scholarly journals Visible and “Invisible” Aspects of Historic Mediterranean Metropolises Perpetually Emerging through Augmented Reality

Heritage ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 249-259
Author(s):  
Maria Moira ◽  
Dimitrios Makris

Alexandria and Istanbul, through diverse texts and writers, meet and intersect in their attempt to reconstruct and rebuild the metropolis’s character. Our method advocates spatiotemporal events in augmented literature that enable reflection of the palimpsest of historical frames. On a higher level, what we propose in this work is the dialogic field between the two metropolises, as it could be provided by novels’ chronotopes with the aid of augmented reality. We undertake a twofold task, to reveal the awareness of the connections between places and the connection and attachment of particular spaces, by unifying two approaches. First, Ecocriticism that comprises the ways in which novels express socio-cultural frameworks of the natural environment. The second approach is based on the strong interrelations of place engagement with collective and cultural memory. The linking of both urban, spatial geometry and topology with the waterscape for both metropolises, in our proposed conceptualization of a chronotope-based augmented continuum, endeavors to provide, firstly, the dialogic relations between the two metropolises, between each metropolis and the waterscape and, secondly, between urbanscape and waterscape and the novels’ fictional frameworks. Within the framework of the augmented reality, we synthesize the writers’ fictional cities with the factual surroundings of the metropolises in order to reconstruct the fragmented natural and architectural urban views in the continuity of the urban fabric, thus ending up proposing a dynamic repository of the metropolis landscape’s natural, collective and cultural memory.

Sensors ◽  
2019 ◽  
Vol 19 (17) ◽  
pp. 3725 ◽  
Author(s):  
Naai-Jung Shih ◽  
Pei-Huang Diao ◽  
Yi Chen

Interactions between cultural heritage, tourism, and pedagogy deserve investigation in an as-built environment under a macro- or micro-perspective of urban fabric. The heritage site of Shih Yih Hall, Lukang, was explored. An Augmented Reality Tourism System (ARTS) was developed on a smartphone-based platform for a novel application scenario using 3D scans converted from a point cloud to a portable interaction size. ARTS comprises a real-time environment viewing module, a space-switching module, and an Augmented Reality (AR) guide graphic module. The system facilitates scenario initiations, projection and superimposition, annotation, and interface customization, with software tools developed using ARKit® on the iPhone XS Max®. The three-way interaction between urban fabric, cultural heritage tourism, and pedagogy was made possible through background block-outs and an additive or selective display. The illustration of the full-scale experience of the smartphone app was made feasible for co-relating the cultural dependence of urban fabric on tourism. The great fidelity of 3D scans and AR scenes act as a pedagogical aid for students or tourists. A Post-Study System Usability Questionnaire (PSSUQ) evaluation verified the usefulness of ARTS.


Author(s):  
Bruno Resende ◽  
Thaísa Jacintho Müller

Resumo: O presente trabalho explora a aprendizagem matemática por meio do m-learning e tem como principal objetivo apresentar a criação de um aplicativo de Realidade Aumentada utilizado como um recurso tecnológico no estudo de mapas de contorno e geometria espacial que tem a capacidade de interpretar marcadores Vumark. Essa tecnologia mostrou-se capaz de possibilitar novas situações de potencialização de aprendizagem por meio de aparelhos portáteis e acessíveis a qualquer momento e ambiente. Neste trabalho, concluiu-se que o aplicativo, direcionado para atividades de geometria espacial, pode ser utilizado como uma possibilidade de apoio aos estudantes de ensino médio, em vista que os resultados da investigação evidenciaram um desenvolvimento satisfatório dos participantes durante as atividades propostas.Palavras-chave: Realidade Aumentada. Matemática. Mapas de contorno. Geometria Espacial. Vumark. MOBILE-LEARNING: MATHEMATICAL LEARNING BY AUGMENTED REALITYAbstract: The present work explores mathematical learning through m-learning and has as main objective to present the creation of an Augmented Reality (AR) application used as a technological resource in the study of contour maps and spatial geometry that has the capacity to interpret Vumark markers. This technology has proved capable of enabling new situations of learning potential through portable devices and accessible at any time and environment. However, further studies and applications of the application in the field of education are necessary in order to obtain better results on the resource as an allied to mathematical knowledge. In this work, it was concluded that the application, directed to activities of spatial geometry, can be used as a possibility of support to high school students, since the results of the investigation has showed a satisfactory development of the participants during the proposed activities.Keywords: Augmented Reality. Math. Contour Maps. Spatial Geometry. Vumark.  


2021 ◽  
Author(s):  
Maud Ceuterick

While cinema boasts of a long history that has placed the representation and aesthetics of memory at its center, virtual reality (VR) and augmented reality (AR) are only starting to shape their own aesthetic and narrative engagement with memory. Through the analysis of Chez Moi (Caitlin Fisher and Tony Vieira, 2014), Queerskins: Ark (Illja Szilak, 2020), and Homestay (Paisley Smith, 2018), this essay shows how cinematic AR and VR involve the viewers’ movement to produce and transform collective memory and spatial habitation. Feminist digital geographies, film and media theory, and the concept of orientation developed by Sara Ahmed in Queer Phenomenology give sense to how sound, images and viewers’ movement participate in rewriting collective memory and cultural symbols. As these artworks present personal memories of struggles to find a home within present spaces, they queer hegemonic orientations of the subject, and invite viewers to realign body and space within ever-changing virtual and digital spaces.


Author(s):  
Maud Ceuterick

While cinema boasts of a long history that has placed the representation and aesthetics of memory at its centre, virtual reality (VR) and augmented reality (AR) are only starting to shape their own aesthetic and narrative engagement with memory. Through the analysis of Chez Moi (Caitlin Fisher and Tony Vieira, 2014), Queerskins: Ark (Illja Szilak, 2020), and Homestay (Paisley Smith, 2018), this essay shows how cinematic AR and VR involve the viewers’ movement to produce and transform collective memory and spatial habitation. Feminist digital geographies, film and media theory, and the concept of orientation developed by Sara Ahmed in Queer Phenomenology (2006) give sense to how sound, images and viewers’ movement participate to rewrite collective memory and cultural symbols. As these artworks present personal memories of struggles to find a home within present spaces, they queer hegemonic orientations of the subject, and invite viewers to re-align body and space within ever-changing virtual and digital spaces.


Retos ◽  
2020 ◽  
pp. 319-327
Author(s):  
Carlos Peñarrubia-Lozano ◽  
Ana Tabuenca-Castejón ◽  
Inma Canales-Lacruz

  En los últimos años se ha incrementado el número de estudios que incorporan el uso de la realidad aumentada en el ámbito educativo. Se han encontrado estudios contextualizados en diferentes etapas y áreas de conocimiento. En este estudio se expone una experiencia didáctica de Educación Física en un colegio de la ciudad de Zaragoza (España) fundamentada en el uso de las TIC, especialmente en la realidad aumentada. Los contenidos seleccionados son la orientación y la escalada. Han participado en ella 37 estudiantes, con edades comprendidas entre los 10 y los 11 años. Ninguno de ellos contaba con experiencia previa en este recurso didáctico en el contexto escolar. Mediante un diseño cualitativo, se ha analizado la percepción que esta tecnología ha suscitado en el alumnado. Los resultados son altamente positivos, destacando la intriga y la utilidad como principales motivos de satisfacción. Por otra parte, se han señalado los fallos en la conectividad como principal fuente de insatisfacción.  Abstract: In recent years the number of studies that incorporate the use of augmented reality in the educational field has increased. Contextualized studies have been found in different stages and areas of knowledge. An educational experiment in the Physical Education domain is exposed in this study carried out in a school in the city of Zaragoza (Spain) based on the use of ICT, especially augmented reality. Selected contents are orienteering and climbing. Participants include 37 students, between the age of 10 and 11. None of them had previous experience in this educational tool at school.  On the basis of qualitative methodology, the opinion that this technology has aroused in students has been analyzed. Results are highly positive, standing out intrigue and utility as the main reasons for satisfaction. On the other hand, connectivity failures have been pointed out as the main source of dissatisfaction.


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