scholarly journals Comparing VR- and AR-Based Try-On Systems Using Personalized Avatars

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1814
Author(s):  
Yuzhao Liu ◽  
Yuhan Liu ◽  
Shihui Xu ◽  
Kelvin Cheng ◽  
Soh Masuko ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mobile Application ◽  
User Study ◽  
User Studies ◽  
Apparel Shopping ◽  
Shopping Experience ◽  
Online Experience ◽  
The Impact ◽  
Virtual Body

Despite the convenience offered by e-commerce, online apparel shopping presents various product-related risks, as consumers can neither physically see nor try products on themselves. Augmented reality (AR) and virtual reality (VR) technologies have been used to improve the shopping online experience. Therefore, we propose an AR- and VR-based try-on system that provides users a novel shopping experience where they can view garments fitted onto their personalized virtual body. Recorded personalized motions are used to allow users to dynamically interact with their dressed virtual body in AR. We conducted two user studies to compare the different roles of VR- and AR-based try-ons and validate the impact of personalized motions on the virtual try-on experience. In the first user study, the mobile application with the AR- and VR-based try-on is compared to a traditional e-commerce interface. In the second user study, personalized avatars with pre-defined motion and personalized motion is compared to a personalized no-motion avatar with AR-based try-on. The result shows that AR- and VR-based try-ons can positively influence the shopping experience, compared with the traditional e-commerce interface. Overall, AR-based try-on provides a better and more realistic garment visualization than VR-based try-on. In addition, we found that personalized motions do not directly affect the user’s shopping experience.

scholarly journals Multimodal Mixed Reality Impact on a Hand Guiding Task with a Holographic Cobot

2020 ◽  
Vol 4 (4) ◽  
pp. 78
Author(s):  
Andoni Rivera Pinto ◽  
Johan Kildal ◽  
Elena Lazkano
Keyword(s):  
Augmented Reality ◽  
Industrial Production ◽  
User Study ◽  
Haptic Feedback ◽  
Mixed Reality ◽  
Robot Arm ◽  
Pick And Place ◽  
Place Task ◽  
Guidance Technique ◽  
The Impact

In the context of industrial production, a worker that wants to program a robot using the hand-guidance technique needs that the robot is available to be programmed and not in operation. This means that production with that robot is stopped during that time. A way around this constraint is to perform the same manual guidance steps on a holographic representation of the digital twin of the robot, using augmented reality technologies. However, this presents the limitation of a lack of tangibility of the visual holograms that the user tries to grab. We present an interface in which some of the tangibility is provided through ultrasound-based mid-air haptics actuation. We report a user study that evaluates the impact that the presence of such haptic feedback may have on a pick-and-place task of the wrist of a holographic robot arm which we found to be beneficial.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2018 ◽  
pp. 1660-1678
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

scholarly journals The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ashraf Ayoub ◽  
Yeshwanth Pulijala
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Environment ◽  
Orthognathic Surgery ◽  
Maxillofacial Surgery ◽  
The Body ◽  
Historical Perspectives ◽  
Virtual And Augmented Reality ◽  
The Impact

Abstract Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

scholarly journals The usability analysis of using augmented reality for linus students

2019 ◽  
Vol 13 (1) ◽  
pp. 58
Author(s):  
Kamariah Awang ◽  
Syadiah Nor Wan Shamsuddin ◽  
Ismahafezi Ismail ◽  
Norkhairani Abdul Rawi ◽  
Maizan Mat Amin
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Mobile Application ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Education Development ◽  
Usability Test ◽  
The Impact

<p>Mobile technology with Augmented Reality has become popular worldwide with a broad range of users, including students from all levels of education and the impact of mobile technology in classrooms has been extensively studied. This technology can be the source of motivation for LINUS students especially students with disabilities. The word usability also refers to the methods to improve the ease of use during a design process. Among the difficulties in teaching a LINUS student is the lack of visual media for understanding the subject especially in basic mathematics such as evaluating a number and calculating the number. The objective of the study was to evaluate the usability of using Augmented Reality in a mobile application among LINUS students in primary schools. This study used survey data gathered from 32 LINUS students of 3 different primary schools in Marang and Kuala Terengganu Districts. The questionnaire collected data on five construct of usability test to the LINUS students. The students used the mobile application while being guide by their teacher. They navigated all the buttons provided and answered the quiz too. The criteria of usability test consist of five constructs. The students showed a significant interest in learning numbers by actively participating in the LINUS sessions. The usability level was measured based on the five constructs. In summary, the augmented reality mobile application has a great potential to be used in teaching and learning, as in the Malaysia Education Development Plan 2013-2025 especially on the LINUS students.<em></em></p>

scholarly journals ANALYSIS OF USER REQUIREMENTS FOR A MOBILE AUGMENTED REALITY APPLICATION TO SUPPORT LITERACY DEVELOPMENT AMONGST HEARING-IMPAIRED CHILDREN

2018 ◽  
Author(s):  
Shiroq Al-Megren ◽  
Aziza Almutairi
Keyword(s):  
Augmented Reality ◽  
Literacy Development ◽  
Mobile Application ◽  
Hearing Impaired ◽  
User Studies ◽  
User Requirements ◽  
Hearing Impairments ◽  
Arab Children ◽  
Augmented Reality Application ◽  
Impaired Children

Literacy is fundamental for children’s growth and development, as it impacts their educational, societal, and vocational progress. However, the mapping of language to printed text is different for children with hearing impairments. When reading, a hearing-impaired child maps text to sign language (SL) which is a visual language that can benefit from technological advancements, such as augmented reality (AR). There exist several efforts that utilise AR for the purpose of advancing the educational needs of people who are hearing impaired for different SLs. Nevertheless, only a few directly elicit the visual needs of children who are hearing impaired. This study aims to address this gap in the literature with a series of user studies to elicit user requirements for the development of an AR application that supports the literacy development of Arab children who are hearing impaired. Three instruments were utilised in these user studies, each targeting a different group of literacy influencers: questionnaires issued to parents of children with hearing impairments, interviews with teachers, and observations of children who were deaf or hard of hearing. The findings indicated that the parents and teachers preferred Arabic SL (ArSL), pictures, and videos, whereas the children struggled with ArSL and preferred finger-spelling. These preferences highlighted the importance of integrating various resources to strengthen the written Arabic and ArSL literacy of Arab children. The findings have contributed to the literature on the preferences of Arab children who are hearing impaired, their educators, and parents. They also showed the importance of establishing requirements elicited directly from intended users who are disabled to proactively support their learning process. The results of the study were used in the preliminary development of Word & Sign, an AR mobile application intended to aid Arab children who are hearing impaired in their linguistic development.  

scholarly journals The Impact of an Augmented Reality Application on Learning Motivation of Students

2019 ◽  
Vol 2019 ◽  
pp. 1-14 ◽  
Author(s):  
Tasneem Khan ◽  
Kevin Johnston ◽  
Jacques Ophoff
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Mobile Application ◽  
Early Stage ◽  
Health Science ◽  
Learning Motivation ◽  
Instructional Materials ◽  
Before And After ◽  
Context Of Learning ◽  
The Impact

The research on augmented reality applications in education is still in an early stage, and there is a lack of research on the effects and implications of augmented reality in the field of education. The purpose of this research was to measure and understand the impact of an augmented reality mobile application on the learning motivation of undergraduate health science students at the University of Cape Town. We extend previous research that looked specifically at the impact of augmented reality technology on student learning motivation. The intrinsic motivation theory was used to explain motivation in the context of learning. The attention, relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of augmented reality on student motivation, and the Instructional Materials Motivation Survey was used to design the research instrument. The research examined the differences in student learning motivation before and after using the augmented reality mobile application. A total of 78 participants used the augmented reality mobile application and completed the preusage and postusage questionnaires. The results showed that using an augmented reality mobile application increased the learning motivation of students. The attention, satisfaction, and confidence factors of motivation were increased, and these results were found to be significant. Although the relevance factor showed a decrease it proved to be insignificant.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2017 ◽  
pp. 77-94 ◽  
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

ENHANCING CONSUMER SHOPPING EXPERIENCE THROUGH AUGMENTED REALITY AND VIRTUAL REALITY

2021 ◽  
pp. 364-368
Author(s):  
Jung-Hwan Kim ◽  
◽  
Minjeong Kim ◽  
Minjung Park ◽  
Jungmin Yoo
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Shopping Experience
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