Perceptual Effects in Aligning Virtual and Real Objects in Augmented Reality Displays

1997 ◽  
Vol 41 (2) ◽  
pp. 1239-1243 ◽  
Author(s):  
Paul Milgram ◽  
David Drascic
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Computer Assisted ◽  
Important Class ◽  
Stereo Images ◽  
Virtual Objects ◽  
3D Measurements ◽  
Tape Measure ◽  
Accuracy And Precision ◽  
Real Objects

The concept of Augmented Reality (AR) displays is defined, in relation to the amount of real (unmodelled) and virtual (modelled) data presented in an image, as those displays in which real images, such as video, are enhanced with computer generated graphics. For the important class of stereoscopic AR displays, several factors may cause potential perceptual ambiguities, however, which manifest themselves in terms of decreased accuracy and precision whenever virtual objects must be aligned with real ones. A review is given of research conducted to assess both the magnitude of these perceptual effects and the effectiveness of a computer assisted Virtual Tape Measure (VTM), which has been developed for performing quantitative 3D measurements on real-world stereo images.

scholarly journals Augmented Reality Research and Applications in Education

2021 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Real Time ◽  
Virtual Environment ◽  
Real World ◽  
The Real ◽  
Virtual Objects ◽  
Physical Environments ◽  
Real Objects ◽  
As If

Augmented reality is defined as the technology in which virtual objects are blended with the real world and also interact with each other. Although augmented reality applications are used in many areas, the most important of these areas is the field of education. AR technology allows the combination of real objects and virtual information in order to increase students’ interaction with physical environments and facilitate their learning. Developing technology enables students to learn complex topics in a fun and easy way through virtual reality devices. Students interact with objects in the virtual environment and can learn more about it. For example; by organizing digital tours to a museum or zoo in a completely different country, lessons can be taught in the company of a teacher as if they were there at that moment. In the light of all these, this study is a compilation study. In this context, augmented reality technologies were introduced and attention was drawn to their use in different fields of education with their examples. As a suggestion at the end of the study, it was emphasized that the prepared sections should be carefully read by the educators and put into practice in their lessons. In addition it was also pointed out that it should be preferred in order to communicate effectively with students by interacting in real time, especially during the pandemic process.

scholarly journals AUGMANTED REALITY PENGENALAN HEWAN PURBAKALA ANIMASI 3 DIMENSI DENGAN PATTERN RECOGNITION BERBASIS ANDROID

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Alvebi Hopaliki ◽  
Yupianti Yupianti ◽  
Juju Jumadi
Keyword(s):  
Pattern Recognition ◽  
Augmented Reality ◽  
Real World ◽  
3D Model ◽  
3D Design ◽  
The Real ◽  
Virtual Objects ◽  
Real Objects ◽  
Augmented Reality Technology ◽  
Technology Users

Augmented Reality (AR) is a variation of the virtual environment or more often calledasAR technology users that can see the real world, with virtual objects added to the real world. So, users see virtual objects and real objects are in the sum place. Augmented reality requires streaming video with a camera that is used as a sowce of image input, then tracking and detecting markers. After the W is detected 30 model will appear of an item. This 3D model was mated mite software for 3D design, jbr example 3DS Max. Blender and others In this ancient animal Ieaming media using pattern recognition that can be interment! as taking raw data and based on data classification Then it can take the mutation problem how to design 30 objects with the Blender application to introduce d anc‘ient animals. purpose of this m is to build ancient animal leaning media in real time by using augmented reality technology.

scholarly journals CIRO: The Effects of Visually Diminished Real Objects on Human Perception in Handheld Augmented Reality

Electronics ◽  
2021 ◽  
Vol 10 (8) ◽  
pp. 900
Author(s):  
Hanseob Kim ◽  
Taehyung Kim ◽  
Myungho Lee ◽  
Gerard Jounghyun Kim ◽  
Jae-In Hwang
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Human Perception ◽  
Ground Truth ◽  
Prior Work ◽  
Comparative Experiment ◽  
User Perception ◽  
Depth Distortion ◽  
Real Objects ◽  
Visual Artifacts

Augmented reality (AR) scenes often inadvertently contain real world objects that are not relevant to the main AR content, such as arbitrary passersby on the street. We refer to these real-world objects as content-irrelevant real objects (CIROs). CIROs may distract users from focusing on the AR content and bring about perceptual issues (e.g., depth distortion or physicality conflict). In a prior work, we carried out a comparative experiment investigating the effects on user perception of the AR content by the degree of the visual diminishment of such a CIRO. Our findings revealed that the diminished representation had positive impacts on human perception, such as reducing the distraction and increasing the presence of the AR objects in the real environment. However, in that work, the ground truth test was staged with perfect and artifact-free diminishment. In this work, we applied an actual real-time object diminishment algorithm on the handheld AR platform, which cannot be completely artifact-free in practice, and evaluated its performance both objectively and subjectively. We found that the imperfect diminishment and visual artifacts can negatively affect the subjective user experience.

Augmented Reality Berbasis Android Sebagai Media Pembelajaran Sistem Tata Surya

2021 ◽  
Vol 2 (1) ◽  
pp. 53-59
Author(s):  
Yulia Fatma ◽  
Armen Salim ◽  
Regiolina Hayami
Keyword(s):  
Augmented Reality ◽  
Solar System ◽  
Real Time ◽  
Real World ◽  
Virtual World ◽  
The Real ◽  
Virtual Objects ◽  
Augmented Reality Technology ◽  
The Revolution

Along with the development, the application can be used as a medium for learning. Augmented Reality is a technology that combines two-dimensional’s virtual objects and three-dimensional’s virtual objects into a real three-dimensional’s  then projecting the virtual objects in real time and simultaneously. The introduction of Solar System’s material, students are invited to get to know the planets which are directly encourage students to imagine circumtances in the Solar System. Explenational of planets form and how the planets make the revolution and rotation in books are considered less material’s explanation because its only display objects in 2D. In addition, students can not practice directly in preparing the layout of the planets in the Solar System. By applying Augmented Reality Technology, information’s learning delivery can be clarified, because in these applications are combined the real world and the virtual world. Not only display the material, the application also display images of planets in 3D animation’s objects with audio.

Real-Time Occlusion Between Real and Digital Objects in Augmented Reality

2018 ◽  
Author(s):  
Kevin Lesniak ◽  
Conrad S. Tucker
Keyword(s):  
Augmented Reality ◽  
Coordinate System ◽  
Real Time ◽  
Real World ◽  
Virtual Object ◽  
Virtual Objects ◽  
Common Coordinate System ◽  
Realistic Representation ◽  
Lead Users

The method presented in this work reduces the frequency of virtual objects incorrectly occluding real-world objects in Augmented Reality (AR) applications. Current AR rendering methods cannot properly represent occlusion between real and virtual objects because the objects are not represented in a common coordinate system. These occlusion errors can lead users to have an incorrect perception of the environment around them when using an AR application, namely not knowing a real-world object is present due to a virtual object incorrectly occluding it and incorrect perception of depth or distance by the user due to incorrect occlusions. The authors of this paper present a method that brings both real-world and virtual objects into a common coordinate system so that distant virtual objects do not obscure nearby real-world objects in an AR application. This method captures and processes RGB-D data in real-time, allowing the method to be used in a variety of environments and scenarios. A case study shows the effectiveness and usability of the proposed method to correctly occlude real-world and virtual objects and provide a more realistic representation of the combined real and virtual environments in an AR application. The results of the case study show that the proposed method can detect at least 20 real-world objects with potential to be incorrectly occluded while processing and fixing occlusion errors at least 5 times per second.

scholarly journals Real-Life Continuous Flash Suppression - Rendering The Real World Unconscious Using Augmented Reality Goggles

2018 ◽  
Author(s):  
Uri Korisky ◽  
Rony Hirschhorn ◽  
Liad Mudrik
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Three Dimensional ◽  
Real Life ◽  
Continuous Flash Suppression ◽  
Future Studies ◽  
The Real ◽  
Dominant Eye ◽  
Novel Variant ◽  
Real Objects

Notice: a peer-reviewed version of this preprint has been published in Behavior Research Methods and is available freely at http://link.springer.com/article/10.3758/s13428-018-1162-0Continuous Flash Suppression (CFS) is a popular method for suppressing visual stimuli from awareness for relatively long periods. Thus far, it has only been used for suppressing two-dimensional images presented on-screen. We present a novel variant of CFS, termed ‘real-life CFS’, with which the actual immediate surroundings of an observer – including three-dimensional, real life objects – can be rendered unconscious. Real-life CFS uses augmented reality goggles to present subjects with CFS masks to their dominant eye, leaving their non-dominant eye exposed to the real world. In three experiments we demonstrate that real objects can indeed be suppressed from awareness using real-life CFS, and that duration suppression is comparable that obtained using the classic, on-screen CFS. We further provide an example for an experimental code, which can be modified for future studies using ‘real-life CFS’. This opens the gate for new questions in the study of consciousness and its functions.

scholarly journals AUGMENTED REALITY A NEW ERA IN EDUCATION

2020 ◽  
Vol 5 (2) ◽  
pp. 19-29
Author(s):  
Vivek Parashar
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Real World ◽  
Physical Environment ◽  
Virtual World ◽  
3D Models ◽  
Text Book ◽  
New Era ◽  
Virtual Objects ◽  
Education Industry

Augmented Reality is the technology using which we can integrate 3D virtual objects in our physical environment in real time. Augmented Reality helps us in bring the virtual world closer to our physical worlds and gives us the ability to interact with the surrounding. This paper will give you an idea that how Augmented Reality can transform Education Industry. In this paper we have used Augmented Reality to simplify the learning process and allow people to interact with 3D models with the help of gestures. This advancement in the technology is changing the way we interact with our surrounding, rather than watching videos or looking at a static diagram in your text book, Augmented Reality enables you to do more. So rather than putting someone in the animated world, the goal of augmented reality is to blend the virtual objects in the real world.

scholarly journals Virtual Object Replacement Based on Real Environments: Potential Application in Augmented Reality Systems

2019 ◽  
Vol 9 (9) ◽  
pp. 1797
Author(s):  
Chen ◽  
Lin
Keyword(s):  
Augmented Reality ◽  
Virtual Environments ◽  
Real World ◽  
Point Clouds ◽  
Virtual Object ◽  
Movement Trajectory ◽  
The Real ◽  
Virtual Objects ◽  
Real Environment ◽  
Localization And Mapping

Augmented reality (AR) is an emerging technology that allows users to interact with simulated environments, including those emulating scenes in the real world. Most current AR technologies involve the placement of virtual objects within these scenes. However, difficulties in modeling real-world objects greatly limit the scope of the simulation, and thus the depth of the user experience. In this study, we developed a process by which to realize virtual environments that are based entirely on scenes in the real world. In modeling the real world, the proposed scheme divides scenes into discrete objects, which are then replaced with virtual objects. This enables users to interact in and with virtual environments without limitations. An RGB-D camera is used in conjunction with simultaneous localization and mapping (SLAM) to obtain the movement trajectory of the user and derive information related to the real environment. In modeling the environment, graph-based segmentation is used to segment point clouds and perform object segmentation to enable the subsequent replacement of objects with equivalent virtual entities. Superquadrics are used to derive shape parameters and location information from the segmentation results in order to ensure that the scale of the virtual objects matches the original objects in the real world. Only after the objects have been replaced with their virtual counterparts in the real environment converted into a virtual scene. Experiments involving the emulation of real-world locations demonstrated the feasibility of the proposed rendering scheme. A rock-climbing application scenario is finally presented to illustrate the potential use of the proposed system in AR applications.

scholarly journals VELOSX: Projectile Motion Visualization Application with Augmented Reality

SISFOTENIKA ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 152
Author(s):  
Joe Yuan Mambu ◽  
Andria Kusuma Wahyudi ◽  
Brily Latusuay ◽  
Devi Elwanda Supit
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Three Dimensional ◽  
Two Dimensional ◽  
Educational Method ◽  
Projectile Motion ◽  
Virtual Objects ◽  
Two Dimensional Image ◽  
Science Book ◽  
Visualization Application

<p>In learning projectile motion and its velocity, students tend to look up a plain two-dimensional image in a science book. While there’s some educational props, yet they usually a very tradional ones and can not be used for real calculation. The utilization of Augmented Reality (AR) in educational method may raise curiosity and gives a unique way in learning projectile motion as the motion can be seen in a three dimensional. Augmented Reality itself is a combination of real world and virtual objects. This application uses the Vuforia SDK that able to blend the real world and virtual objects. Through this application, we were able to simulate projectile motion and its velocity in more realistic way, have slightly interaction with the reality, and gets input from user so they can learn and see the result of the parameter that they entered. Thus, with the advantage of AR the application gives a more realistic feel compared to the existing ones available in public as it could receive any input and show the output in AR. </p>

scholarly journals Culture learning in a daily space of kitchen: the case of Korean digital kitchen

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaeuk Park
Keyword(s):  
Language Learning ◽  
Real World ◽  
Research Question ◽  
Innovative Technology ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Culture Learning ◽  
Language And Culture ◽  
Cultural Aspects ◽  
Real Objects

AbstractThe rapid advancement of technology has allowed computer-assisted language learning (CALL) to have made inroads in the area of pedagogy for language and culture learning. While the majority of studies have used online and virtual environments for culture learning, very little attention has been paid to a real world environment. This study is based on a digital kitchen where students can learn foreign language, culture and cuisine at the same time through cooking tasks. Learning cultural aspects can be properly realised via cooking because the daily activity provides a window into culture, and the digital kitchen provides users with opportunities to directly encounter the target culture themselves via cooking and tasting. 48 international participants conducted two cooking sessions, one in a digital kitchen using real objects and the other in a classroom by looking at typical pictures/photos in a textbook. A range of data sources were employed, such as questionnaires, semi-structured interviews and video-observations to answer the research question. It was found that students learned foreign cultural aspects better when in direct engagement in a digital kitchen by handling actual items than when in a classroom by simply using photos. This study contributes to the development of the real world learning environment for culture learning via innovative technology.

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