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.

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.

scholarly journals ANALISIS DAN DESAIN APLIKASI PEMBELAJARAN METAMORFOSIS KUPU-KUPU BERBASIS AUGMENTED REALITY

2019 ◽  
Vol 2 (2) ◽  
pp. 118-123
Author(s):  
Fitria Ningsih ◽  
Lili Rusdiana ◽  
Rudini
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Real World ◽  
Virtual World ◽  
Alternative Learning ◽  
The Real ◽  
Analysis And Design ◽  
3D Objects ◽  
Design Learning ◽  
Application Design

Augmented Reality is one of technology that combines virtual world objects with the real world that allows it to be applied to Android-based smartphones because its users have penetrated into the realm of children. The need for analysis and design before building applications that later can help facilitate teachers in learning by displaying 3D objects and animations that make Students more interested in paying attention to the material provided and becoming more active in participating in the learning process. The purpose of this study is to analyze and design learning applications for Butterfly metamorphosis using Augmented Reality as an alternative learning media. Methods of collecting data are literature, observation, and interviews. The results of this study are in the form of application design regarding the metamorphosis phase of Butterflies ranging from caterpillars, larvae, pupae, to cocoons.

MENJADI PEMBELAJAR SEJATI DI ERA BARU GLOBALISASI

Al-Risalah ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 1-10
Author(s):  
Ilyas Ismail
Keyword(s):  
Real World ◽  
Global Competition ◽  
Formal Learning ◽  
Human Being ◽  
Text Book ◽  
Digital Revolution ◽  
New Era ◽  
The Real ◽  
New Man ◽  
New Thinking

The paper is titled, "Becoming True Learners in a New Era of Globalization." This title is important for two reasons. First, internal cause, that is the tendency in society where people only attach importance to degree, certificate or diploma, not science or competence. Second, external cause, that is arising from the digital revolution that gave rise to global competition, where everyone was expected to become true learners. Otherwise, he will be marginalized, as a human being, which according to Michael Fullan, is not feasible, morally, socially, and economically. True learners, as James R. Davis and Adelaide B. Davis point out, refer to people who love new things, new thinking, and new skills. He learned not only to know (learning toknow), but more than that to think (learning to think) and solve (learning to solve) the problem. Human learners try to learn and develop knowledge not only from college, formal learning, and from the text book, but from experiences and from the real world or reality of life. True learners have 5 (five) prominent characters. First, they have a high curiosity that makes them passionate and studying diligently. Second, they like to share knowledge and experience to others. Third, they like to develop and expand knowledge. Fourth, they have contributions to the progress of culture, civilization, and humanity. Fifth, they have a humbleattitude and the open to thoughts of others. The new century, globalization, requires a new man, a true learner.

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.

THE PLACE OF AUGMENTED REALITY IN THE LEARNING PROCESS

2021 ◽  
Vol 12 (1) ◽  
pp. 244-248
Author(s):  
Vera Shopova ◽  
◽  
Ivan Dimitrov ◽  
Keyword(s):  
Augmented Reality ◽  
Interest Groups ◽  
Learning Process ◽  
Virtual World ◽  
Educational Environment ◽  
Good Practices ◽  
Smart Classroom ◽  
Teachers And Students ◽  
Scientific Report ◽  
Improve Student Learning

One of the most important aspects of meaningful reaching out to students is the ability to be engaged in their work. As a digital generation, today’s students want learning, not passive participation. Innovation-based hours are a fun, challenging, and effective way to deliver personalized inter-thedal connections. Augmented and virtual reality can be used to improve student learning and engagement. The educational environment and learning process can be transformed in a way that captivates students and meets their new digital needs. Augmented reality is the premise of creating a virtual world – real or imagined – and allows students not only to see it, but also to interact with it. Thus, the training itself becomes modern, interactive and practice-oriented. In the scientific report, the authors examine the essence of the concept of „augmented reality“. They note the benefits of introducing augmented reality into the learning process for teachers and students. The report shares good practices by describing applications they used to work and create resources (Google Expeditions, Smart Classroom AR, Merge EDU, Mozaik 3D, Lens Studio, Unity, etc.) science scholars in school hours and interest groups.

Enhancing Multi-Body Mechanisms With Learning-Aided Cues in an Augmented Reality Environment

2020 ◽  
pp. 154-169
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Teaching And Learning ◽  
Visual Cues ◽  
Realistic Rendering ◽  
Virtual Objects ◽  
Multi Body ◽  
Computer Aided Learning ◽  
And Training ◽  
Potential Area

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.

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 Second Life Physics : Virtual, Real or Surreal?

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Renato P. Dos Santos
Keyword(s):  
Science Teaching ◽  
Learning Process ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Alternative Conceptions ◽  
Classroom Discussions ◽  
Good Accordance ◽  
3D Virtual World ◽  
Physical Laws

Science teaching detached itself from Reality and became restricted to the classrooms and textbooks with their abundance of standardized and repetitive exercises, while students keep their own alternative conceptions. Papert, displeased with this inefficient learning process, as early as 1980 championed physics microworlds, where students could experience a variety of laws of motion, from Aristotle to Newton and Einstein or even “new” laws invented by the students themselves. While often mistakenly seen as a game, Second Life (SL), the online 3D virtual world hosted by Linden Lab, imposes essentially no rules on the residents beyond reasonable restrictions on improper behavior and the physical rules that guarantee its similitude to the real world. As a consequence SL qualifies itself as an environment for personal discovery and exploration as proposed by constructivist theories. The physical laws are implemented through the well-known physics engine Havok, whose design aims to provide game-players a consistent, “realistic” environment. Going beyond Reality limits, however, the Havok User Guide explicitly encourages developers to use several tricks to cheat the simulator in order to make games funnier or easier to play. As it is shown in this study, SL Physics is unexpectedly neither the Galilean/Newtonian “idealized” Physics nor a real world Physics virtualization, intentionally diverging from reality in such a way that it could be called hyper-real. As a matter of fact, if some of its features make objects behave “more realistically than real” ones, certain quantities, e.g. energy, have a totally different meaning in SL as compared to Physics. Far from considering it as a problem, however, the author argues that its hyper-reality may be a golden teaching opportunity, allowing surreal Physics simulations and epistemologically rich classroom discussions around the “what is a physical law?” issue, in good accordance with Papert’s never-implemented proposal.

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 Powers a Cognitive Prosthesis for the Blind

2018 ◽  
Author(s):  
Yang Liu ◽  
Noelle R. B. Stiles ◽  
Markus Meister
Keyword(s):  
Augmented Reality ◽  
Physical Environment ◽  
Computing Power ◽  
New Era ◽  
Sensory Data ◽  
Non Invasive ◽  
Spatial Memories ◽  
Augmented Reality Technology ◽  
Story Building ◽  
The Brain

AbstractTo restore vision for the blind several prosthetic approaches have been explored that convey raw images to the brain. So far these schemes all suffer from a lack of bandwidth and the extensive training required to interpret unusual stimuli. Here we present an alternate approach that restores vision at the cognitive level, bypassing the need to convey sensory data. A wearable computer captures video and other data, extracts the important scene knowledge, and conveys that through auditory augmented reality. This system supports many aspects of visual cognition: from obstacle avoidance to formation and recall of spatial memories, to long-range navigation. Neither training nor modification of the physical environment are required: Blind subjects can navigate an unfamiliar multi-story building on their first attempt. The combination of unprecedented computing power in wearable devices with augmented reality technology promises a new era of non-invasive prostheses that are limited only by software.Impact StatementA non-invasive prosthesis for blind people endows objects in the environment with voices, allowing a user to explore the scene, localize objects, and navigate through a building with minimal training.

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