Gomes, José Duarte Cardoso, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante i Cristina Maria Cardoso Gomes. "Augmented Reality in Informal Learning Environments". International Journal of Creative Interfaces and Computer Graphics 7, nr 2 (lipiec 2016): 39–55. http://dx.doi.org/10.4018/ijcicg.2016070104.

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Augmented Reality (AR) allows computer-generated imagery information to be overlaid onto a live real world environment in real-time. Technological advances in mobile computing devices (MCD) such as smartphones and tablets (internet access, built-in cameras and GPS) made a greater number of AR applications available. This paper presents the Augmented Reality Musical Gallery (ARMG) exhibition, enhanced by AR. ARMG focuses the twentieth century music history and it is aimed to students from the 2nd Cycle of basic education in Portuguese public schools. In this paper, we will introduce the AR technology and address topics as constructivism, art education, student motivation, and informal learning environments. We conclude by presenting the first part of the ongoing research conducted among a sample group of students contemplating the experiment in educational context.

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Schmalstieg, Dieter, Anton Fuhrmann, Gerd Hesina, Zsolt Szalavári, L. Miguel Encarnação, Michael Gervautz i Werner Purgathofer. "The Studierstube Augmented Reality Project". Presence: Teleoperators and Virtual Environments 11, nr 1 (luty 2002): 33–54. http://dx.doi.org/10.1162/105474602317343640.

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Our starting point for developing the Studierstube system was the belief that augmented reality, the less obtrusive cousin of virtual reality, has a better chance of becoming a viable user interface for applications requiring manipulation of complex three-dimensional information as a daily routine. In essence, we are searching for a 3-D user interface metaphor as powerful as the desktop metaphor for 2-D. At the heart of the Studierstube system, collaborative augmented reality is used to embed computer-generated images into the real work environment. In the first part of this paper, we review the user interface of the initial Studierstube system, in particular the implementation of collaborative augmented reality, and the Personal Interaction Panel, a two-handed interface for interaction with the system. In the second part, an extended Studierstube system based on a heterogeneous distributed architecture is presented. This system allows the user to combine multiple approaches— augmented reality, projection displays, and ubiquitous computing—to the interface as needed. The environment is controlled by the Personal Interaction Panel, a twohanded, pen-and-pad interface that has versatile uses for interacting with the virtual environment. Studierstube also borrows elements from the desktop, such as multitasking and multi-windowing. The resulting software architecture is a user interface management system for complex augmented reality applications. The presentation is complemented by selected application examples.

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Endsley, Tristan C., Kelly A. Sprehn, Ryan M. Brill, Kimberly J. Ryan, Emily C. Vincent i James M. Martin. "Augmented Reality Design Heuristics: Designing for Dynamic Interactions". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, nr 1 (wrzesień 2017): 2100–2104. http://dx.doi.org/10.1177/1541931213602007.

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Augmented Reality (AR) has emerged as a rapidly developing technology, capable of a wide scope of applications across a variety of domains. AR technologies allow for a virtual experience to be overlaid on top of a physical environment, creating a hybrid experience in which virtual objects become a part of the user’s perceptual and physical environment. Rapid progression of the AR field requires that effective and validated methods of design evaluation be developed. Failure to consider the usability of AR applications during the design process will result in an increase in user errors and accidents, limiting user trust of the technology and undermining user perceptions of the technology, for both AR and Virtual Reality (VR) technologies (Nordrum, 2016). Through a robust and iterative process, a set of Design Heuristics for AR were developed for multidimensional augmented environments with the aim of advancing AR design methods for human factors, ergonomics, and user experience practitioners within the expanding AR community.

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Karagozlu, Damla. "Creating a Sustainable Education Environment with Augmented Reality Technology". Sustainability 13, nr 11 (23.05.2021): 5851. http://dx.doi.org/10.3390/su13115851.

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As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

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Manisah Mohd Shah, Haslina Arshad i Riza Sulaiman. "A Framework for Resolving Occlusion in Augmented Reality Environment". International Journal of Advancements in Computing Technology 5, nr 1 (15.01.2013): 575–86. http://dx.doi.org/10.4156/ijact.vol5.issue1.63.

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Buchner, Josef, Peter Michael Jeremias, Nikola Kobzare, Lelia König, Sebastian Oberreiter, Stefan Reiter i Bernd Resch. "An Augmented Reality Learning Environment for Informal Geoinformatics Education". GI_Forum 1 (2021): 3–17. http://dx.doi.org/10.1553/giscience2021_02_s3.

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Wang, Z. B., L. X. Ng, S. K. Ong i A. Y. C. Nee. "Assembly planning and evaluation in an augmented reality environment". International Journal of Production Research 51, nr 23-24 (26.09.2013): 7388–404. http://dx.doi.org/10.1080/00207543.2013.837986.

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Yang, Seung-Eui, Jiu Jieg i Hoe-Kyung Jung. "GPS-based Augmented Reality System for Social Network Environment". Journal of the Korean Institute of Information and Communication Engineering 17, nr 3 (31.03.2013): 762–67. http://dx.doi.org/10.6109/jkiice.2013.17.3.762.

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Rumiński, Dariusz, Mikołaj Maik i Krzysztof Walczak. "Visualizing Financial Stock Data withinan Augmented Reality Trading Environment". Acta Polytechnica Hungarica 16, nr 6 (2019): 223–39. http://dx.doi.org/10.12700/aph.16.6.2019.6.14.

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Albrecht, Robert, i Tapio Lokki. "Auditory Distance Presentation in an Urban Augmented Reality Environment". ACM Transactions on Applied Perception 12, nr 2 (10.04.2015): 1–19. http://dx.doi.org/10.1145/2723568.

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Kim, Sungmin, Jaesung Hong, Sanghyun Joung, Atsushi Yamada, Nozomu Matsumoto, Sun I. Kim, Young Soo Kim i Makoto Hashizume. "Dual Surgical Navigation Using Augmented and Virtual Environment Techniques". International Journal of Optomechatronics 5, nr 2 (kwiecień 2011): 155–69. http://dx.doi.org/10.1080/15599612.2011.581743.

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Ismail, Ajune Wanis, i Mohd Shahrizal Sunar. "Multimodal fusion: progresses and issues for augmented reality environment". International Journal of Computational Vision and Robotics 7, nr 3 (2017): 240. http://dx.doi.org/10.1504/ijcvr.2017.083452.

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Ismail, Ajune Wanis, i Mohd Shahrizal Sunar. "Multimodal fusion: progresses and issues for augmented reality environment". International Journal of Computational Vision and Robotics 7, nr 3 (2017): 240. http://dx.doi.org/10.1504/ijcvr.2017.10004045.

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Villegas-Hernandez, Yazmin S., i Federico Guedea-Elizalde. "Marker’s position estimation under uncontrolled environment for augmented reality". International Journal on Interactive Design and Manufacturing (IJIDeM) 11, nr 3 (24.10.2016): 727–35. http://dx.doi.org/10.1007/s12008-016-0356-x.

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Hsiao, Kuei-Fang, i Habib F. Rashvand. "Integrating body language movements in augmented reality learning environment". Human-centric Computing and Information Sciences 1, nr 1 (2011): 1. http://dx.doi.org/10.1186/2192-1962-1-1.

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Zahiri, Mohsen, Carl A. Nelson, Dmitry Oleynikov i Ka-Chun Siu. "Evaluation of Augmented Reality Feedback in Surgical Training Environment". Surgical Innovation 25, nr 1 (8.11.2017): 81–87. http://dx.doi.org/10.1177/1553350617739425.

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Scharver, Chris, Ray Evenhouse, Andrew Johnson i Jason Leigh. "Designing cranial implants in a haptic augmented reality environment". Communications of the ACM 47, nr 8 (sierpień 2004): 32–38. http://dx.doi.org/10.1145/1012037.1012059.

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Enyedy, Noel, Joshua A. Danish, Girlie Delacruz i Melissa Kumar. "Learning physics through play in an augmented reality environment". International Journal of Computer-Supported Collaborative Learning 7, nr 3 (6.07.2012): 347–78. http://dx.doi.org/10.1007/s11412-012-9150-3.

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Irmade, Oka, Paulus Widjanarko i Eka Titi Andaryani. "Augmented Reality as Early Childhood Learning Media: Environment Theme". Edukasi 16, nr 1 (19.05.2022): 12–19. http://dx.doi.org/10.15294/edukasi.v16i1.36655.

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Augmented Reality is a result of technological advances that can be used to improve learning outcomes. The purpose of this study is to provide an overview of the development of learning media based on Augmented Reality on the theme of my environment with the discussion of saving in the bank and buying and selling in the market which is applied to early childhood learning. The method used is Research and Development with the following stages: (1) preliminary investigation, (2) design, (3) realization/construction, (4) test, evaluation, and revision. Expert judgment is used in the development of this product, followed by trials with early childhood students to get various responses as input for improvement. The results of the assessment carried out by experts are included in the category of good scores and are suitable for use. The response from the students was positive, they preferred the material to be presented in 3D accompanied by an audio explanation.

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