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MAGIS: mobile augmented-reality games for instructional support (full paper)
Abstract
We present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework.
... Title Year [79] Immersive Community Analytics for Wearable Enhanced Learning 2019 [80] MAGIS: mobile augmented reality games for instructional support 2019 [81] MAGES 3.0: Tying the knot of medical VR 2020 [82] Learning analytics: Virtual reality for programming course in higher education 2020 [83] Integrating xAPI in AR applications for Positive Behaviour Intervention and Support 2021 [84] Towards design guidelines for virtual reality training for the chemical industry 2021 Heinemann et al. [89] showcased a pilot system design for achieving effective learning in virtual reality using learning analytics. In follow-up studies, Heinemann et al. [91,92] examined the use of learning analytics and classroom management within virtual reality environments. ...
... Their proposed application will follow the positive behavior intervention and support methodology and will be able to support behavioral lessons while also capitalizing on the benefits that augmented reality applications bring. To support the educational process, Vidal et al. [80] proposed a framework for developing augmented reality mobile applications. Using the suggested framework, they developed an augmented reality application and integrated analytics to determine learners' engagement and performance. ...
This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students’ behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students’ self-efficacy and self-regulated learning, and increase students’ learning gains, academic achievements, knowledge retention, motivation, and engagement.
... Finally, it was important to take into account the context of application (UNRN), the possibility of using the tool in Spanish language and / or in a visually way. This reduced the possibilities to the following ATs: MOLE [11], SG Generator [30], U-Adventure [23], TaleBlazer [29], VEDILS [13]. However the first two were discarded because at the time of the evaluation, the tools were still in the version of prototype. ...
... The framework is an extension of the Unity engine and, seeks to simplify the design of narrative-based games that use the player's location, such as historical or museum tours. [23] Game development using MAGIS implies the creation of scenes where for each one of the objects included in it, a script is generated in the form of a script based on the framework's own commands (and not in the C# language) and with the format TSV (Tab Separated Values) and the extension .txt. On this point, as the authors themselves point out, creating this type of files manually can be complex and prone to errors, and to avoid this they have developed a free access AT, which tries to automate the task, however it presents an interface that it's not visually friendly, which can be daunting specially for an inexperienced user. ...
The possibilities that digital games allow in a didactic proposal are not new, however, and in relation to the specific experiences of integration of digital games in teaching and learning scenarios, a limitation is observed given by the adaptability of them to specific contexts. Thus, it is important to advance in the search for tools that are preferably free and open access that allow teachers to create their own games or edit others created by third parties, based on profiles with different degrees of programming knowledge. This work presents the results obtained from the search, selection and analysis of tools, including web platforms, software applications, and/or frameworks, which allow the creation of serious games, particularly those considered mobile, and which include interactions using augmented reality through QR codes and/or user location, by users with different technical profiles.
... To create augmented reality on Android-based mobile devices, Vidal et al. [18] highlight the requirement that the necessary hardware support and tools be available. ...
Modern humans’ existence is characterized by advances in information, communication, and technology. In the current digital era, augmented reality is one method that can be utilized to encourage learning. This study aims to establish how quickly The Business Model Canvas should be introduced through augmented reality to promote an entrepreneurial mindset for student. The methodology used is a survey of the literature, with a particular emphasis on cellular AR for learning and its use in cultural preservation. The exploratory mixed method is used. Researchers investigated data using a qualitative approach and analyzed it using a quantitative technique to generate measurements linked to the efficacy of augmented reality. Exploratory use is thought to be appropriate for developing new theories as well as testing existing ones. The method is called a systematic literature review (SLR). The SLR process includes the processes of problem formulation, information collecting and analysis, interpretation, arranging, and presentation. Using the Search Method Process (SP), data was gathered. Based on the findings of student trials, it is evident that the mobile-augmented reality produced increases student learning outcomes, which is consistent with the findings of Hsu, Wenting, and Hughes’ research. Therefore, mobile-augmented reality has the potential to boost interest in entrepreneurship education. Mobile-augmented reality is expected to increase student attention in entrepreneurship. Keywords: mobile augmented reality, business model, entrepreneurial
... One educational game can only focus on one topic, yet they can often help learners understand abstract concepts with hands-on experiences. Many games use AR/VR (augmented reality/virtual reality) technologies (Vidal, Ty, Caluya, & Rodrigo, 2019) and this makes them extremely attractive to many players. The solar system is a popular topic for AR games since students can "touch" and "twist" planets which clearly cannot be achieved in real life. ...
Digital learning resources are commonly employed to support formal and informal learning, sometimes as a complement to the teacher, but sometimes as an alternative. ‘Flipped learning’ is increasingly being adopted as a progressive pedagogy, such that students are expected to learn new ideas and principles from course material (often using digital platforms) before coming to class to apply this learning. During a time of pandemic, schools may be closed and teachers asked to teach virtually as students remain at home. During such a public health emergency, more responsibility for directing teaching may pass to parents or to the learners themselves, who may seek out virtual learning resources as the basis for home study. This paper considers the characteristics of digital teaching resources capable of facilitating independent learning of a kind that can support the development of new capacities. It draws upon Vygotsky’s ideas of how higher level intellectual skills are developed, and his distinction between learning in general and more substantive intellectual development. Vygotsky’s theories about teaching and learning offer a solution to the classical learning paradox (that without knowing what it is we do not yet know, we cannot recognise it and so come to knowledge) as in this perspective learning is not understood as coming to some ideal absolute knowledge, but rather sharing in aspects of culture that have already been acquired by others (such as a teacher or more experienced peer). One key idea is that the learner initially experiences new competences vicariously, through participation with the more advanced other. That is, teaching that is merely a matter of an expert telling a novice what to do is insufficient to support development. Rather, development requires the learner to actually experience success in an area of activity that is currently outside their competence - through what is termed ‘scaffolding’. Culture (including academic concepts and intellectual skills) is therefore ‘transmitted’ through social interactions where those with expertise (such as teachers) allow novices to vicariously experience their successful actions. This raises the question of the essential characteristics of a digital learning tool that can go beyond supporting the exercising of existing capabilities, to act as a virtual tutor and provide learning experiences that can scaffold substantive development without needing the concurrent direction of a teacher.
... • MAGIS [30]: an open-source AR focused engine that uses a domain specific language. It has a custom @analytics command to set up and send custom traces to an external server. ...
Serious Game learning analytics can provide insight to improve both the learning process and the lifecycle of games. Due to the complexity and diversity of topics involved, from game design to implementation to tracing the user, teaching game learning analytics to engineering students is challenging. We have created a teaching approach built on an integrated set of tools to minimize the boilerplate setup and configuration typically required when building game learning analytics from disparate modules. Our approach relies on the combination of an authoring environment that eases the creation of adventure and location-based games, a standards-based interaction tracker, and a cloud-based analytics framework. In this environment, students can design and implement serious games with associated analytics models from the very beginning, allowing them to experiment from early on with analytics to improve their games' lifecycles. We have piloted this approach in two university courses for two years, where students prototyped serious games and then used analytics to understand how their users interacted with their games. The use of analytics helped our students to reflect on and refine their designs. While our approach can be applied with any tools, our authoring environment and analytics tools are available as open-source projects to facilitate development, prototyping, or testing of games with analytics.
... Moreover, in game-based learning environments, studies conclude that the success of AR game-based learning is based on motivating learning, realistic 3D models, and a well-designed experiential learning process [10,13] (Vidal Jr et al., 2019). In the study of professional disciplines, AR technology also promises collaborative learning, learning autonomy, and learning permanency [6,27]. ...
When fire disasters are imminent, disaster prevention measures and relief plans are critical. However, “fire education” to equip civilians with the know-how to cope with various emergencies and protect themselves is perhaps more important. To provide learning materials which are interesting, appealing, flexible, safe, and efficient for fire education, this study adopts an augmented reality (AR) technique to create an interactive fire education learning environment. This study constructs an interactive learning environment for fire education and examines the learning effectiveness between an AR card and tangible-user-interface-based (TUI) AR in motivation, fire prevention attitude, and cognitive learning outcome. In the proposed AR interactive learning environment, Kolb’s experiential learning cycle is used to guide students’ learning process. There were 170 experimental participants in this study; 86 were assigned to the experimental group using the TUI, and 84 to the control group using AR cards. The AR system integrated with experiential learning could improve students’ fire prevention attitudes and learning outcomes in both groups. Moreover, the experimental group performed better in the cognitive learning outcome and had lower mental loads than the control group. However, no difference in the fire prevention attitude between the two groups was found. In other words, the “object-linked” characteristics provided by TUI-AR benefits cognitive performance rather than attitude. To conclude, this research presents an important perspective on the introduction of technology into fire education that contributes to the broader body of teaching and learning on school fire education.
... Therefore, it can be said that the learning process through mobile phones can improve the student learning process [29]. According to Vidal et al. [30], creating Augmented Reality on Android-based Mobile Devices requires hardware support and tools as needed. Saudagar and Mohammad [31] show that Augmented Reality developed through Android is more efficient, accurate, and fast to use. ...
Education is a place to introduce culture and micro, small and medium enterprises in areas far from the capital. In Technology Education Study Program, Universitas Negeri Jakarta has the vision to produce educators and education personnel in the field of learning to engineer based on academic principles and ethics. Engineering new media learning through augmented reality becomes a tool for lectures introducing SMEs. For this reason, researchers collaborated with material expert lecturers, design experts, media experts, and 30 students in developing augmented reality as a new learning application. The results of the review obtained from the instructional design experts were 3.20, material expert 3,30, and media experts 3.14. Based on the test results obtained from students in the one-to-one stage of 3.55; and at the small group stage of 3.23. Based on the results of the evaluation, it can be concluded that Augmented Reality can be implemented and used to introduce SMEs to college students. Students can use this product as material strengthening in engineering learning using new media applications
... Selain itu, adanya teknologi Real Time Kinematic (RTK), berpotensi untuk meningkatkan akurasi hingga sentimeter [8]. Teknologi GPS yang digunakan pertama kali pada aplikasi AR adalah Touring Machine [16], dilanjutkan untuk keperluan militer [17], games [18], [19], [20], dan visualisasi data [21], [22]. ...
This paper discusses the functionality testing of the augmented reality (AR) application, namely ARmaps. ARmaps is an AR application for directions that uses GPS-based tracking technology (GPS-based tracking). GPS-based tracking is one of the basic techniques in AR, which does not require special media to scan visual objects (marker-less) GPS-based tracking is used to display data digitally. Digital data displayed in the form of user location and directions. Based on the test results, it was found that there was an effect of the degree slant smartphone on the delay time in displaying 3D AR graphic objects. The test is done statically by adjusting the degree slant, namely acute, right-angle, and obtuse. Each test was carried out 30 times. Smartphones that support ARmaps performance should have an accelerometer, proximity, gyroscope, compass, A-GPS with Glonass and BDS sensors, as well as a camera. Smartphones that are placed with a large degree slant of 90o (obtuse angle) have a faster delay time in displaying 3D AR graphic objects, which is 12.7 seconds. This research becomes the basis for developing ARmaps as a guiding application (visualization guiding).
... Tuklas uses the MAGIS framework, which was previously developed by the authors to streamline the development of educational location-based augmentedreality (LBAR) games [10]. At its simplest level, MAGIS allows the presentation of LBAR scenes. ...
... The authors mentioned that an effective educational game design must achieve a balance between fun and educational value, and proved that assessments through MGBL can limit the stress and anxiety of students. Another study supporting the utilization of mobile technologies in game-based learning is the one presented by Vidal et al (2018). The authors described that such technological advancements can boost the efficacy of the educational process, and stated that the domain knowledge was successfully learned by students through the MGBL environment. ...
Mobile game-based learning constitutes a hot issue in the related scientific literature since it promotes learning through an entertaining way and fosters student motivation to increase engagement in the
educational process. As such, it can enhance the learning process and improve student participation. Towards this direction, this paper investigates how mobile learning and game-based learning can be
utilized in higher education settings and analyzes the pedagogical affordance of their adoption. As a testbed for our research, we designed and implemented Quiz Time! which is an intelligent mobile game-based learning application for assessing and advancing learners’ knowledge in the programming language C#. Quiz Time! employs an assessing knowledge module for testing the knowledge of learners, a vectorial-based recommendation module for proposing personalized collaboration in group playing, a dynamic fuzzy logic-based advice generator for tailored assistance to learners’ profile and misconceptions, and a cognitive learner modeler supporting the aforementioned modules. Quiz Time! was used in a higher
education institution for an academic semester and was evaluated by students and computer science experts using an established framework and the statistical hypothesis test. Regarding the evaluation results, the computer science experts validated the pedagogical adequacy of the application and the students highlighted its positive impact on learning and its usefulness. A major conclusion is that incorporating personalization and collaboration in mobile game-based learning can further assist students in higher education towards advancing their knowledge level.
Creating pedagogically sound, interactive Augmented Reality (AR) experiences supporting situated and experiential learning remains a challenge to teachers without programming skills.
To integrate AR in the everyday classroom, teachers need to be capable of designing their own immersive experiences for their students, which is why an analysis of existing authoring toolkits is necessary to identify suitable tools for educational application development and future research directions in terms of educational AR. We identified "easy access", "GUI-based design", and "interactive contents" as needs of teachers for designing AR content for the classroom. Based on these needs, we conducted a literature review of 835 documents. Of 80 relevant articles, we included 43 peer-reviewed articles from ACM Digital Library, DBLP, IEEExplore, Scopus, Web of Science, Google Scholar, and miscellaneous other sources in our analysis. We identified 69 different AR authoring toolkits and classified these with regards to their accessibility, their degree of required programming knowledge, and their interactivity. The results show a divergent research landscape with a lack of empirical evaluation. Of 26 openly accessible toolkits, we identified five toolkits addressing the defined needs of teachers for designing interactive AR experiences for the classroom without requiring extensive programming knowledge. We conclude that there are only few tools for the straightforward design of educational AR experiences addressing the needs of teachers and suggest using research-informed and evidence-based criteria for developing AR authoring toolkits for education.
A software development process comprises all the steps necessary to produce a software product. This research proposes a new process for developing augmented reality serious games (ARSGs), which comprises three phases: analysis, configuration, and generation. The analysis phase involves examining the standard project structure of a typical serious game to identify the applicable actions to which AR content can be added. The configuration phase involves configuring the AR features and the AR library to be integrated into the game structure. Finally, the generation phase entails inserting the AR code in the game structure, as well as all the files necessary to in-corporate AR features in the game. Our process allows generating ARSGs step by step, both easily and rapidly. To implement this process, we propose an ARSG development software architecture. The underlying assumption of this architecture is that software development tools are essential validation elements of the software generation process. By implementing our ARSG development process through a software architecture, we provide users with a formal, automated method for creating ARSGs. The ARSG development process and the architecture, collectively called ZeusAR, are not dependent on specific software development technologies and/or programming languages. To perform a proof-of-concept of our process, we developed an ARSG generator tool based on the proposed architecture and conducted a case study in which geometry ARSGs are developed to help high school students learn about geometric shapes and their properties. We conducted a qualitative evaluation of the ZeusAR tool through a System-Usability-Scale (SUS) based survey, which was administered to a group of geometry teachers to evaluate the tool’s characteristics, such as ease of use and ease of configuration. Additionally, a group of software developers and professors assessed the performance of the ZeusAR tool in terms of game development time.
This study developed a teaching and learning material (TLM) in chemistry entitled eS 2 MART TLM with integrated augmented reality (AR) technology and assessed its effect on students' learning gains in terms of spatial skills and students' learning experience on the use of augmented reality as a tool in understanding atomic theory, chemical bonding and molecular structure. The present study utilized the design-based research paradigm in the development of AR-enabled teaching and learning material while the assessment of the effect of using the developed material on learners' spatial skills employed the pre-experimental single group design. To provide the AR component of the TLM, this study also developed a database of intuitive virtual 3D objects and animations that can be manipulated by tactile controls, a dedicated mobile application software called eS 2 MART TLM designed to retrieve, display, and control the virtual 3D objects, and unique trackers for each virtual 3D object and animation that were printed in eS 2 MART TLM. A pretest and posttest using standardized spatial skills test composed of seven Purdue Spatial Visualization Test (PSVT) items and 13 content-specific items were administered to the participants before and after using eS 2 MART TLM. Using Hake factor test, the study found out that student participants obtained a normalized gain value of 0.50 on the PSVT spatial visualization test which signifies medium learning gain and a normalized gain value of 0.76 on the Content Specific Spatial Skills Test which indicates high learning gain. In terms of learning experience, there is an overall very positive learning experience on the use of augmented reality in eS 2 MART TLM as implied by the composite mean value of 3.54.
This study developed a teaching and learning material (TLM) in chemistry entitled eS 2 MART TLM with integrated augmented reality (AR) technology and assessed its effect on students' learning gains in terms of spatial skills and students' learning experience on the use of augmented reality as a tool in understanding atomic theory, chemical bonding and molecular structure. The present study utilized the design-based research paradigm in the development of AR-enabled teaching and learning material while the assessment of the effect of using the developed material on learners' spatial skills employed the pre-experimental single group design. To provide the AR component of the TLM, this study also developed a database of intuitive virtual 3D objects and animations that can be manipulated by tactile controls, a dedicated mobile application software called eS 2 MART TLM designed to retrieve, display, and control the virtual 3D objects, and unique trackers for each virtual 3D object and animation that were printed in eS 2 MART TLM. A pretest and posttest using standardized spatial skills test composed of seven Purdue Spatial Visualization Test (PSVT) items and 13 content-specific items were administered to the participants before and after using eS 2 MART TLM. Using Hake factor test, the study found out that student participants obtained a normalized gain value of 0.50 on the PSVT spatial visualization test which signifies medium learning gain and a normalized gain value of 0.76 on the Content Specific Spatial Skills Test which indicates high learning gain. In terms of learning experience, there is an overall very positive learning experience on the use of augmented reality in eS 2 MART TLM as implied by the composite mean value of 3.54.
The teaching-learning process, at each educational level, is often an open problem for educators and researchers related to the stated topic. Researchers combine emerging technologies to formulate learning tools in order to understand the abstract contents of the subjects; however, the problem still persists. A technological learning tool would be effective when projected into an educational model that looks at motivation, usability, engagement, and technological acceptability. Some of these aspects could be attributed through the use of augmented reality and games. The aim of this work is to analyze, in the literature, the trends of learning models based on computer technologies for an effective and enjoyable learning activity. The analysis of the literature in that context emphasizing acceptability, categories, entertainment, educational models-shows that it is still not well explored.
New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach's educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users' opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10-15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.
This paper shows initial work on utilizing Bluetooth Low-Energy (BLE) beacons to uncover patterns in visitor paths and to determine the concentration of visitor attention within the Ateneo Art Gallery (AAG), the Philippines’ first museum of modern art. Participants carried phones instrumented with an application that logged distance estimates from BLE beacons deployed around the museum. The logs were then analyzed to produce scarf plots that visually represent paths taken. The results show the potential of BLE beacons for indoor location tracking. Aggregated visualization of similar scarf plots showed four notable patterns that provide insights on the museum areas that draw attention. The assumed usual route (pattern1: Start at 1st floor, go to 2nd floor then visit 3rd floor) was confirmed and an uncommon visiting pattern was discovered (pattern 2: Start at 3rd floor, go to 2nd floor, then visit 1st floor). It was also found that some visitors do not get to explore the entire museum (pattern 3: Some visitors only went to the 1st and 2nd floors. Pattern 4: Some visitors only went to the 2nd and 3rd floors). These insights can be used to make decisions regarding exhibit arrangement or museum layout design.
Beacons using bluetooth low-energy (BLE) technology have emerged as a new paradigm of indoor positioning service (IPS) because of their advantages such as low power consumption, miniaturization, wide signal range, and low cost. However, the beacon performance is poor in terms of the indoor positioning accuracy because of noise, motion, and fading, all of which are characteristics of a bluetooth signal and depend on the installation location. Therefore, it is necessary to improve the accuracy of beacon-based indoor positioning technology by fusing it with existing indoor positioning technology, which uses Wi-Fi, ZigBee, and so forth. This study proposes a beacon-based indoor positioning method using an extended Kalman filter that recursively processes input data including noise. After defining the movement of a smartphone on a flat two-dimensional surface, it was assumed that the beacon signal is nonlinear. Then, the standard deviation and properties of the beacon signal were analyzed. According to the analysis results, an extended Kalman filter was designed and the accuracy of the smartphone’s indoor position was analyzed through simulations and tests. The proposed technique achieved good indoor positioning accuracy, with errors of 0.26 m and 0.28 m from the average x - and y -coordinates, respectively, based solely on the beacon signal.
Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements
could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.
Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.
The recent fusion of Augmented Reality (AR) and mobile technologies has enabled the creation of novel mobile AR applications.
As the image processing algorithms and processing capabilities of mobile hardware continue to improve, mobile AR will become
more commonplace. In addition, the mobile game industry itself has grown significantly in recent years. This is partly because
of the development of 3D game engines which are being widely used not only in game applications, but also in the areas of
virtual reality, virtual architecture, and education.
In augmented reality (AR), the position and orientation of the camera have to be estimated with high accuracy and low latency. This nonlinear estimation problem is studied in the present paper. The proposed solution makes use of measurements from inertial sensors and computer vision. These measurements are fused using a Kalman filtering framework, incorporating a rather detailed model for the dynamics of the camera. Experiments show that the resulting filter provides good estimates of the camera motion, even during fast movements
Within the last years educational games have attracted some attention from the academic community. Multiple enhancements of the learning experience are usually attributed to educational games, although the most cited is their potential to improve students' motivation. In spite of these expected advantages, how to introduce video games in the learning process is an issue that is not completely clear yet, which reduces the potential impact of educational video games. Our goal at the <;e-UCM> research group is to identify the barriers that are limiting the integration of games in the learning process and propose approaches to tackle them. The result of this work is the <;e-Adventure> platform, an educational game authoring tool that aims to make of video games just another educational tool at the disposal of the instructors. In this paper we describe how <;e-Adventure> contributes to the integration of games in the learning process through three main focuses: reduction of the high development costs of educational games, involvement of instructors in the development process to enhance the educational value, and the production of the games using a white-box model. In addition we describe the current research that we are conducting using the platform as a test-bed.
This paper presents a model-based hybrid tracking system for out- door augmented reality in urban environments enabling accurate, realtime overlays for a handheld device. The system combines several well-known approaches to provide a robust experience that surpasses each of the individual components alone: an edge-based tracker for accurate localisation, gyroscope measurements to deal with fast motions, measurements of gravity and magnetic field to avoid drift, and a back store of reference frames with online frame selection to re-initialise automatically after dynamic occlusions or failures. A novel edge-based tracker dispenses with the conven- tional edge model, and uses instead a coarse, but textured, 3D model. This yields several advantages: scale-based detail culling is automatic, appearance-based edge signatures can be used to im- prove matching and the models needed are more commonly avail- able. The accuracy and robustness of the resulting system is demon- strated with comparisons to map-based ground truth data.
This paper presents an innovative 3D reconstruction of ancient fresco paintings through the real-time revival of their fauna and flora, featuring groups of virtual animated characters with artificial-life dramaturgical behaviours in an immersive, fully mobile augmented reality (AR) environment. The main goal is to push the limits of current AR and virtual storytelling technologies and to explore the processes of mixed narrative design of fictional spaces (e.g. fresco paintings) where visitors can experience a high degree of realistic immersion. Based on a captured/real-time video sequence of the real scene in a video-see-through HMD set-up, these scenes are enhanced by the seamless accurate real-time registration and 3D rendering of realistic complete simulations of virtual flora and fauna (virtual humans and plants) in a real-time storytelling scenario-based environment. Thus the visitor of the ancient site is presented with an immersive and innovative multi-sensory interactive trip to the past
Two major limitations of real-time visual SLAM algorithms are the restricted range of views over which they can operate and their lack of robustness when faced with erratic camera motion or severe visual occlusion. In this paper we describe a visual SLAM algorithm which addresses both of these problems. The key component is a novel feature description method which is both fast and capable of repeat-able correspondence matching over a wide range of viewing angles and scales. This is achieved in real-time by using a SIFT-like spatial gradient descriptor in conjunction with efficient scale prediction and exemplar based feature representation. Results are presented illustrating robust realtime SLAM operation within an office environment.
We describe an augmented reality conferencing system which uses the overlay of virtual images on the real world. Remote collaborators are represented on virtual monitors which can be freely positioned about a user in space. Users can collaboratively view and interact with virtual objects using a shared virtual whiteboard. This is possible through precise virtual image registration using fast and accurate computer vision techniques and head mounted display (HMD) calibration. We propose a method for tracking fiducial markers and a calibration method for optical see-through HMD based on the marker tracking
We present work on a tablet- and smartphone-based Augmented Reality game application for learning Philippine History. This paper highlights the design of the game application with regards to its educational content, game mechanics, and user interface, discussing how these elements combine to enjoin players to learn about Philippine history while visiting the actual historical locations situated in Intramuros, Manila.
We investigate the extent to which Augmented Reality can contribute to effectiveness and enjoyment in the context of history-game-based learning. This paper presents a series of usability tests of a mobile Augmented Reality game application for learning Philippine history, Igpaw: Intramuros, with representatives of the game's target audience. These tests discovered issues that compromised player enjoyment, including fatigue during gameplay, hurdles in learning AR-specific game mechanics, game repetitiveness, and outdoor safety concerns, in addition to minor technical issues. Nevertheless, the tests show the game's high effectivity in teaching Philippine history.
In this paper a sensor fusion algorithm is developed and implemented for detecting orientation in three dimensions. Tri-axis MEMS inertial sensors and tri-axis magnetometer outputs are used as input to the fusion system. A Kalman filter is designed to compensate the inertial sensors errors by combining accelerometer and gyroscope data. A tilt compensation unit is designed to calculate the heading of the system.
This study investigated the impact of Bluetooth Low Energy devices in advertising/beaconing mode on fingerprint-based indoor positioning schemes. Early experimentation demonstrated that the low bandwidth of BLE signals compared to WiFi is the cause of significant measurement error when coupled with the use of three BLE advertising channels. The physics underlying this behaviour is verified in simulation. A multipath mitigation scheme is proposed and tested. It is determined that the optimal positioning performance is provided by 10Hz beaconing and a 1 second multipath mitigation processing window size. It is determined that a steady increase in positioning performance with fingerprint size occurs up to 7 ±1, above this there is no clear benefit to extra beacon coverage. Copyright
We present MARCH, a complete solution for enhanced cultural heritage discovery using the mobile phone. Simply point the camera of a mobile device at prehistoric cave engravings. Then MARCH augments the captured images with the expert's drawings, highlighting in real time the animal engravings, which are almost impossible to observe with the naked eye. We have created a mobile augmented reality application which runs at 14 FPS for 320x240 frames on a Nokia N95 smartphone. We describe the optimizations and the requirements needed to obtain these results on mobile devices.
Explore! is an m-learning system that aims to improve young visitors' experience of historical sites. It exploits the imaging and multimedia capabilities of the latest generation cell phone, creating electronic games that support learning of ancient history during a visit to historical sites. Explore! consists of two main components: 1) the Game Application running on cellular phones, to be used during the game and 2) the Master Application running on a notebook, used by the game master (i.e. a teacher) to perform a reflection phase, which follows the game. Having the Game Application been described in previous papers, in this work we mainly illustrate the Master Application.
In Augmented Reality, see-through HMDs superimpose virtual 3D objects on the real world. This technology has the potential to enhance a user's perception and interaction with the real world. However, many Augmented Reality applications will not be accepted until we can accurately register virtual objects with their real counterparts. In previous systems, such registration was achieved only from a limited range of viewpoints, when the user kept his head still. This paper offers improved registration in two areas. First, our system demonstrates accurate static registration across a wide variety of viewing angles and positions. An optoelectronic tracker provides the required range and accuracy. Three calibration steps determine the viewing parameters. Second, dynamic errors that occur when the user moves his head are reduced by predicting future head locations. Inertial sensors mounted on the HMD aid head-motion prediction. Accurate determination of prediction distances requires low-overhead operating systems and eliminating unpredictable sources of latency. On average, prediction with inertial sensors produces errors 2-3 times lower than prediction without inertial sensors and 5-10 times lower than using no prediction at all. Future steps that may further improve registration are outlined.
This paper proposes a two level approach to solve the problem of real-time vision-based hand gesture classification. The lower level of the approach implements the posture recognition with Haar-like features and the AdaBoost learning algorithm. With this algorithm, real-time performance and high recognition accuracy can be obtained. The higher level implements the linguistic hand gesture recognition using a context-free grammar-based syntactic analysis. Given an input gesture, based on the extracted postures, the composite gestures can be parsed and recognized with a set of primitives and production rules.
Wireless indoor positioning systems have become very popular in recent years. These systems have been successfully used in many applications such as asset tracking and inventory management. This paper provides an overview of the existing wireless indoor positioning solutions and attempts to classify different techniques and systems. Three typical location estimation schemes of triangulation, scene analysis, and proximity are analyzed. We also discuss location fingerprinting in detail since it is used in most current system or solutions. We then examine a set of properties by which location systems are evaluated, and apply this evaluation method to survey a number of existing systems. Comprehensive performance comparisons including accuracy, precision, complexity, scalability, robustness, and cost are presented.
Our work stems from a program focused on developing tracking technologies for wide-area augmented realities in unprepared outdoor environments. Other participants in the Defense Advanced Research Projects Agency (Darpa) funded Geospatial Registration of Information for Dismounted Soldiers (Grids) program included University of North Carolina at Chapel Hill and Raytheon. We describe a hybrid orientation tracking system combining inertial sensors and computer vision. We exploit the complementary nature of these two sensing technologies to compensate for their respective weaknesses. Our multiple-sensor fusion is novel in augmented reality tracking systems, and the results demonstrate its utility
The use of video game achievements to enhance player performance, self-efficacy, and motivation. University of Central Florida
- L Blair
Blair, L. (2011). The use of video game achievements to enhance player performance, self-efficacy, and motivation. University
of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/1827/
The GeoJSON format specification
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MARA, sensor based augmented reality system for mobile imaging device
- M Kahari
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Kahari, M., & Murphy, D. J. (2006). MARA, sensor based augmented reality system for mobile imaging device. In ISMAR
2006 Demos (2006 IEEE/ACM international symposium on mixed and augmented reality). Santa Barbara, CA, USA:
IEEE. Retrieved from http://www.dirkreiners.com/ISMAR06Demos/#Demo_2.
Vector tile service · Mapzen
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Feature detection and description
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tutorials/py_feature2d/py_table_of_contents_feature2d/py_table_of_contents_feature2d.html