Looking In, Looking Out

Author(s):  
Daniel Novak ◽  
Minjuan Wang ◽  
Victor Callaghan

This chapter explores the format of Augmented Reality (AR) and its use in mobile learning. It first addresses precedents and theories of mLearning that inform the discussion of AR and Virtual Reality (VR), explores the “virtuality continuum” and the concept of mixed reality, and discusses some of the technologies in the mobile-AR ecosystem. It then describes the potential uses of AR in mobile education. At the end, the authors present potential applications of mobile-AR to curation activities and provide ideas for future areas of exploration in AR-based mLearning.

Enfance ◽  
2019 ◽  
Vol N°3 (3) ◽  
pp. 413 ◽  
Author(s):  
Chun-Yen Chang ◽  
Chia-Li Debra Chena ◽  
Wei-Kai Chang

Author(s):  
Maria Francisca Casado-Claro ◽  
Marina Mattera

This chapter proposes a comprehensive approach to understand not only how augmented reality and virtual reality operate within the tourism industry, but also how mixed reality can contribute to enhance the visitor experience and how tourism organizations can move beyond traditional communication and physical experiences into a new type of tourism approach that helps them stay relevant in the long term, as well as in the mid-term. Since the tourism industry is amongst the most affected by the COVID-19 pandemic, changes are essential to ensure an adequate adaptation to the ‘new normal'. Technology enables various tourist organizations to generate greater value creation and opens possibilities to be able to extend the visit beyond physical presence, to ensure the safety of workers and visitors, to improve processes, and to make them more competitive overall. If this is carried out in collaboration with all stakeholders, one destination can generate a solid network to promote itself and become competitive during travel restrictions and in preparation for a post-pandemic new normal.


2016 ◽  
Vol 8 (2) ◽  
pp. 60-68 ◽  
Author(s):  
Igor D.D. Curcio ◽  
Anna Dipace ◽  
Anita Norlund

Abstract The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.


2020 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Pratheesh Kumar M. R. ◽  
Reji S. ◽  
Abeneth S. ◽  
Pradeep K.

Defect management in civil construction work is crucial. This work is aimed at analyzing the conventional method of construction defect management and to bring out a framework for integrating 5D building information modeling with mixed reality. This work is divided into three parts. The first part is the integration of 5D building information modeling with augmented reality that helps to understand the architectural concepts and visualize the workflow onsite. The second part of the work is to develop a user-defined target-based marker-less augmented reality to send screenshots of augmented models and exact progress of work from construction site to engineers working in other locations. The third part of the work is to integrate virtual reality to enable virtual tours of the real site that will be useful for the customers to visualize the building virtually and for the builders to promote sales.


Technologies ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 77
Author(s):  
Sanika Doolani ◽  
Callen Wessels ◽  
Varun Kanal ◽  
Christos Sevastopoulos ◽  
Ashish Jaiswal ◽  
...  

Recently, the use of extended reality (XR) systems has been on the rise, to tackle various domains such as training, education, safety, etc. With the recent advances in augmented reality (AR), virtual reality (VR) and mixed reality (MR) technologies and ease of availability of high-end, commercially available hardware, the manufacturing industry has seen a rise in the use of advanced XR technologies to train its workforce. While several research publications exist on applications of XR in manufacturing training, a comprehensive review of recent works and applications is lacking to present a clear progress in using such advance technologies. To this end, we present a review of the current state-of-the-art of use of XR technologies in training personnel in the field of manufacturing. First, we put forth the need of XR in manufacturing. We then present several key application domains where XR is being currently applied, notably in maintenance training and in performing assembly task. We also reviewed the applications of XR in other vocational domains and how they can be leveraged in the manufacturing industry. We finally present some current barriers to XR adoption in manufacturing training and highlight the current limitations that should be considered when looking to develop and apply practical applications of XR.


2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.


2021 ◽  
Vol 2 ◽  
Author(s):  
Richard Skarbez ◽  
Missie Smith ◽  
Mary C. Whitton

Since its introduction in 1994, Milgram and Kishino's reality-virtuality (RV) continuum has been used to frame virtual and augmented reality research and development. While originally, the RV continuum and the three dimensions of the supporting taxonomy (extent of world knowledge, reproduction fidelity, and extent of presence metaphor) were intended to characterize the capabilities of visual display technology, researchers have embraced the RV continuum while largely ignoring the taxonomy. Considering the leaps in technology made over the last 25 years, revisiting the RV continuum and taxonomy is timely. In reexamining Milgram and Kishino's ideas, we realized, first, that the RV continuum is actually discontinuous; perfect virtual reality cannot be reached. Secondly, mixed reality is broader than previously believed, and, in fact, encompasses conventional virtual reality experiences. Finally, our revised taxonomy adds coherence, accounting for the role of users, which is critical to assessing modern mixed reality experiences. The 3D space created by our taxonomy incorporates familiar constructs such as presence and immersion, and also proposes new constructs that may be important as mixed reality technology matures.


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