Using Augmented Reality and Mobile Technologies to Train Automotive Technicians

2018 ◽  
Author(s):  
Maureen T. Rymer ◽  
Elizabeth S. Damiano ◽  
Bradley McCombs ◽  
Rodolfo De La Torre
Keyword(s):  
Augmented Reality ◽  
Mobile Technologies ◽  
Automotive Technicians

Leveraging Mobile Games for Place-Based Language Learning

2013 ◽  
pp. 27-45
Author(s):  
Christopher L. Holden ◽  
Julie M. Sykes
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Mobile Games ◽  
Future Goals ◽  
Learning Contexts ◽  
Continued Use ◽  
Educational Potential

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

Augmented Reality as a New Media for Supporting Mobile-Learning

2016 ◽  
pp. 655-672
Author(s):  
Mauro Figueiredo ◽  
José Gomes ◽  
Cristina Maria Cardoso Gomes ◽  
Rui Gaspar ◽  
João Madeira Lopes
Keyword(s):  
Augmented Reality ◽  
New Media ◽  
Mobile Device ◽  
Mobile Technologies ◽  
Supplementary Information ◽  
Educational Activities ◽  
Teaching Activities ◽  
Teachers And Students ◽  
Programming Skills ◽  
User Friendly

Combining mobile technologies with Augmented Reality (AR) has recently enabled the ubiquity of AR technologies in our everyday life. We believe that the use of augmented reality will change significantly the teaching activities by enabling the addition of supplementary information that is seen on a mobile device. This chapter presents the most popular augmented reality applications and we select AR eco-systems to be used in daily teaching activities which are user friendly, do not require programming skills and are free. Different augmented reality technologies are explored in this chapter. It is presented the creation of two novel augmented reality books. One developed with teachers and students. Another book that was developed for increasing the interest of reading for children that is being used by storytellers. Several examples are also presented that are used in educational activities, from kindergarten, elementary, secondary schools and university, to improve reading, comprehension, learning of music and better understand the drawing of orthographic views.

Virtual Museums, Mobile Technologies, and Augmented Reality

2017 ◽  
pp. 207-225
Author(s):  
Alan S. Marcus ◽  
Jeremy D. Stoddard ◽  
Walter W. Woodward
Keyword(s):  
Augmented Reality ◽  
Mobile Technologies ◽  
Virtual Museums

scholarly journals Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

2020 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Jesús López Belmonte ◽  
Santiago Pozo Sánchez ◽  
Arturo Fuentes Cabrera ◽  
José María Romero Rodríguez
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Quantitative Methodology ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
The Impact

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

scholarly journals Extention of Creative Approaches Visual Artists by Augmented Reality (AR)

2021 ◽  
Vol 7 (1) ◽  
pp. 232-239
Author(s):  
Atanas Markov ◽  
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Mobile Technologies ◽  
Smart Devices ◽  
Art World ◽  
Visual Artists ◽  
Interactive Art ◽  
Art Galleries ◽  
Diverse Environment ◽  
Concert Halls

There are currently over 3.8 billion smartphone users in the world (Reference from 01.2021). Mobile technologies are becoming an integral part of our lives and this undoubtedly provides a large and diverse environment for the expression of artists from all fields. Mobile technology is changing the way we encounter art. They do it mobile and the term "on demand" is extended to "on the go". The works are becoming more diverse and innovative and every person with a smartphone is a potential user of art. Most modern smart devices are now able to provide Augmented Reality (AR) experiences. AR is already used by innovative brands in trade and marketing, but AR can, and is used, and will be used more and more in the art world. We will no longer associate the visual arts with just visiting art galleries or theater and concert halls. Technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR) or generalize Extended Reality (XR) open up new creative possibilities for artists and new experiences for the audience. This not only gives new sensations to the audience, but also frees the art from the gallery, thus reaching a completely new audience. Keywords: Augmented Reality (AR), Interactive Art, Visual Art

scholarly journals Implementation Success of an Indoor Navigation with Location-Based Augmented Reality

2020 ◽  
Vol 8 (6) ◽  
pp. 367-373
Keyword(s):  
Augmented Reality ◽  
Cost Effective ◽  
Indoor Navigation ◽  
Mobile Technologies ◽  
Shopping Malls ◽  
Implementation Success ◽  
Indoor Location ◽  
Effective Manner ◽  
Set Up ◽  
Behavioral Intention To Use

Confirming the adoption and use of information technology is central to human-computer interaction. User experience (UX) and Usage Continuance (UC) which latently signifying implementation success are vocal upon this mechanism. The advent of smart phones and mobile technologies such as Geographical Positioning System (GPS) has seen great proliferation in positioning outdoor location. However, GPS is incapable to work in an indoor environment (Hub, 2008) properly. Hence, for navigating indoor location one need to combine the existing mobile technologies and most of their components with location-based augmented reality. In this paper, implementation success of Indoor Navigation with Location-Based Augmented Reality named ‘GuideMe” is studied. The factors considered to evaluate implementation success are adopted from information systems and mobile computer interface literature. The objectives of this paper are to determine users’ experience (satisfaction) and usage continuance of GuideMe. Prior to that, GuideMe has been successfully designed and developed using IOS with tools (Unity engine, Placenote SDK and XCode to set up IOS packages), User feedbacks are gathered via questionnaire forms taken from 35 respondents who volunteer to experiment GuideMe. The volunteers are free to choose and navigate offices at buildings of University of Jeddah (UJ), with the help of GuideMe. The findings of the study conclude that: GuideMe has facilitated users to navigate and seek indoor location independently, conveniently and efficiently since they did not disturb or asked others for directions. Hence, this has improved users’ experience which indicates users’ satisfaction. The high value of mean for “behavioral intention to use” has shown users intend to continue using GuideMe. This is further verified and confirmed by “expectation confirmation” analysis. These findings have the potential to deploy GuideMe to large complexes, such as airports, shopping malls, schools, hospitals and libraries in a cost-effective manner.

Sign in / Sign up

Export Citation Format

Share Document