Augmented Reality-Based Training Systems for Teaching Health and Safety Procedures in Construction

2019 ◽  
pp. 216-237 ◽  
Author(s):  
Inma García-Pereira ◽  
Cristina Portalés ◽  
Sergio Casas ◽  
María Vidal-González ◽  
Jesús Gimeno
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Health And Safety ◽  
Physical Work ◽  
Traditional Teaching ◽  
Construction Sector ◽  
The Real ◽  
Training Systems ◽  
Traditional Teaching Methods ◽  
Safety Procedures

Traditional teaching methods are not always efficient, especially in areas where the concepts to teach relate to physical work that must be done outside the classroom. This is the case of the construction sector, where the teaching of safety procedures is crucial to reduce the number of accidents, but traditional methods fail to highlight the importance of these procedures. The use of computer simulation through new technologies such as augmented reality (AR) can engage more students in order to better understand the concepts. In addition, they can visualize virtual elements superimposed on the real world to simulate the real situations they will later face in construction. This chapter deals with the simulation, by means of AR technology, of teaching procedures in the construction sector. It presents ARFAT, an application for mobile devices that makes use of AR to teach health and safety procedures about three elements: formwork, scaffolds, and falsework.

scholarly journals Use of Augmented Reality to Create an iOS App with Watson Studio

2021 ◽  
Vol 4 ◽  
pp. 98-100
Author(s):  
Semen Gorokhovskyi ◽  
Yelyzaveta Pyrohova
Keyword(s):  
Higher Education ◽  
Machine Learning ◽  
Augmented Reality ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Easy Access ◽  
Smart Devices ◽  
The Real ◽  
The World

With the rapid development of applications for mobile platforms, developers from around the world already understand the need to impress with new technologies and the creation of such applications, with which the consumer will plunge into the world of virtual or augmented reality. Some of the world’s most popular mobile operating systems, Android and iOS, already have some well-known tools to make it easier to work with the machine learning industry and augmented reality technology. However, it cannot be said that their use has already reached its peak, as these technologies are at the stage of active study and development. Every year the demand for mobile application developers increases, and therefore more questions arise as to how and from which side it is better to approach immersion in augmented reality and machine learning. From a tourist point of view, there are already many applications that, with the help of these technologies, will provide more information simply by pointing the camera at a specific object.Augmented Reality (AR) is a technology that allows you to see the real environment right in front of us with a digital complement superimposed on it. Thanks to Ivan Sutherland’s first display, created in 1968 under the name «Sword of Damocles», paved the way for the development of AR, which is still used today.Augmented reality can be divided into two forms: based on location and based on vision. Location-based reality provides a digital picture to the user when moving through a physical area thanks to a GPS-enabled device. With a story or information, you can learn more details about a particular location. If you use AR based on vision, certain user actions will only be performed when the camera is aimed at the target object.Thanks to advances in technology that are happening every day, easy access to smart devices can be seen as the main engine of AR technology. As the smartphone market continues to grow, consumers have the opportunity to use their devices to interact with all types of digital information. The experience of using a smartphone to combine the real and digital world is becoming more common. The success of AR applications in the last decade has been due to the proliferation and use of smartphones that have the capabilities needed to work with the application itself. If companies want to remain competitive in their field, it is advisable to consider work that will be related to AR.However, analyzing the market, one can see that there are no such applications for future entrants to higher education institutions. This means that anyone can bring a camera to the university building and learn important information. The UniApp application based on the existing Swift and Watson Studio technologies was developed to simplify obtaining information on higher education institutions.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

scholarly journals Tecnologías educativas móviles colaborativas para estudiantes ciegos. Una revisión sistemática

2020 ◽  
Vol 20 (2) ◽  
pp. 83-100
Author(s):  
Isadora Rocha de Almeida ◽  
◽  
Deller James Ferreira ◽  
Keyword(s):  
New Technologies ◽  
Collaborative Teaching ◽  
Academic Community ◽  
Traditional Teaching ◽  
Classroom Dynamics ◽  
Revisión Sistemática ◽  
Traditional Teaching Methods ◽  
Research Questions ◽  
The Impact ◽  
Context Characteristics

Traditional teaching methods lose prominence as new technologies emerge as aids inthe learning process. Ensuring new classroom dynamics and expanding the learning environmentbeyond the classroom is, in fact, a tempting additive for students who are developing in an era oftechnological ascension. Mobile learning or M-learning is, therefore, the most accessible andpopular way to offer educational dynamics to students, including those with some type ofdisability. Bringing together collaborative teaching, which allows students to work in groups andinteractively with each other, and the facilities provided by technology, the objective of the workis to present a systematic literature review pointing out the impact of collaborative mobiletechnologies for teaching people with Visual impairment. Following Kitchenham's systematicreview method, 592 articles in Portuguese and English were analyzed, 10 of which were selectedto answer the research questions. The results of this research reveal that the use of mobiletechnologies is efficient and more accessible, positively impacting the learning of students withvisual impairments, but still presents latent problems and challenges. This systematic reviewprovides the academic community with a current synthesis of research and development on thesubject, between 2015 and 2020, in different teaching environments regarding the educationallevel and context, characteristics, receptivity and challenges, always backed up by empirical evidence

Nursing Education in the Era of Virtual Reality

2020 ◽  
pp. 47-70
Author(s):  
Derya Uzelli Yilmaz ◽  
Sevil Hamarat Tuncalı ◽  
Yusuf Yilmaz
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
New Technologies ◽  
Learning Needs ◽  
Traditional Teaching ◽  
Psychomotor Learning ◽  
Learning Domains ◽  
Traditional Teaching Methods ◽  
The Many ◽  
Interviewing Techniques

Today's new technologies have impacted many different areas of education, with nursing education one such area. Nursing education, as a learning process, targets the combination of cognitive, affective, and psychomotor learning domains. However, traditional teaching methods may not meet all of the Y and Z generations' learning needs. Today's learners are accustomed to multimedia learning environments and have come to expect a certain level of technology integrated into their curricula. Virtual Reality (VR) technology enables students to become immersed within a 360-degree view experience of scenes that have been completely digitally created, whilst no longer viewing the real world around them. Virtual simulation has been used to teach communication, disaster relief, teamwork, and interviewing techniques, among other skills; and can also provide immersive personalized learning experiences. This chapter presents some of the many facets of VR in today's nursing education.

scholarly journals The Business Case Study: A Suitable Candidate For Blended Learning?

2011 ◽  
Vol 2 (4) ◽  
pp. 5
Author(s):  
James G. Gallagher
Keyword(s):  
Blended Learning ◽  
Interactive Multimedia ◽  
New Technologies ◽  
Essential Feature ◽  
Learning Experience ◽  
Business Case ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Business Case Study

The essential feature of the business case study is that it introduces a slice of realism into the learning experience. For the lecturer the answer to the question Why do we teach? lies in the recognition that we are attempting to change students knowledge, aptitudes, abilities and attitudes. To this end the business case study is an ideal vehicle especially, if it is harnessed to new technologies which allow greater realism to be tapped into. These interactive, multimedia, business case studies add value to the learning experience by aiding the achievement of deeper learning. However, an interactive, multimedia, business case study is, in itself, insufficient to drive student learning to the highest levels of deep learning. For this, blended learning, combining elements of both traditional teaching methods and the new technologies are called on

scholarly journals GPS-Based AR Games Development Potential

SISFORMA ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 5
Author(s):  
Gregorius Alvin Raditya Santoso
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
New Technologies ◽  
Development Potential ◽  
The Real ◽  
Games Development

The application of new technologies in a game is not a new thing. One example is the application of Augmented Reality (AR) technology in game. Many people do not know the application of AR technology in game, although the application of this technology is able to produce a game with unique gameplay. In addition, since AR game is GPS-based, it offers new gaming experience, that is, playing outdoors in which the real world becomes the game arena. This advantage gives the AR technology a huge potential to be developed into a game

Nursing Education in the Era of Virtual Reality

2021 ◽  
pp. 126-149
Author(s):  
Derya Uzelli Yilmaz ◽  
Sevil Hamarat Tuncalı ◽  
Yusuf Yilmaz
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
New Technologies ◽  
Learning Needs ◽  
Traditional Teaching ◽  
Psychomotor Learning ◽  
Learning Domains ◽  
Traditional Teaching Methods ◽  
The Many ◽  
Interviewing Techniques

Today's new technologies have impacted many different areas of education, with nursing education one such area. Nursing education, as a learning process, targets the combination of cognitive, affective, and psychomotor learning domains. However, traditional teaching methods may not meet all of the Y and Z generations' learning needs. Today's learners are accustomed to multimedia learning environments and have come to expect a certain level of technology integrated into their curricula. Virtual Reality (VR) technology enables students to become immersed within a 360-degree view experience of scenes that have been completely digitally created, whilst no longer viewing the real world around them. Virtual simulation has been used to teach communication, disaster relief, teamwork, and interviewing techniques, among other skills; and can also provide immersive personalized learning experiences. This chapter presents some of the many facets of VR in today's nursing education.

Challenges and Research in Virtual Worlds and Augmented Reality in the Educational Field

2021 ◽  
pp. 373-393
Author(s):  
Felipe Becker Nunes ◽  
Fabrício Herpich ◽  
Maria Angélica Figueiredo Oliveira ◽  
Kelly Hannel
Keyword(s):  
Augmented Reality ◽  
Virtual Worlds ◽  
New Technologies ◽  
Teaching Method ◽  
Academic Experiences ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Educational Field

New technologies and opportunities to modernize and make teaching more dynamic emerge, as well as to switch from the ordinary traditional teaching method to a different format, which makes the student the protagonist of the construction of his knowledge. It is precisely in this context that new forms of use of technology in the educational field emerge, among which are the virtual worlds (MV) and augmented reality (AR), which are the objects of analysis in this chapter. Taking the basic premises on these topics, this chapter aims to help the reader understand the process of development and application of virtual worlds and augmented reality in education in order to discuss the inherent difficulties, practicalities, advantages, challenges, and trends. Thus, this chapter aimed to present the reader with the importance of reflecting on this context, seeking to show how each of these technologies has been applied in the educational field, being based on reports of empirical and academic experiences of the authors and other researchers.

scholarly journals Augmented Reality Lights for Compromised Visibility Navigation

2020 ◽  
Vol 8 (12) ◽  
pp. 1014
Author(s):  
Doupadi Bandara ◽  
Michael Woodward ◽  
Christopher Chin ◽  
Danchi Jiang
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Human Error ◽  
New Technologies ◽  
New Technology ◽  
Commercial Application ◽  
Technical Problems ◽  
The Real ◽  
Navigational Aid ◽  
Maritime Operations

This paper considers the feasibility of using augmented reality (AR) as a tool for enhancing visualization in maritime operations to avoid collision in different environmental conditions. According to the International Maritime Organization (IMO 2010), 90% of maritime accidents due to collisions at sea are caused in part by human error. This study investigates the new technology (AR) used to superimpose holographic images onto the real world; now reaching a state of readiness for commercial application. This paper demonstrates the competence of AR technology to serve as a maritime navigational aid. The research explores the viability of improving navigational safety in low visibility by projecting holograms of real-world objects in the same geo-location as the real object to make them “visible”. The paper presents the logical deconstruction of the technical problems and identified solutions, together with results of experiments used to validate the concept and technology readiness for real word maritime application. The paper presents a verified demonstrator; a proposed holographic bridge interface with an innovative way of presenting information using AR technology. Furthermore, it identifies that new technologies offer the opportunity for enhanced operator performances, with the expectation being that this should lead to reduce risk to persons, property, and the environment.

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>

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