Educational applications of augmented reality: A bibliometric study

2021 ◽  
Vol 93 ◽  
pp. 107289
Author(s):  
Mauricio Hincapie ◽  
Christian Diaz ◽  
Alejandro Valencia ◽  
Manuel Contero ◽  
David Güemes-Castorena
Keyword(s):  
Augmented Reality ◽  
Bibliometric Study ◽  
Educational Applications

Supporting the Assembly Process by Leveraging Augmented Reality, Cloud Computing, and Mobile Devices

2012 ◽  
Vol 2 (3) ◽  
pp. 86-102 ◽  
Author(s):  
Javier Gonzalez-Sanchez ◽  
Quincy Conley ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Cloud Computing ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Assembly Process ◽  
Industrial Setting ◽  
Wide Range ◽  
Innovative System ◽  
Educational Applications ◽  
Product Assembly ◽  
Domain Independent

The assembly process is often very complex and involved, collecting and managing a significant number of parts in an intricate manner. Because the quality of a product is in large part impacted by the assembly process, intuitive and carefully scaffolded guidelines can make a difference in how fast and how accurate an assembler can complete the assembly process. To this end, the authors propose an innovative system that leverages three current and emerging technologies; augmented reality (AR), cloud computing, and mobile devices, to create an Augmented Reality Product Assembly (ARPA) system. This paper describes the total framework for creating the ARPA system. They also discuss how the system leverages augmented reality visualizations for repurposing user-generated assembly guidelines by incorporating cloud-based computing. Although the authors situate ARPA’s use in an industrial setting, it is domain-independent and able to support a wide range of practical and educational applications.

scholarly journals Educational applications of metaverse: possibilities and limitations

2021 ◽  
Vol 18 ◽  
pp. 32
Author(s):  
Bokyung Kye ◽  
Nara Han ◽  
Eunji Kim ◽  
Yeonjeong Park ◽  
Soyoung Jo
Keyword(s):  
Augmented Reality ◽  
Social Communication ◽  
Spinal Surgery ◽  
Research Team ◽  
Virtual Space ◽  
Social Connections ◽  
Communication Space ◽  
Augmented Reality Technology ◽  
Educational Applications ◽  
Anatomy Lab

This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

scholarly journals A Comparative Analysis of Augmented Reality Frameworks Aimed at the Development of Educational Applications

2017 ◽  
Vol 08 (09) ◽  
pp. 1433-1451 ◽  
Author(s):  
Fabrício Herpich ◽  
Renan Luigi Martins Guarese ◽  
Liane Margarida Rockenbach Tarouco
Keyword(s):  
Comparative Analysis ◽  
Augmented Reality ◽  
Educational Applications

Tools for Creating Augmented Reality Educational Applications

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Gabriela Kiryakova
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Effective Means ◽  
Public Life ◽  
Communication Technologies ◽  
Digital Learners ◽  
Information And Communication ◽  
Programming Skills ◽  
Educational Applications ◽  
Contemporary Education

Information and communication technologies are an important part of contemporary education. Implementation of innovative technologies in education contributes to its transformation to be in line with digital learners’ needs. Among the rapidly advancing technologies in different spheres of public life is Augmented reality. It has many advantages that can provide innovative and effective means of transferring knowledge to learners. The aim of the current work is to present the approaches and tools in creating Augmented reality educational applications. The emphasis is on the Augmented reality browsers, which allows teachers to create interactive educational products without the need for special programming skills.

scholarly journals Effects of Integrating Augmented Reality in Early Childhood Special Education

2019 ◽  
Vol 8 (3) ◽  
pp. 7864-7867
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Augmented Reality ◽  
Early Childhood Special Education ◽  
Control Group ◽  
Learning Material ◽  
Resource Teachers ◽  
Educational Applications ◽  
Impact Of Technology ◽  
Experimental Group

Various research studies showed the praiseful impact of technology tools in the education process of the special kids. The intention of this comparative study was to explore how Augmented Reality (AR) based educational application would support mild and moderate Intellectually Disabled (ID) children of age 5-10. Eight ID students from a Block Resource Center in Kerala, India were participated in this study. They were divided into two groups. Children with hyperactivity were selected as experimental group, and they had extra support from AR-based tool via smartphone. The control group students were trained by using conventional method. After measuring the parameters such as learning outcome, response to the learning material, learning time and memory capacity, the data has been analyzed. From the analysis results, it noticed that the participants from the experimental group exhibited improvements in all the parameters than those in the control group. In addition to the experiment, a survey was conducted among their parents and the resource teachers to know their feedback about the effectiveness of the application. The observed parameters and the survey results indicate that the implementation of AR-based educational applications in early childhood special education system is worth to explore further.

scholarly journals Realidad aumentada como recurso educativo en materias administrativas de alumnos de diseño industrial

2019 ◽  
pp. 11-12
Author(s):  
Anabelem SOBERANES-MARTÍN ◽  
José Luis CASTILLO MENDOZA ◽  
Aideé PEÑA MARTÍN
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Industrial Design ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Educational Applications ◽  
General Aspects

Augmented reality is booming in several areas, education is no exception, one of the subjects that is sometimes somewhat complicated for students of industrial design is Market and Consumption, which is why it was proposed as an objective to develop a mobile application with augmented reality that in a first phase includes the theoretical aspects of the subject, then present videos and animations, presenting information reinforcement and integration of exercises of some concepts incorporating various resources. Three stages were identified: 1) general aspects, the participants of the study were established, the materials to be developed, the instruments that would be applied to determine the quality of the application were selected, 2) the Unity software was selected for its development, for both IOS and Android platforms; 3) a rubric on the quality of mobile educational applications was applied to 9 teachers and 64 students randomly chosen from the degree in industrial design, some of the results were 94.7% and 99.6% of acceptance of the application by teachers and students respectively.

scholarly journals Educational Augmented Reality Solar System

2020 ◽  
Vol 9 (3) ◽  
pp. 324
Author(s):  
Ahmad A. H. Alkurdi
Keyword(s):  
Augmented Reality ◽  
Solar System ◽  
School Children ◽  
Mobile Application ◽  
Health Sector ◽  
Primary School Children ◽  
Specific Information ◽  
Virtual Objects ◽  
The Past ◽  
Educational Applications

Augmented reality (AR) has been the main focus for several technology corporations in the past few years. AR is the integration of computer generated objects with the users’ environment. The advancement of hardware enables devices to create and place virtual objects in our setting. AR concepts have provided great capabilities for the educational, entertainment and health sector. People, specifically Primary school children comprehend visual material much more efficiently than imaginary or textual subjects. Augmented reality helps in visualizing and picturing different subjects in classrooms whereas traditionally students would have to imagine the subjects at hand. ARKit is a powerful framework developed for iOS that enables iOS based devices to provide AR capabilities. This framework supports the placement of computer generated object in to our world in a seamless and effortless manner. The proposed system is an augmented reality mobile application which illustrates the movement of the solar system. It also incorporates functionality to show specific information about planets for educational purposes. the system is a gateway for developing similar educational applications for school children.

An Extended Acceptance Model for Augmented Reality Educational Applications

2018 ◽  
pp. 424-441
Author(s):  
Alexandru Balog ◽  
Costin Pribeanu
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
3D Visualization ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Cognitive Absorption ◽  
Hands On Learning ◽  
Perceived Enjoyment ◽  
Acceptance Model ◽  
Educational Applications

Augmented Reality (AR) combines 3D visualization, multimodal interaction, animation and direct manipulation in a hands-on learning experience that is able to enhance the students' motivation to learn. Designers and educators need a deeper understanding of the key factors that drive learners' acceptance and continuing interaction with an AR-based educational system. A concern for educators is to understand how these factors interact and to what extent each factor contributes to the acceptance of the AR technology. This work further extends the technology acceptance model by included three additional constructs that point to the ease of learning how to use an AR-based application (learnability), perceived efficiency, and cognitive absorption. The results show that the perceived enjoyment is the main determinant of the intention to use having a greater positive influence than the perceived usefulness. The perceived efficiency and perceived cognitive absorption have only indirect effects on the intention to use, which are mediated by the perceived usefulness and perceived enjoyment.

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