Non-Visual Cues for View Management in Narrow Field of View Augmented Reality Displays

Author(s):  
Alexander Marquardt ◽  
Christina Trepkowski ◽  
Tom David Eibich ◽  
Jens Maiero ◽  
Ernst Kruijff
Author(s):  
Eugene Hayden ◽  
Kang Wang ◽  
Chengjie Wu ◽  
Shi Cao

This study explores the design, implementation, and evaluation of an Augmented Reality (AR) prototype that assists novice operators in performing procedural tasks in simulator environments. The prototype uses an optical see-through head-mounted display (OST HMD) in conjunction with a simulator display to supplement sequences of interactive visual and attention-guiding cues to the operator’s field of view. We used a 2x2 within-subject design to test two conditions: with/without AR-cues, each condition had a voice assistant and two procedural tasks (preflight and landing). An experiment examined twenty-six novice operators. The results demonstrated that augmented reality had benefits in terms of improved situation awareness and accuracy, however, it yielded longer task completion time by creating a speed-accuracy trade-off effect in favour of accuracy. No significant effect on mental workload is found. The results suggest that augmented reality systems have the potential to be used by a wider audience of operators.


2021 ◽  
Author(s):  
Nina Rohrbach ◽  
Joachim Hermsdörfer ◽  
Lisa-Marie Huber ◽  
Annika Thierfelder ◽  
Gavin Buckingham

AbstractAugmented reality, whereby computer-generated images are overlaid onto the physical environment, is becoming significant part of the world of education and training. Little is known, however, about how these external images are treated by the sensorimotor system of the user – are they fully integrated into the external environmental cues, or largely ignored by low-level perceptual and motor processes? Here, we examined this question in the context of the size–weight illusion (SWI). Thirty-two participants repeatedly lifted and reported the heaviness of two cubes of unequal volume but equal mass in alternation. Half of the participants saw semi-transparent equally sized holographic cubes superimposed onto the physical cubes through a head-mounted display. Fingertip force rates were measured prior to lift-off to determine how the holograms influenced sensorimotor prediction, while verbal reports of heaviness after each lift indicated how the holographic size cues influenced the SWI. As expected, participants who lifted without augmented visual cues lifted the large object at a higher rate of force than the small object on early lifts and experienced a robust SWI across all trials. In contrast, participants who lifted the (apparently equal-sized) augmented cubes used similar force rates for each object. Furthermore, they experienced no SWI during the first lifts of the objects, with a SWI developing over repeated trials. These results indicate that holographic cues initially dominate physical cues and cognitive knowledge, but are dismissed when conflicting with cues from other senses.


2019 ◽  
Vol 25 (9) ◽  
pp. 2821-2837 ◽  
Author(s):  
Ernst Kruijff ◽  
Jason Orlosky ◽  
Naohiro Kishishita ◽  
Christina Trepkowski ◽  
Kiyoshi Kiyokawa

Author(s):  
Vladimir N. Borisov ◽  
Nikolay V. Muravyev ◽  
Roman A. Okun ◽  
Aleksandr E. Angervaks ◽  
Gavril N. Vostrikov ◽  
...  

2016 ◽  
Vol 36 (8) ◽  
pp. 0831001
Author(s):  
付秀华 Fu Xiuhua ◽  
陈志航 Chen Zhihang ◽  
张静 Zhang Jing ◽  
张于帅 Zhang Yushuai ◽  
寇洋 Kou Yang

Augmented reality (AR) is a potential area of research for education, covering issues such as tracking and calibration, and realistic rendering of virtual objects. The ability to augment real world with virtual information has opened the possibility of using AR technology in areas such as education and training as well. In the domain of computer-aided learning (CAL), researchers have long been looking into enhancing the effectiveness of the teaching and learning process by providing cues that could assist learners to better comprehend the materials presented. Although a number of works were done looking into the effectiveness of learning-aided cues, none has really addressed this issue for AR-based learning solutions. This chapter discusses the design and model of an AR based software that uses visual cues to enhance the learning process and the outcome perception results of the cues.


Author(s):  
Ugur Yekta Basak ◽  
Seyedmahdi M. K. Kazempourradi ◽  
Erdem Ulusoy ◽  
Hakan Urey

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