Experiments with Face-To-Face Collaborative AR Interfaces

We describe a design approach, Tangible Augmented Reality, for developing face-to-face collaborative Augmented Reality (AR) interfaces. Tangible Augmented Reality combines Augmented Reality techniques with Tangible User Interface elements to create interfaces in which users can interact with spatial data as easily as real objects. Tangible AR interfaces remove the separation between the real and virtual worlds, and so enhance natural face-to-face communication. We present several examples of Tangible AR interfaces and results from a user study that compares communication in a collaborative AR interface to more traditional approaches. We find that in a collaborative AR interface people use behaviours that are more similar to unmediated face-to-face collaboration than in a projection screen interface.     

增强现实技术综述

增强现实技术是将计算机渲染生成的虚拟场景与真实世界中的场景无缝融合起来的一种技术,它通过视频显示设备将虚实融合的场景呈现给用户,使人们与计算机之间的交互更加的自然,同时具有广泛的应用前景,因此成为近年来的一个研究热点。随着跟踪注册技术的进步、计算机性能的飞速发展、深度摄像机的普及,以及Light Field投影技术在增强现实中的应用,增强现实技术逐渐成为下一代人机交互的发展方向。该文章首先概述了增强现实的主要研究内容和发展情况,并详细介绍了增强现实的关键技术、开发工具,然后分类概述了增强现实应用案例。     

混合跟踪技术在增强现实系统中的应用

跟踪技术是增强现实的一个重要研究方向,它致力于解决虚拟信息与真实环境的精确配准问题,构建稳定、高效的增强现实系统。通过分析增强现实系统的跟踪需求,指出单一跟踪存在的不足,说明采用混合跟踪技术的必要性,论述了基于视觉一惯性的混合跟踪技术及其在增强现实中的应用,实现了一种基于VisTracker视觉-惯性混合跟踪器的增强现实实验系统,并给出调试结果。     

Augmented reality technologies,systems and applications

This paper surveys the current state-of-the-art of technology, systems and applications in Augmented Reality. It describes work performed by many different research groups, the purpose behind each new Augmented Reality system, and the difficulties and problems encountered when building some Augmented Reality applications. It surveys mobile augmented reality systems challenges and requirements for successful mobile systems. This paper summarizes the current applications of Augmented Reality and speculates on future applications and where current research will lead Augmented Reality’s development. Challenges augmented reality is facing in each of these applications to go from the laboratories to the industry, as well as the future challenges we can forecast are also discussed in this paper. Section 1 gives an introduction to what Augmented Reality is and the motivations for developing this technology. Section 2 discusses Augmented Reality Technologies with computer vision methods, AR devices, interfaces and systems, and visualization tools. The mobile and wireless systems for Augmented Reality are discussed in Section 3. Four classes of current applications that have been explored are described in Section 4. These applications were chosen as they are the most famous type of applications encountered when researching AR apps. The future of augmented reality and the challenges they will be facing are discussed in Section 5.     

一种新型的交互式增强现实系统

增强现实是随着虚拟现实技术的发展而衍生小来的。它抒计算机产生的虚拟物体合成到真实环境当中。本文采用ARToolKit系统作为开发环境,Open Dynamic Engille（ODE）为动力学引擎以及利用Open Scene Graph（OSG）图形引擎开发包,将增强现实技术与碰撞检测技术相结合实现了一种新型的交互式增强现实系统。     

基于增强现实的飞行仿真技术研究

增强现实是继虚拟现实之后发展起来的一个新的研究热点,其真实和虚拟结合、实时交互和虚实定位特点,在军事、机械制造维护和医疗等方面有深入的应用。本文以飞行仿真技术为背景,分析了增强现实技术的应用和研究现状,总结了增强现实在飞行仿真上的关键技术。通过文本的研究,从需求及应用的角度阐明了增强现实技术在飞行仿真领域的关注点和重要性,从而为增强现实更深入的应用开拓思路。     

Educational impact of an Augmented Reality (AR) application for teaching structural systems to non-engineering students

This study evaluates the effectiveness of Augmented Reality (AR) in improving undergraduate non-engineering students’ (n = 103) achievement of learning outcomes and their perception of AR as a learning tool. An AR application for teaching structural systems, Virtual and Augmented Reality for Structures (VARS), is developed and tested using a quasi-experiment and a questionnaire. The study shows that VARS AR significantly improves the posttest quiz score of the experimental group. In addition, a conceptual framework linking design considerations and achievement of learning outcomes is created. Based on the questionnaire survey, authentic context and user interface are important design considerations influencing students’ perceived achievement of learning outcomes. It was found that experience using AR and background knowledge did not influence the perceived achievement of learning outcomes and change in quiz score.     

Input control and its signalling effects for complementors' intention to join digital platforms

Existing information systems (IS) research on platform control has largely focused on examining how input control (i.e., the mechanisms used to control platform access) affects complementors' intentions and behaviours after their decision to join a digital platform. Yet, our understanding of how input control is perceived before this decision and how such perceptions influence prospective complementors' intention to join a platform is still nascent. In this regard, our study views input control as a salient signal that shapes prospective complementors' expected benefits and costs (i.e., their performance and effort expectancy), and ultimately their decision to join a digital platform. Drawing on signalling theory and the antecedent-benefit-cost (ABC) framework, we conducted a randomized online experiment in the context of donation-based crowdfunding. The experiment results offer empirical support for this view by showing that input control has distinct and complex signalling effects for prospective complementors. In particular, our findings reveal curvilinear and competing signalling effects, with perceived input control increasing both performance expectancy (at a decreasing rate) and effort expectancy (at an increasing rate). Also, we find that performance expectancy linearly increases prospective complementors' intention to join a platform, whereas effort expectancy linearly decreases their intention to do so. These findings imply that the overall relationship between perceived input control and intention to join follows an inverted U-shape curve, which means that neither a low nor a high, but a moderate degree of perceived input control maximizes prospective complementors' intention to join. In sum, the results of our study provide novel and important insights into the signalling role that perceived input control plays in shaping prospective complementors' decision to join a digital platform.     

Analytic review of usability evaluation in ISMAR

There has been a rapid increase in research evaluating usability of Augmented Reality (AR) systems in recent years. Although many different styles of evaluation are used, there is no clear consensus on the most relevant approaches. We report a review of papers published in International Symposium of Mixed and Augmented Reality (ISMAR) proceedings in the past decade, building on the previous work of Swan and Gabbard (2005). Firstly, we investigate the evaluation goal, measurement and method of ISMAR papers according to their usability research in four categories: performance, perception and cognition, collaboration and User Experience (UX). Secondly, we consider the balance of evaluation approaches with regard to empirical–analytical, quantitative–qualitative and participant demographics. Finally we identify potential emphases for usability study of AR systems in the future. These analyses provide a reference point for current evaluation techniques, trends and challenges, which benefit researchers intending to design, conduct and interpret usability evaluations for future AR systems.     

Treating cockroach phobia using a serious game on a mobile phone and augmented reality exposure: A single case study

In vivo exposure has proved its efficacy in the treatment of specific phobias; however, not all patients benefit from it. Communication and information technologies such as Virtual Reality (VR) and Augmented Reality (AR) have improved exposure treatment adherence and acceptance. Serious games (SG) could also be used in order to facilitate exposure treatment. A line of research on SG is emerging which focuses on health issues. We have developed a SG for the treatment of cockroach phobia that uses a mobile phone as the application device. This work examines results of an N = 1 study about whether the use of this mobile game can facilitate treatment of this specific phobia preparing her for the AR exposure. A 25-year-old woman with cockroach phobia participated in the study. Results showed that the use of the mobile game reduced her level of fear and avoidance before a “one-session” AR exposure treatment was applied, following the guidelines by Öst. The participant found very helpful the use of the SG before the AR exposure session and she was willing to use it after the AR exposure session as a homework assignment. Although the results of this study are preliminary, SG appears to be a line of research of high interest in clinical psychology for the treatment of specific phobias.     

Distributed spatial Sensemaking on the augmented reality sandbox

International Journal of Computer-Supported Collaborative Learning - This research examines small group collaboration on the Augmented Reality (AR) Sandbox, an interactive, real-time topographical...     

Text legibility for projected Augmented Reality on industrial workbenches

Augmented Reality is a promising technology for the product lifecycle development, but it is still not established in industrial facilities. The most relevant issues to be addressed relate to the ergonomics: avoid the discomfort of Head-Worn Displays, allow the operators to have free hands and improve data visualization. In this work we study the possibility to use projection-based Augmented Reality (projected AR), as optimal solution for technical visualization on industrial workbenches. In particular, text legibility in projected AR is difficult to optimize since it is affected by many parameters: environment conditions, text style, material and shape of the target surface. This problem is poorly addressed in literature and in the specific industrial field. We analyze the legibility of a set of colors prescribed by international standards for the industrial environments, on six widely used industrial workbenches surfaces. We compared the performance of 14 subjects using projected AR, with that using a traditional LCD monitor. We collected about 2500 measurements (times and errors) through the use of a test application, followed by qualitative interviews. The results showed that, as regards legibility, projected AR can be used in place of traditional monitors in most of the cases. Another not trivial finding is that the influence on legibility of surface irregularities (e.g., grooves, prominences) is more important than that of surface texturization. A possible limitation for the use of projected AR is given by the blue color, whose performance turned out to be lower than that of other colors with every workbench surface.     

基于增强现实的飞行仿真技术研究

增强现实是继虚拟现实之后发展起来的一个新的研究热点,其真实和虚拟结合、实时交互和虚实定位特点,在军事、机械制造维护和医疗等方面有深入的应用。本文以飞行仿真技术为背景,分析了增强现实技术的应用和研究现状,总结了增强现实在飞行仿真上的关键技术。通过文本的研究,从需求及应用的角度阐明了增强现实技术在飞行仿真领域的关注点和重要性,从而为增强现实更深入的应用开拓思路。     

Augmented reality in language learning: A state-of-the-art review of 2014–2019

This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.     

基于增强现实技术中虚拟物体投影的应用研究

增强现实技术是近年来的一个研究热点。增强现实是把计算机产生的虚拟物体或其他信息合成到用户感知的真实世界中的一种技术。它是对真实世界的补充,而不是完全替代真实世界。显示技术和跟踪注册技术是增强现实系统关键技术,也是研究的重点。本文简要介绍了显示技术以及跟踪注册技术。     

Augmented reality projects in the automotive and aerospace industries

The 2003 International Symposium on Mixed and Augmented Reality was accompanied by a workshop on potential industrial applications. The organizers wisely called it potential because the real use of augmented reality (AR) in an industrial context is still in its infancy. Our own experience in this field clearly supports this viewpoint. We have been actively involved in the research, development, and deployment of AR systems in the automotive, aviation, and astronautics industries for more than five years and have developed and implemented AR systems in a wide variety of environments while working at DaimlerChrysler in Germany. In this article we have selected 10 AR projects from those we have managed and implemented in the past to examine the main challenges we faced and to share some of the lessons we learned.     

X-Board: an egocentric adaptive AR assistant for perception in indoor environments

Virtual Reality - Augmented reality (AR) has the potential to become an effective assistive technology for emergencies in the future. However, raw AR content can confuse users’ visual...     

The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the Unified Theory of acceptance and use of technology

Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of acceptance and use of technology (UTAUT, Venkatesh et al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard.     

AR/MR Remote Collaboration on Physical Tasks: A Review

This paper provides a review of research into using Augmented Reality (AR) and Mixed Reality(MR) for remote collaboration on physical tasks. AR/MR-based remote collaboration on physical tasks has recently become more prominent in academic research and engineering applications. It has great potential in many fields, such as real-time remote medical consultation, education, training, maintenance, remote assistance in engineering, and other remote collaborative tasks. However, to the best of our knowledge there has not been any comprehensive review of research in AR/MR remote collaboration on physical tasks. Therefore, this paper presents a comprehensive survey of research between 2000 and 2018 in this domain. We collected 215 papers, more than 80% of which were published between 2010 and 2018, and all relevant works are discussed at length. Then we elaborate on the review from typical architectures, applications (e.g., industry, telemedicine, architecture, teleducation and others), and empathic computing. Next, we made an in-depth review of the papers from seven aspects: (1) collection and classification research, (2) using 3D scene reconstruction environments and live panorama, (3) periodicals and conducting research, (4) local and remote user interfaces, (5) features of user interfaces commonly used, (6) architecture and sharing non-verbal cues, (7) applications and toolkits. We find that most papers (160 articles, 74.4%) are published in conferences, using co-located collaboration to emulate remote collaboration is adopted by more than half (126, 58.6%) of the reviewed papers, the shared non-verbal cues can be mainly classified into five types (Virtual Replicas or Physical Proxy(VRP), AR Annotations or a Cursor Pointer(ARACP), avatar, gesture, and gaze), the local/remote interface is mainly divided into four categories (Head-Mounted Displays(HMD), Spatial Augmented Reality(SAR), Windows-Icon-Menu-Pointer(WIMP) and Hand-Held Displays(HHD)). From this, we can draw ten conclusions. Following this we report on issues for future works. The paper also provides an overall academic roadmap and useful insight into the state-of-the-art of AR/MR remote collaboration on physical tasks. This work will be useful for current and future researchers who are interested in collaborative AR/MR systems.     

E-learning adoption of academicians: a proposal for an extended model

From the beginning of the e-learning technology era, many concerns arose regarding the use of e-learning in everyday academic processes. Thus, in recent years, a number of studies were conducted on e-learning acceptance, mostly with the use of Unified Theory of Acceptance and Use of Technology (UTAUT) Model. Current study investigates the determinants of acceptance of academic e-learning technologies with the use of proposed modified UTAUT model. The basic UTAUT model was supplemented by the examined new determinants: system interactivity and the area of scientific expertise. Therefore, the paper contributes to UTAUT theory, applied in e-learning, by utilising empirical research with a modified UTAUT model including these two new variables. This study confirmed the hypotheses related to the effects of performance expectancy, effort expectancy, and system interactivity on behavioural intention to use e-learning technologies, and also stated that the area of scientific expertise does not have a direct impact on the intention to use e-learning technologies. The research model has been tested in an academic environment in Turkey.