scholarly journals Analysis, Design and Practical Validation of an Augmented Reality Teaching System Based on Microsoft HoloLens 2 and Edge Computing

2020 ◽  
Vol 2 (1) ◽  
pp. 52
Author(s):  
Aida Vidal-Balea ◽  
Oscar Blanco-Novoa ◽  
Imanol Picallo-Guembe ◽  
Mikel Celaya-Echarri ◽  
Paula Fraga-Lamas ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Teaching And Learning ◽  
New Technologies ◽  
Radio Channel ◽  
Edge Computing ◽  
Low Latency ◽  
Student Interest ◽  
Channel Measurements ◽  
Time Data ◽  
Microsoft Hololens

In recent years, the education sector has incorporated the use of new technologies and computing devices into classrooms, which allowed for implementing new ways for enhancing teaching and learning. One of these new technologies is augmented reality (AR), which enables creating experiences that mix reality and virtual elements in an attractive and visual way, thus helping teachers to foster student interest in learning certain subjects and abstract concepts in novel visual ways. This paper proposes to harness the potential of the latest AR devices in order to enable giving AR-enabled lectures and hands-on labs. Specifically, it proposes an architecture for providing low-latency AR education services in a classroom or a laboratory. Such a low latency is achieved thanks to the use of edge computing devices, which offload the cloud from the traditional tasks that are required by dynamic AR applications (e.g., near real-time data processing, communications among AR devices). Depending on the specific AR application and the number of users, the wireless link (usually WiFi) could be overloaded if the network has not been properly designed, and the overall performance of the application can be compromised, leading to high latency and even to wireless communication failure. In order to tackle this issue, radio channel measurements and simulation results have been performed by means of an in-house developed 3D ray-launching tool, which is able to model and simulate the behaviour of an AR-enabled classroom/laboratory in terms of radio propagation and quality of service. To corroborate the obtained theoretical results, a Microsoft HoloLens 2 teaching application was devised and tested, thus demonstrating the feasibility of the proposed approach.

scholarly journals Innovative Trends in Implant Dentistry Training and Education: A Narrative Review

2019 ◽  
Vol 8 (10) ◽  
pp. 1618 ◽  
Author(s):  
Ferro ◽  
Nicholson ◽  
Koka
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mixed Reality ◽  
New Technology ◽  
Training And Education ◽  
Innovative Methods ◽  
Implant Dentistry

Background: The field of implant dentistry education is rapidly evolving as new technologies permit innovative methods to teach the fundamentals of implant dentistry. Methods: Literature from the fields of active learning, blended learning, augmented reality, artificial intelligence, haptics, and mixed reality were reviewed and combined with the experience and opinions of expert authors. Both positive and negative aspects of the learning methods are presented. Results and Conclusion: The fundamental objectives of teaching and learning remain unchanged, yet the opportunities to reach larger audiences and integrate their learning into active experiences are evolving due to the introduction of new teaching and learning methodologies. The ability to reach a global audience has never been more apparent. Nevertheless, as much as new technology can be alluring, each new method comes with unique limitations.

scholarly journals Augmented Reality and Virtual Reality in Education. Myth or Reality?

2019 ◽  
Vol 14 (03) ◽  
pp. 234 ◽  
Author(s):  
Noureddine Elmqaddem
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
21St Century ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Models

Augmented Reality and Virtual Reality are not new technologies. But several constraints prevented their actual adoption. Recent technological progresses added to the proliferation of affordable hardware and software have made AR and VR more viable and desirable in many domains, including educa-tion; they have been relaunched with new promises previously unimaginable. The nature of AR and VR promises new teaching and learning models that better meet the needs of the 21st century learner. We’re now on a path to re-invent education. This work consists of explaining the reasons behind the new rise of AR and VR and why their actual adoption in education will be a reality in a near fu-ture.

scholarly journals Augmented Reality as a Didactic Resource for Teaching Mathematics

2020 ◽  
Vol 10 (7) ◽  
pp. 2560
Author(s):  
Roger Fernández-Enríquez ◽  
Laura Delgado-Martín
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
New Technologies ◽  
Three Dimensional ◽  
Teaching Mathematics ◽  
Game Engine ◽  
Augmented Reality Application ◽  
Augmented Reality Technology ◽  
Innovative Resources

This paper is an example of how to use new technologies to produce didactic innovative resources that ease the teaching and learning process of mathematics. This paper is focused on augmented reality technology with the aim of achieving the creation of didactic resources related to the polyhedra taught in a course of compulsory secondary education in Spain. First, we introduce the basis of this technology and present the theoretical framework in which we make an exhaustive analysis that justifies its usage with educative purposes. Secondly, we explain how to build the polyhedra in augmented reality using the Unity game engine and the Vuforia software development kit (SDK), which enables the use of augmented reality. Using both tools, we create an augmented reality application and some augmented reality notes with the purpose of helping in the process of visualization and comprehension of the three-dimensional geometry related to polyhedra. Finally, we design an innovative, didactic proposal for teaching the polyhedra in the third course of compulsory Secondary Education in Spain, using the resources created with the augmented reality technology.

scholarly journals Contribution of new technologies to university education: Opinions of communication faculty students on augmented reality applicationsYeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri

2015 ◽  
Vol 12 (2) ◽  
pp. 1536 ◽  
Author(s):  
İdil Sayımer ◽  
Banu Küçüksaraç
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Educational Process ◽  
Theory And Practice ◽  
University Education ◽  
Interactive Learning Environment ◽  
The Real

<p>The development of technology innovatively and globally has influenced the field of education as well as all the industries and commeneced entailment of profound changes at all stages of education. In this context, it is observed that varied disciplines in universities are supporting their traditional educational methods with many new technologies in effort to provide appropriate new-era-training to the new generation of students who effectively use communication technologies. Many researches conducted in recent years indicate that technology enhances and enriches teaching and learning practices while contributing to create a collaborative and interactive learning environment. One of the new technologies that considered having a potential of providing new methods to education and introducing new pedagogical value is "Augmented Reality".</p><p>Augmented Reality (AR) stands out as one of the new technologies that combines the virtual world with the real world with its feature of  transfering the virtual information to real environment in real time. As AR technology commenced to be used increasingly in many industries including defense and medicine and in many areas and disciplines including advertising and marketing, inevitably it will be used widely in educational processes because of its positive impact on teaching and learning methods. There are new studies in the direction of that AR fills the gap between theory and practice with its visuality and creativity based educational process with its feature of integrating the real with the virtual AR in the educational process, so that it simplifies and deepen the learning.</p><p>This study aimes to explore awareness and interest levels, and practical skills of communication faculty students in Turkey on AR applications. It is important to determine the ideas and skills to use technology of this group to be able to make a new student-centered education planning for students who are one side of the education process. Hence a research was conducted with the undergraduate students of communication faculty in which the departments have creativity based disciplines and use visual technologies. The research sample consists of students of five departments in Faculty of Communication at Kocaeli University. Data were collected from online questionnaires filled out by the students at the beginning of 2015 fall semester. The research is evaluated with its findings as a comperative study revealing the different approaches to the subject among the students who study in varied departments. In the study there are suggestions on AR’s contribution to the learning process along with the assessment made in the framework of the findings.</p><p> </p><p><strong>Özet</strong></p><p>Teknolojinin yenilikçi ve küresel biçimde gelişimi tüm sektörleri olduğu gibi eğitim alanını da etkilemiş, eğitimin tüm aşamalarında köklü değişiklikleri zorunlu kılmaya başlamıştır. Bu bağlamda üniversitelerde farklı disiplinlerin, iletişim teknolojilerini etkin biçimde kullanan yeni nesil öğrencilere çağa uygun eğitim vermek için geleneksel eğitim öğretim metotlarını birçok yeni teknoloji ile destekledikleri görülmektedir. Son yıllarda yapılan birçok araştırma teknolojinin öğretme ve öğrenim pratiklerini geliştirip zenginleştirdiğini, aynı zamanda işbirlikçi ve karşılıklı etkileşim sağlayan öğrenim ortamı yaratmaya katkı sunduğunu göstermektedir. Eğitim alanına yeni metotlar sağlama ve pedagojik değer sunma potansiyeli taşıdığı düşünülen yeni teknolojilerden biri de “Artırılmış Gerçeklik”tir.</p><p>Artırılmış Gerçeklik (AG), sanal enformasyonu gerçek zamanda gerçek ortama aktarabilme özelliği taşımasından dolayı gerçek dünya ile sanal dünyayı birleştiren yeni teknolojilerden biri olarak öne çıkmaktadır. Savunmadan sanayiye, tıptan reklam ve pazarlamaya birçok alan ve disiplinde giderek artan oranda kullanılmaya başlanan AG teknolojisinin eğitim ve öğrenme üzerindeki olumlu etkileri nedeniyle eğitim süreçlerinde de yaygınlaşması kaçınılmaz olacaktır. AG’nin gerçek olanla sanal olanı bütünleştirme özelliği taşımasına bağlı olarak eğitim sürecinde görselliği ve yaratıcılığı temel alarak teori ile pratik arasındaki boşluğu doldurduğu, dolayısıyla öğrenimi kolaylaştırıp derinleştirdiği yönünde yeni çalışmalar mevcuttur.</p><p>Bu çalışmada, Türkiye’de iletişim fakültesi öğrencilerinin AG uygulamaları hakkındaki farkındalık ve ilgi düzeyleri ile uygulama becerilerini keşfetmek amaçlanmıştır. Eğitim öğretim sürecinin taraflarından biri olan öğrencilere yönelik öğrenci merkezli yeni öğretim planlamaları yapabilmek için bu grubun düşünceleri ve teknoloji kullanma becerilerini saptamak önemlidir. Buradan hareketle görsel teknolojileri kullanan ve yaratıcılığın temel alındığı disiplinlerin yer aldığı iletişim fakültesi lisans öğrencileri üzerine bir araştırma yapılmıştır. Araştırmanın örneklemi Kocaeli Üniversitesi İletişim Fakültesi'nde bulunan beş bölümün öğrencilerinden oluşmaktadır. Veriler öğrenciler tarafından 2015 Güz dönemi başlangıcında doldurulan çevrim içi anket aracılığıyla toplanmıştır. Araştırmanın bulguları farklı bölümlerde öğrenim gören öğrencilerin konuya yaklaşımları arasındaki farklılıkları da ortaya koyan karşılaştırmalı bir çalışma olarak değerlendirilmektedir. Çalışmada bulgular çerçevesinde yapılan değerlendirme ile birlikte AG’nin öğrenim sürecine katkıları konusunda da öneriler yer almaktadır.</p>

scholarly journals Extended VEOT Framework – Implemented in a Smart Boutique

2019 ◽  
Vol 8 (9S3) ◽  
pp. 762-767
Keyword(s):  
Cloud Computing ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Environment ◽  
Real World ◽  
New Technologies ◽  
Smart Homes ◽  
Touch Screen ◽  
Edge Computing ◽  
Base Paper

With advent of new technologies in communication and security in IoT and advantages of Cloud computing, have multiplied, the opportunities in Smart homes, Offices and Equipments. Augmented Reality (AR) adds another dimension to the experience. The proposed system makes use of all these concepts including Edge computing to design a Smart Boutique. A boutique is a unique store that sells stylish, luxury and fashion clothing, jewelry, or other exquisite goods. Considering the richness to be experienced by the Customers, the usage of these techniques would amply complement their senses. VEoT or Virtual Environment of Things is a framework for combining all these technologies to mix both real world objects and Virtual Reality. It is very important to cater to the needs of customer in a unique way, giving personal touch to the business. This would create repeat orders and would attract more customer footfalls. The base paper gives a concrete architecture for combining IoT and AR with the help of Edge server. We have tried to make the system robust, including a kiosk touch screen to enable the customer to have more information on Boutique and its articles. The goal of the system is to produce renewed customer experience and create a Smart Boutique with technology.

Demonstration: Virtual Patient Immersive Trainer to Train Perceptual Skills Using Augmented Reality

2020 ◽  
Vol 64 (1) ◽  
pp. 470-472
Author(s):  
Christen E. Sushereba ◽  
Laura G. Militello
Keyword(s):  
Medical Students ◽  
Augmented Reality ◽  
Student Performance ◽  
Group Interaction ◽  
Virtual Patient ◽  
Perceptual Cues ◽  
Perceptual Skills ◽  
Individual Interaction ◽  
Severity Of Injury ◽  
Microsoft Hololens

In this session, we will demonstrate the Virtual Patient Immersive Trainer (VPIT). The VPIT system uses augmented reality (AR) to allow medics and medical students to experience a photorealistic, life-sized virtual patient. The VPIT supports learners in obtaining the perceptual skills required to recognize and interpret subtle perceptual cues critical to assessing a patient’s condition. We will conduct an interactive demonstration of the virtual patient using both a tablet (for group interaction) and an AR-enabled headset (Microsoft HoloLens) for individual interaction. In addition, we will demonstrate use of the instructor tablet to control what the learner sees (e.g., injury types, severity of injury) and to monitor student performance.

scholarly journals ARETT: Augmented Reality Eye Tracking Toolkit for Head Mounted Displays

Sensors ◽  
2021 ◽  
Vol 21 (6) ◽  
pp. 2234
Author(s):  
Sebastian Kapp ◽  
Michael Barz ◽  
Sergey Mukhametov ◽  
Daniel Sonntag ◽  
Jochen Kuhn
Keyword(s):  
Augmented Reality ◽  
Eye Tracking ◽  
User Interaction ◽  
R Package ◽  
Eye Tracker ◽  
Unity 3D ◽  
Accuracy And Precision ◽  
Head Mounted Displays ◽  
Virtual And Augmented Reality ◽  
Microsoft Hololens

Currently an increasing number of head mounted displays (HMD) for virtual and augmented reality (VR/AR) are equipped with integrated eye trackers. Use cases of these integrated eye trackers include rendering optimization and gaze-based user interaction. In addition, visual attention in VR and AR is interesting for applied research based on eye tracking in cognitive or educational sciences for example. While some research toolkits for VR already exist, only a few target AR scenarios. In this work, we present an open-source eye tracking toolkit for reliable gaze data acquisition in AR based on Unity 3D and the Microsoft HoloLens 2, as well as an R package for seamless data analysis. Furthermore, we evaluate the spatial accuracy and precision of the integrated eye tracker for fixation targets with different distances and angles to the user (n=21). On average, we found that gaze estimates are reported with an angular accuracy of 0.83 degrees and a precision of 0.27 degrees while the user is resting, which is on par with state-of-the-art mobile eye trackers.

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