The Importance of Mobile Augmented Reality in Online Nursing Education

Author(s):  
Belgin Boz Yuksekdag

The main topic of this chapter is the importance of mobile augmented reality in online nursing education. Firstly, imbalance nurse supply- demand will be discussed in the world and Turkey. Solution proposals of important institutions and organizations will be handled to increase the number and quality of nurses. One of these proposals is online nursing education. Secondly, the importance and use of mobile technology will be handled in online nursing education, and where mobile technology is used in nursing. Lastly, the use of mobile augmented reality will be tackled in theoretical and practical areas of online nursing education, and suggestions will be presented to online nursing education providers.

2018 ◽  
pp. 1107-1121
Author(s):  
Belgin Boz Yuksekdag

The main topic of this chapter is the importance of mobile augmented reality in online nursing education. Firstly, imbalance nurse supply- demand will be discussed in the world and Turkey. Solution proposals of important institutions and organizations will be handled to increase the number and quality of nurses. One of these proposals is online nursing education. Secondly, the importance and use of mobile technology will be handled in online nursing education, and where mobile technology is used in nursing. Lastly, the use of mobile augmented reality will be tackled in theoretical and practical areas of online nursing education, and suggestions will be presented to online nursing education providers.


Author(s):  
Belgin Boz Yuksekdag

The main topic of this chapter is the importance of mobile augmented reality in online nursing education. Firstly, imbalance nurse supply- demand will be discussed in the world and Turkey. Solution proposals of important institutions and organizations will be handled to increase the number and quality of nurses. One of these proposals is online nursing education. Secondly, the importance and use of mobile technology will be handled in online nursing education, and where mobile technology is used in nursing. Lastly, the use of mobile augmented reality will be tackled in theoretical and practical areas of online nursing education, and suggestions will be presented to online nursing education providers.


Author(s):  
Marisa Pascarelli Agrello ◽  
Marianina Impagliazzo ◽  
Joaquim José Escola

ResumoNo presente artigo apresentamos a experiência realizada com o uso dos softwares de realidade aumentada (RA) e a realidade virtual (RV) em cenários para o Ensino das Ciências objetivando atender a Era da Educação 4 por meio de manipulação de objetos virtuais.Com aplicações distintas, as duas tecnologias são complementares e se configuram como ferramentas adicionais aos docentes com a proposta de elevar a qualidade das aulas e a geração de uma aprendizagem significativa representando uma ponte entre a educação e a tecnologia. Como objetos virtuais de aprendizagem (OVA), deverão ser usados em sala de aula como forma de enriquecimento das experiências práticas por meio da representação virtual de temas e contextos tornando mais ativa, contextualizada e efetiva o processo de apreensão do mundo. Palavras-chave: realidade virtual, realidade aumentada, ensino das ciências, tecnologias educacionais. Abstract In the present article we present the experience with the use of software of augmented reality (RA) and virtual reality (VR) in scenarios for the Teaching of Sciences in order to attend the Age 4 of Education through manipulation of virtual objects, the two technologies are complementary and are configured as additional tools for teachers with the proposal of raising the quality of lessons and generating meaningful learning as a bridge between education and technology. As virtuais learning objects, they should be used in the classroom as a way to enrich practical experiences through virtual representation of themes and contexts, making the process of apprehension of the world more active, contextualized and effective. Keywords: virtual reality, augmented reality, science teaching, educational technologies.


1996 ◽  
Vol 1 (1) ◽  
pp. 26-30
Author(s):  
Editorial Office

Education will play an essential role in building nursing's future. It is critical to the preparation of professionals as clinical nurses, managers, educators, and researchers all over the world, and ultimately in the improvement of the quality of care that nurses provide their patients\clients. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.


2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Nur Intan Adhani M. Nazri ◽  
Dayang Rohaya Awang Rambli ◽  
Daniel C. Doolan

The world of mobile computing has been advancing at a tremendous rate over the past numbers of years and is set to continue well in the future. The vast majority of interaction between the user and mobile of today makes use of touch screen displays that have now become the de-facto standard in all smart phones. This paper presents a mobile Augmented Reality (AR) application making use of different kinds of interaction techniques to investigate user experience and the usefulness of the AR technology. Comparisons are drawn with a ported version of the application that makes use of the more traditional touch screen interaction paradigm (2D), thus allowing users to accurately gauge their interaction style preference. The application also makes use of finger-based gesture, auditory (3D sound) and haptic based feedback to ground the user and create a richer experience. Our results shows that though the user feels that 2D interaction is easy to use, they find that using gesture based AR interaction is more fun and enjoyable in this mobile AR application.


Author(s):  
Moh Khairudin ◽  
M Iskandar ◽  
Istanto Wahyu Djatmiko ◽  
Irdayanti Mat Nashir

<p>Virtual Trainer of Mobile Augmented Reality (AR) -based Electrical Lighting Installation is a technology that can be utilized as a substitute for conventional trainers to modern virtual-based trainers. The use of virtual trainers Electric lighting installation can be used anywhere and anytime with the help of an Android-based smartphone device. The use of AR technology is a technological development that helps users be able to interact directly with lighting installation components in a virtual form that has been designed to resemble the actual form. This study applied AR technology to learning aids called virtual trainers in the field of electrical lighting installations specifically residential. In running a virtual trainer application, several procedures must have been performed before it became an application that was ready to use. The results of this study were virtual trainers as an aid in understanding the components of residential electric lighting installations with AR mobile technology. This application system simulated 3D of 1 phase electrical lighting installation components in residential homes.</p>


2011 ◽  
Vol 16 (6) ◽  
pp. 623-630 ◽  
Author(s):  
Tobias Langlotz ◽  
Stefan Mooslechner ◽  
Stefanie Zollmann ◽  
Claus Degendorfer ◽  
Gerhard Reitmayr ◽  
...  

REPERTÓRIO ◽  
2017 ◽  
pp. 222
Author(s):  
Jeannette Ginslov

<p class="p1">Abstracts:</p><p class="p2"><span class="s1"><em>P(AR)ticipate: body of experience/body of work/body as archive </em>and <em>AffeXity </em>are two AR (Augmented Reality) and Screendance works that attempt to capture, amplify and share affect and memory using AR, mobile phones and audience participation. <em>P(AR)ticipate</em> is an immersive, autobiographical, participatory and live installation work comprising: text, analogue hieroglyphs and gestural Screendance videos, tagged to the hieroglyphs, using the AR app Aurasma, within an interaction design. The work explores the porosity between analogue and augmented gestures, personal somatic memories and mediated experiences, of living in an apartheid and democratic South Africa. <em>AffeXity</em> on the other hand, is an interdisciplinary choreographic project examining affect, dance on screen and cities. <em>AffeXity</em>, a play on both ‘affect city’ and ‘a-fixity’. It is a collaborative project drawing together dance, visual imagery, AR and mobile phones, that audiences use for the viewing of choreographies embedded on tags in the city of Copenhagen Denmark. The project now forms part of the <em>Living Archives Research Project </em>at Malmö University. This paper describes the process and methodologies of capturing affective choreographies and memory on video, on analogue hieroglyphs and the processes of sharing them within interaction AR designs. It also describes the collaborative processes involved in both projects that attempt to allow audiences with mobile devices, to extrapolate hidden layers of affect and memory using networked mobile technology. These projects may shape choreographic formations that have not yet been explored and “is a specialised and evolving form - where the choreographic language is interrogated not for form or content sake, but in response to the changing stimuli and physical liberties of the technology itself.” (KRIEFMAN, 2014). This consequentially liberates the choreographic content and language from more traditional vocabularies, narratives and settings, to poetic ones. Above all, the paper investigates the archiving of affect within a relational and dialogical field, of “unfolding the self into the world, whist enfolding the world within” (BRAIDOTTI, 2013). It explores how we anchor our bodies to the world</span><span class="s1">(GREGG and SEIGWORTH 2010 cited in KOZEL, 2012) and how these “messy encounters become platforms for the transmission of affect (and memory) across bodies that themselves exist across layers of mediatization” (KOZEL, 2013).</span></p><p class="p3"><span class="s1">Keywords: </span>Haptics. Affect. Temporal Scaffolding. Screendance. Augmented Reality.<span class="Apple-converted-space"> </span></p><p class="p3"><span class="Apple-converted-space"><br /></span></p><p>A POETICA DA ESTRUTURA TEMPORAL E DA POROSIDADE: COMPARTILHANDO AFETOS E MEMÓRIAS</p><p class="p1"><em>Resumo:</em></p><p class="p2"><span class="s1"><em>P(AR)ticipate: corpo de experiência / corpo de trabalho / corpo como arquivo e AffeXity são dois trabalhos de AR (Realidade Aumentada) e videodança que tentam capturar, amplificar e compartilhar afetos e memória usando AR, telefones celulares e participação do público . O P(AR)ticipate é um trabalho de instalação imersiva, autobiográfica, participativa e ao vivo que inclui: texto, hieróglifos analógicos e videodanças gestuais, marcados aos hieróglifos, usando o aplicativo Aurasma de realidade aumentada, dentro de um projeto de interação.O trabalho explora a porosidade entre gestos analógicos e aumentados, memórias somáticas pessoais e experiências mediadas, de viver em uma África do Sul democrática e com segregação racial. A AffeXity, por outro lado, é um projeto coreográfico interdisciplinar que analisa afeto, dança na tela e cidades. AffeXity é uma peça em “afetar cidade” e “a-fixidade”. É um projeto colaborativo que reúne dança, imagens visuais, AR e telefones celulares, que o público usa para a visualização de coreografias embutidas em tags na cidade de Copenhague, Dinamarca. O projeto agora faz parte do Projeto de Pesquisa de Arquivos Vivos na Universidade de Malmö. Este artigo descreve o processo e metodologias de captura de coreografias afetivas e memória em vídeo, hieróglifos analógicos e os processos de compartilhá-los em projetos de interação em AR. Ele também descreve os processos colaborativos envolvidos em ambos os projetos que tentam permitir audiências com dispositivos móveis, para extrapolar camadas ocultas de afeto e memória usando a tecnologia móvel em rede. Esses projetos podem moldar formas coreográficas que ainda não foram exploradas e “é uma forma especializada e em evolução”, onde a linguagem coreográfica é interrogada não por causa de forma ou conteúdo, mas em resposta aos estímulos em mudança e às liberdades físicas da própria tecnologia “. (KRIEFMAN, 2014). Consequentemente, isso libera o conteúdo coreográfico e o idioma de vocabulários, narrativas e configurações mais tradicionais para conteúdos mais poéticos. Sobretudo, o artigo investiga o arquivamento do afeto dentro de um campo relacional e dialógico, de “desdobrar o eu o mundo, envolvendo o próprio mundo”(BRAIDOTTI, 2013). Ele explora como ancoramos nossos corpos para o mundo (GREGG e SEIGWORTH 2010 citado em KOZEL, 2012) e como esses” encontros confusos se tornam plataformas para transmissão de afetos ( e memória) em corpos que existem em camadas de mediatização “(KOZEL, 2013)</em></span></p><p class="p3"><span class="s1"><em>Palavras-chave: </em></span><em>Háptico. Afeto. Estrutura Temporal. Videodança. Realidade aumentada.</em></p>


Author(s):  
Chun-Wai Ma

Innovative techniques provide a teaching strategy to improve education in biomedical sciences for nursing students [1]. With augmented reality (AR) technology, elements in the physical environment can be enriched or supplemented by computer-generated sensory inputs such as text, images, 3-dimensional (3D) graphics, and audio. AR has been paradigmatically applied worldwide to education of different disciplines, making some contributions to teaching and learning [2]. However, AR products on the market mainly focus on primary or secondary education where the pleasurable aspects of AR are promoted [3]. Although acceptance of using AR in healthcare education was reported [4], the actual impacts of AR applications in the training of healthcare professionals have not been well-studied [5]. In view of the potential advantages of integrating AR into nursing education, such as a better visualization of body structures [6], a survey was conducted to specifically assess the effectiveness of AR in improving the quality of biomedical education as perceived by nursing students.


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