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Igpaw: Intramuros--Design of an Augmented Reality Game for Philippine History
Abstract
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.
... As mentioned in the Introduction, Igpaw is the first published educational game developed using the MAGIS framework. Igpaw thus serves as the first real-world case study of the efficacy of the said framework for the production/authoring phase of implementing an educational AR experience (Rodrigo, Caluya, Diy, & Vidal, 2015), as well as the first case study for a consumer usability evaluation of AR games that use this framework (Rodrigo, Vidal, Caluya, Agapito, & Diy, 2016). While these previous studies focus on the Igpaw application in isolation, this section instead discusses issues uncovered by Igpaw that are applicable to the MAGIS framework itself, with the objective of revealing possible system-wide improvements for future games and applications. ...
... This interdisciplinary team was successful in combining the characters from different time periods by employing a non-linear narrative with fantasy elementsthe main villain in the game is said to have used magic to displace the historical characters from their respective time periods. More information about the details of translating learning objectives into adventure game elements were discussed in Rodrigo et al. (2015). However, the relative inexperience of these faculty in writing for this non-linear adventure game format meant that the final scripting of the game had to be completed by more technically-oriented members of the team using the script syntax mentioned previously in the AR Game Logic subsection. ...
... The MAGIS framework was conceptualized as a testbed for the development of educational mobile AR games. Igpaw: Intramuros (see Figure 7) was the first game developed using this framework, and its design and usability have been previously discussed (Rodrigo et al., 2015(Rodrigo et al., , 2016. This paper's extensive discussion of MAGIS's features point to the framework's viability for use in the development and deployment of state-of-the-art, location-based mobile AR educational games in historical, museum-oriented, and other non-technologically-inclined subject areas. ...
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.
... Igpaw: Intramuros builds on these successes in the context of a developing country, the Philippines. While a previous paper expounds on game design choices and constraints (Rodrigo et al, 2015), this paper chiefly discusses a series of usability / play tests and debriefings with two main goals: to identify game design problems and issues, and to determine the extent to which the users enjoyed the experience. ...
... This paper contributes to the literature in that it highlights the need for user experience testing. We designed this game with several constraints in mind (Rodrigo et al., 2015), as other developers have. In this paper, we discussed the impact of our design decisions on our players-something not often found in similar work. ...
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.
... Millions of learners around the world watch lectures and complete exercises within massive online open courses, offering the potential to study thousands of topics that would not be available in colleges locally (Milligan and Littlejohn, 2017 [2] ). An increasing number of children and adults learn from (and are even assessed within) advanced online interactions such as simulations, games, virtual reality, and augmented reality (De Jong and Van Joolingen, 1998 [3] ; Rodrigo et al., 2015 [4] ; Shin, 2017 [5] ; De Freitas, 2018 [6] ). Perhaps none of these systems fully captures the sophistication dreamed of in early accounts of the potential of these systems (Carbonell, 1970 [7] ) (Stephenson, 1998 [8] ). ...
... Today, most discussion of technology in education is focused on computers and digitalisation, though older technologies such as radio and television still play an important role -especially in many middle-income countries during the recent COVID-19 pandemic (OECD, n.d. [10] ). Educational technologies can refer to a range of technologies. ...
Artificial intelligence has led to a generation of technologies in education – for use in classrooms and by school systems more broadly – with considerable potential to bring education forward. This chapter provides a broad overview of the technologies currently being used, their core applications, and their potential going forward. The chapter also provides definitions of some of the key terms that will be used throughout this book. It concludes with a discussion of the potentials that may be achieved if these technologies are integrated, the shifts in thinking about supporting learners through one-on-one learning experiences to influencing systems more broadly, and other key directions for R&D and policy in the future.
... Igpaw: Intramuros builds on these successes in the context of a developing country, the Philippines. While a previous paper expounds on game design choices and constraints (Rodrigo et al, 2015), this paper chiefly discusses a series of usability / play tests and debriefings with two main goals: to identify game design problems and issues, and to determine the extent to which the users enjoyed the experience. ...
... This paper contributes to the literature in that it highlights the need for user experience testing. We designed this game with several constraints in mind (Rodrigo et al., 2015), as other developers have. In this paper, we discussed the impact of our design decisions on our players-something not often found in similar work. ...
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.
... To make the tour interactive, AR and VR technologies are also being integrated in museums and art galleries. The tour provides a richer user experience with contextual background [6]. Though it is quite difficult to simulate, virtual rides were also developed for theme parks [7]. ...
... Games that are clearly connected with the educational content of History school textbooks [2,3] are a small portion of AR-enhanced history games. • Several games use the location of users in order to provide them with the appropriate content, ask them to perform specific tasks, and generally to proceed with the game [8,9,11,13]. ...
Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”.
... Early research on mobile AR games mostly focused on the applications and benefits of AR in mobile games, especially for educational serious purposes. Some of the applications that have been studied include subjectspecific learning (Furió et al., 2015;Zarzuela et al., 2013), improving social interaction and collaboration (Koceski & Koceska, 2011), recycling (Juan M et al., 2011), tourism (Angelopoulou et al., 2012Etxeberria et al., 2012;Rodrigo et al., 2015), rehabilitation and therapy (Botella et al., 2011;Garcia & Navarro, 2014). ...
Augmented Reality (AR) combines real and virtual objects, provides opportunities for real-time interaction and provides accurate registration of 3D virtual and real objects. Mobile AR creates unique opportunities for gameplay unrestricted by the screen size of mobile devices with interactions possible between players, game objects and the real world. Since the launch of Pokémon Go in 2016, AR gaming has gone mainstream, several commercial mobile AR games have been launched, and researchers have conducted several studies on the motivations, intentions, and experiences associated with playing AR games. However, most studies in this area have focused on Pokémon Go, and have not included issues reported by players. This paper presents a study conducted with the aim of understanding issues, specifically those associated with the use of AR in games, that mobile AR game players face. User reviews for 10 popular commercial mobile AR games that utilise AR in all significant gameplay activities were gathered and analysed using Thematic Analysis to identify 11 themes of issues. This study adds to the body of knowledge and understanding of issues facing mobile AR game players and includes commercial mobile AR games other than Pokémon Go in the research on AR games.
... MAGIS combines the benefits of AR visuals' context-sensitivity with games' high levels of interactivity, which is intended to boost contextual relevance and user immersion. MAGIS's functionality has been used successfully in several publicly-released games [7], [9]. ...
... Augmented and virtual reality are also being applied for cultural heritage content [9]. Examples of this include e.g. a mobile AR game placed in Manila, designed for teaching the Philippine history [11], and mobile AR application for Prambanan Temple Complex, Yogyakarta, to support informal learning on the historical temple area cultural heritage [10]. HMDs have been used to explore e.g. the virtual presentation of Salla historical graveyard [7]. ...
We describe our work on developing a mobile game that utilizes local history and cultural heritage in its storyline and content. The game is depicted in the town of Kemijärvi, Northern Finland, in the 1920's, and its aim is to encourage visitors and locals to get to know the town's history. The game was designed with input from history experts on the topic, and it introduces local history in the form of a narrated story, where the user has to visit the town's historical places and characters. We present the design process, the game concept and a user evaluation. As the lessons learnt and findings from our design process, we highlight the challenge of finding the balance between historical accuracy and engaging game narrative, and the importance of selecting the target user group and involving them when refining the concept and user interface design.
... Serious games have a serious use to educate or promote other types of activity. Some researchers discussed the design of a game with regards to its educational content, game mechanics, and user interface to enjoin players to learn about history while visiting the actual historical sites (Rodrigo et al. 2015). Others discussed using heuristic evaluation which allows user interface and user experience experts to evaluate the software before it is deployed (Gordon et al. 2016). ...
Mixed reality (MR) is an emerging technology which could potentially shape the future of our everyday lives by its unique approach to presenting information. Technology is changing rapidly and information can be presented on traditional computer screens following a WIMP (Windows, Icons, Menus, and Pointing) interface model, by using a head-mounted display to present virtual reality, or by MR which the process of presenting information through a combination of both virtual and physical elements. This paper classifies MR interfaces by applying a text mining method to a data base of 4296 relevant research papers published over the last two decades. The classification reveals the trends relating to each topic and the relations between them. This paper reviews the earlier studies and discusses the recent developments in each topic area and summarizes the advantages and disadvantages of the MR interface. Our objective is to assist researchers understand the trend for each topic and allows them to focus on the research challenges where technological advancements in the MR interface are most needed.
... In [17], authors developed an AR game for introducing Philippine history. The main purpose for the application is the educational purposes. ...
Preventive conservation of cultural heritage is a serious matter for people, especially for countries with a large patrimony. Enabling museums and culture heritage sites with recent technologies is one way to save these sites and enhance the visitor presence and experience. Augmented reality (AR) and internet of things (IoT) are recent technologies that can be deployed for such purposes. In this work, an end to end system structure is introduced for preventive conservation of museums based on the IoT. The system enables to monitor and indicate any climatic effects, and points for necessary maintenance. Moreover, the system employs the AR to help museums visitors to get much experience. An application interface is developed for both museum administrators and visitors to enable them to extract the associated data. A prototype is developed for the experimental evaluation and the results are indicated.
... For educational purpose Igpaw: Intramuros app has been developed that describes the design of an AR game for Philippine history [15]. A project has been initiated by project at the New Philadelphia National Historic Landmark, located in Pike County which offers opportunities for historical interpretation using augmented reality [16]. ...
History plays eminent role in culture representation of any place as heritage sites and monuments reflects tradition, art and culture of previous golden era. Since last few years, historical places get affected day by day due to pollution, lack of maintenance and excessive tourism. It is necessary to preserve and interpret those valuable flashes of past time by usage of technologies. Museum is there that preserve history but it does not provide insight view in interactive manner and also it only reflects past of specific area. So there is a need to develop such platform that provide in depth visualization of that eminent past evolution. This can be achieved through rapid advance technologies in recent years such as virtual reality, augmented reality (AR), mobile computing that enable transmission of historic architecture into multi dimension modelling in real environment. In recent year, various vital research and techniques have been introduced that allows virtual reconstruction of heritage sites that enhance lookout of these sites through handheld devices. This paper describes about usage of AR in historical recreation as well as it elaborates previous work that has been done in this area and gives knowledge about technologies that allows creating application for AR oriented historical site.
... Location-based Augmented Reality is an emerging topic, especially in application areas in the realm of storytelling, education, and historical information connected to geographic places. Blurry lines exist between location-based gaming and storytelling, and between serious applications and entertainment [3,13,20,25]. Recent evaluations addressed learning outcomes and experiential qualities [7,15]. ...
In the SPIRIT research project, a location-based Augmented Reality (AR) storytelling application has been developed with the goal to support the imagination of lively historical events at places of cultural significance. We describe a showcase scenario and report on its quantitative and qualitative evaluation, conducted at the Saalburg Roman fort, an outdoor museum site near Bad Homburg in Germany. 107 random voluntary visitors were observed using the app, before filling questionnaires that were then analyzed with SPSS. Specifics of the app include a novel interaction pattern that uses positioning sensors of mobile devices and image recognition to trigger content, featuring transparent videos as ghost-like overlays on the camera image of the environment. Results presented in this paper show that in general, the app was effective and fun to use. Further, there have been differences in the experience of presence concerning the AR representation, as well as in the comprehension and appreciation of the story’s content. Concluding, we discuss influencing parameters on the results and draft hypotheses for future work.
... The MAGIS framework was conceptualized as a testbed for the development of multiple educational mobile AR games. Igpaw: Intramuros was the first game developed using this framework, and its design and usability have been previously discussed [Rodrigo et al. 2015;Rodrigo et al. 2016], pointing to the framework's viability for future educational games. Igpaw is available on Apple's App Store and Google's Play Store. ...
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 we briefly outline future development plans.
In the project SPIRIT, we developed a playable prototype of location-based Augmented Reality storytelling for museums. In order to develop a full experience, several aspects have been tackled by an interdisciplinary team, which are described here: the SPIRIT app catering to special location-based experiences, the formalized content structure STARML supporting authoring, a plot engine managing content based on STARML, integrated concepts for interaction as well as interactive storytelling. The result is an extensible system that constrains the design for a specialized experience. The paper describes each of the aspects and discusses potential extensions of the system for further application.
Developing systems using emerging technology such as augmented reality is difficult because there are limited guidelines to inform developers during the design process. In particular, there are no established guidelines for learning support systems based on handheld augmented reality. To gather such design guidelines, we first summarize existing guidelines for handheld augmented reality in other fields of application. We then provide our synthesis of these guidelines into five design guidelines. We share our own experience of how we observed these guidelines in developing FlipPin – a handheld augmented reality system for learning new vocabulary. We then propose an additional guideline based on our experience.
Questionnaire and research articles are found here: http://harusability.com/
Ubiquitous or pervasive computing is a new kind of computing, where specialized elements of hardware and software will have such a high level of deployment that their use will be fully integrated with the environment. Augmented reality extends reality with virtual elements but tries to place the computer in a relatively unobtrusive, assistive role. In this paper we examine the scalability of a innovative network middleware for large scale mobile and pervasive augmented reality games, analytically and by comparison of the architecture proposed with alternative possible architectures, with the aim of proving our architecture is the more scalable one. We also analyze mobility issues of the architecture and how they are handled.
In recent years Augmented Reality (AR) has become more and more popular, especially since the availability of mo-bile devices, such as smartphones or tablets, brought AR into our everyday life. Although the AR community has not yet agreed on a formal definition of AR, some work fo-cused on proposing classifications of existing AR methods or applications. Such applications cover a wide variety of technologies, devices and goals, consequently existing tax-onomies rely on multiple classification criteria that try to take into account AR applications diversity. In this paper we review existing taxonomies of augmented reality appli-cations and we propose our own, which is based on (1) the number of degrees of freedom required by the application, as well as on (2) the visualization mode used, (3) the tem-poral base of the displayed content and (4) the rendering modalities used in the application. Our taxonomy covers location-based services as well as more traditional vision-based AR applications. Although AR is mainly based on the visual sense, other rendering modalities are also covered by the same degree-of-freedom criterion in our classification.
According to Mark Weiser in [1], “The most profound technologies are those that disappear. They weave themselves into the
fabric of everyday life until they are indistinguishable from it.”
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.
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.
ABSTRACT Mobile location-aware applications have ,become ,quite popular across a range,of new,areas such as pervasive,games,and mobile edutainment applications. However it is only recently, that approaches,have ,been ,presented ,which ,combine ,gaming ,and education with mobile Augmented,Reality systems. However,they typically lack a close crossmedia integration of the surroundings, and,often annotate ,or extend ,the ,environment ,rather than modifying,and altering it. Inthis paper we present,a mobile,outdoor mixed,reality game,for exploring the history of a ,city in the ,spatial and the temporal dimension. We introduce the design and concept of the game,and present a universal ,mechanism ,to define ,and setup multi-modal user interfaces for the game ,challenges. Finally we discuss ,the results of the user tests. Categories and Subject Descriptors
This paper presents the ARCHEOGUIDE project (Augmented Reality-based Cultural Heritage On-site GUIDE). ARCHEOGUIDE is an IST project, funded by the EU, aiming at providing a personalized electronic guide and tour assistant to cultural site visitors. The system provides on-site help and Augmented Reality reconstructions of ancient ruins, based on user's position and orientation in the cultural site, and realtime image rendering. It incorporates a multimedia database of cultural material for on-line access to cultural data, virtual visits, and restoration information. It uses multi-modal user interfaces and personalizes the flow of information to its user's profile in order to cater for both professional and recreational users, and for applications ranging from archaeological research, to education, multimedia publishing, and cultural tourism. This paper presents the ARCHEOGUIDE system and the experiences gained from the evaluation of an initial prototype by representative user groups at the archeological site of Olympia, Greece.
This paper describes an application of augmented reality (AR) techniques to virtual cultural heritage reconstruction on the real sites of defunct constructs. To realize AR-based cultural heritage reconstruction, extrinsic camera parameter estimation is required for geometric registration of real and virtual worlds. To estimate extrinsic camera parameters, we use a pre-constructed feature landmark database of the target environment. Conventionally, a feature landmark database has been constructed in a large-scale environment using a structure -from-motion technique for omnidirectional image sequences. However, the accuracy of estimated camera parameters is insufficient for specific applications like AR-based cultural heritage reconstruction, which needs to overlay CG objects at the position close to the user's viewpoint. This is due to the difficulty in compensation of the appearance change of close landmarks only from the sparse 3-D information obtained by structure-from-motion. In this paper, visual patterns of landmarks are compensated for by considering local shapes obtained by omnidirectional range finder to find corresponding landmarks existing close to the user. By using these landmarks with local shapes, accurate geometric registration is achieved for AR sightseeing in historic sites.
Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural
heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered.
The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology.
As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer
graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming
applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms,
interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods
and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain,
discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition,
several case studies illustrating the application of methods and technologies used in cultural heritage are presented.
This paper details an investigation into the educational applicability of adventure games. Adventure games are defined and their characteristics analysed. Those making claims about the educational viability of adventure games are identified and the claims are discussed. The current status of adventure games in the classroom, and the need for further research into their educational viability and research possibilities are discussed.
Edutainment is a field in which AR is being applied. Edutainment point out the connections and the positive correlations between the educational field and the entertainment one. In this chapter, several edutainment applications are introduced and an AR application for learning the interior of the human body is presented. For the visualization, a HMD and a monitor were used. For the interaction, two physical zips and the keyboard were also used. We have performed a study with 36 children in which we have considered the introduction using an avatar or a video, and aspects related to the application itself. From the introduction using AR and an avatar or a video, children did not found differences between the two types of introduction for several aspects. However, the children considered funniest the introduction using the avatar, and 86.11% of children liked the most the introduction using the avatar. From the results with the game using a HMD + zips or a Monitor + keyboard, none of the statistical analyses except one (related to easiness of selection) showed significant differences between the two systems. However, 86.11% of children liked the most the HMD + zips system. The children considered that the selection using the keyboard was easier. 91.67% of children preferred to be asked instead of reading the questions. Related to the perception of learning, 97.22% of children considered they have learnt using the games.
Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered “less formal” when compared to those carried out in the classroom, mainly because they take place in informal or non-formal settings. Augmented Reality (AR) technologies and smartphones can transform such informal and non-formal settings into digitally augmented learning settings by superimposing “digital” layers of information over physical objects or spaces. At the same time, the formality of these settings increases when connected to formal settings through these digital layers. The right combination of AR and mobile technologies with computer-based educational tools such as Learning Management Systems (LMSs) drives this digital connection, leading to articulated blended learning activities across formal, non-formal and informal settings. This paper contributes to the TEL field with: (1) three blended learning activities illustrating the idea of augmented informal/non-formal settings; (2) results from the cross-analysis of these activities that evidence the impact of technology to enhance blended learning; and (3) a set of lessons learned about the possibilities of NFC/GPS AR technologies and LMSs for blended learning. This work provides insights for the design and implementation of similar technology-enhanced blended learning activities.
Nowadays mobile phones are used for a wide range of applications in peoples every day life. Customizable with a variety of
applications these mobile phones are becoming the swiss army knife of the generation. With the increase in processing power
and memory the only bottleneck left is the small display size and resolution. To keep these devices mobile the size of the
screen is restricted and even though the resolution of such displays is increasing, there is a limit to information presentable
on the display. One way to overcome these drawbacks is the integration of a projection unit into the mobile phone. Modern
projectors have been miniaturized to the size of mobile phones and can be operated using batteries. These projectors are called
pico projectors. The next step is to integrate such a projector directly into a mobile phone. These devices are also called
projector phones. Up to now several different prototypes both from research and industry exist. First commercial projector
phones are available on the mass market [1]. Such phones have the capabilities to overcome the problems that arise when exploring
large-scale information on the small display of a present-day mobile phone. With these devices one can explore information
like maps or web pages without the need for zooming or panning [2] but up to now the available devices are only projecting
a mirror image of the devices display or images and videos. Considering the anticipated widespread availability of phones
with integrated cameras and projectors in the future, comparably little research has been conducted so far to investigate
the potential of such a mobile unit.
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.
With ”House of Olbrich” we present an iPhone Augmented Reality (AR) app that visualizes the compelling history of Darmstadt's unique Jugendstil (Art Nouveau) quarter with video-see through Augmented Reality. We propose methods for enabling high performance computer vision algorithms to deploy sophisticated AR visuals on current generation Smartphones by outsourcing resource intensive tasks to the cloud. This allows us to apply methods on 3D feature recognition for even complex tracking situations outdoors, where lightning conditions change and tracked objects are often occluded. By taking a snapshot of the building, the user learns about the architect, design and history of the building. Historical media, like old photographs and blueprints are superimposed on the building's front, depicting the moved history of the famous House of Olbrich, which was destroyed during World War II and has been only rudimentary restored. Augmented Reality technology allows tourists to jump back in time visually by using their Smartphones: Mixing Realities emphasizes the user's experience and leads his attention to the impressive historical architecture of the Art Nouveau. In addition, we ease interaction means by superimposing snapshots. Tourists may view and read information also in a relaxed position without the need to front-up their mobiles all the time.
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.
This paper surveys the current state-of-the-art in Augmented Reality. It describes work performed at many different sites and explains the issues and problems encountered when building Augmented Reality systems. It summarizes the tradeoffs and approaches taken so far to overcome these problems and speculates on future directions that deserve exploration. This paper does not present new research results. The contribution comes from consolidating existing information from many sources and publishing an extensive bibliography of papers in this field. While several other introductory papers have been written on this subject [Barfield95] [Bowskill95] [Caudell94] [Drascic93b] [Feiner94a] [Feiner94b] [Milgram94b] [Rolland94], this survey is more comprehensive and up-to-date. For anyone interested in starting research in this area, this survey should provide a good starting point. Section 1 describes what Augmented Reality is and the motivations for developing this technology. Four classes of potential applications that have been explored are described in Section 2. Then Section 3 discusses the issues involved in building an Augmented Reality system. Currently, two of the biggest problems are in registration and sensing, so those are the subjects of Sections 4 and 5. Finally, Section 6 describes some areas that require further work and research. 1.2 Definition
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