Aura

A person with autism or autism spectrum disorder (ASD) presents conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. Augmented reality (AR) combines reality with virtual aspects such as sound, video, graphics, or GPS data. Specifically, Aura is a mobile augmented reality application applied in the learning of children with ASD with the purpose of helping them in their relationships with the outside world and especially in their learning. Aura consists of five modules and 42 activities. The modules are Learn Basic Shapes, Repeat Basic Habits, Draw, Learn to Write, and Learn Values and Empathy. This project was tested by children of the Angelitos Mios Foundation, located in Apizaco Tlaxcala. The test showed favorable results. Tests were conducted with students in the age range of 4-8 years with ASD. The foundation is currently working on the acquisition of mobile devices for the implementation of Aura.

On the Development of VR and AR Learning Contents for Children on the Autism Spectrum

Autism spectrum disorder (ASD) is an umbrella term used to group a range of brain development disorders. The learning profile of most people with ASD is mainly visual, and VR and AR technologies offer important advantages to provide a visually based mean for gaining access to educational contents. The prices of VR and AR glasses and helmets have fallen. Also, a number of tools that facilitate the development and publication of AR and VR contents have recently appeared. Therefore, a scenario of opportunity for new developments has appeared in this field. This chapter offers guidelines for developing AR and VR learning contents for people on the autism spectrum and analyses those guidelines from the perspective of two important case studies developed in previous years.

Augmented Reality as a Search System in Libraries

The technology has now ventured into multiple educational environments. The case of augmented reality has served to create new digital environments of search that help the location of any physical reference in a public library. In these educational spaces, it is important to have information resources that are innovative and, simultaneously, which motivate the users to enter them. For physical learning resources, these informative tools must provide a fast and efficient inquiry/location. Augmented reality helps this location by showing, through digital content, the three-dimensional space (3D) of that location, highlighting categories and classifications of physical references so that, in turn, the user able to visualize it, using a mobile device, and is therefore directed to the exact place of the location in a relatively short time. Thus, this study shows that the application of new technologies in a public library can make the user feel immersed in a new learning environment, which is transmitted through a digital environment through augmented reality.

Augmented Reality

The purpose of this chapter is to investigate the potential of augmented reality as an educational resource. The use of augmented reality technologies and the integration of augmented reality into learning environments will also be investigated in light of current learning approaches. In total, 153 full-text, accessible international articles and conference proceedings published between 2007 and 2016 on augmented reality were found on the web under the category of educational research on the Web of Science's SSCI. These studies were evaluated in terms of purpose, target group, rationale, method, approach, augmented reality environment components, findings, and contributions to the field. This chapter will identify the tendencies toward the use of augmented reality in educational research, fields of research, and the use of augmented reality tools that are suitable for different age groups. The findings of this study can serve a guide for future studies in this field.

Augmented Reality for Evaluating Low Environmental Impact 3D Concepts in Industrial Design

This work uses augmented reality (AR) as a supplementary tool in teacher's evaluation of low environmental impact 3D concepts in industrial design, which are part of contents in subjects taken by fifth semester undergraduate students of Industrial Design at the Autonomous University of the State of Mexico (UAEM), specifically in the Tool Design Workshop. Design criteria are presented and they will be used to evaluate 3D concepts through the use of AR. The project is developed in three stages: 1) presenting the 3D concept through AR scenarios in order to be evaluated, 2) visual evaluation with established technical criteria, and 3) evaluation feedback so as to improve the 3D concept. The aim is to reduce evaluation subjectivity in order to reduce production costs, waste generation, and energy use in producing mockups and models.

Second or Foreign Language Learning With Augmented Reality

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

Enhancing Learning and Professional Development Outcomes Through Augmented Reality

Instructional and training approaches have evolved to become more inclusive of active learning activities that include diverse types of technologies such as augmented reality (AR). Although AR is not a novel concept, it has only recently gained more recognition as being an effective tool to use in formal learning contexts. Researchers who have focused on the use of AR in educational and organizational settings have found that it helps to enhance learners' levels of motivation and their attainment of content knowledge and critical thinking and problem-solving skills. AR tools are also considered to be beneficial since they provide users the opportunity to experience real-world events that they may not be able to experience due to cost constraints (e.g., travel) and lack of prior training (e.g., mechanical equipment).

Characterization of English Through Augmented Reality

Children who begin to learn English usually associate words with images and sounds; this facilitates the assimilation of knowledge and increases their educational interest. This premise grounded this research using augmented reality-based applications designed for people who want to learn English vocabulary. The set of useful terms for students to learn are put together in various categories such as animals, colors, and things. The vocabulary is stored in a database in different formats that are text, 3D image, and audio, which are associated with items containing a vocabulary that represents abstract entities and that are necessary to complement the learning of the English language. The words are associated with the images and with the corresponding audio in order that the students learn to read, write, listen, and consequently, to pronounce the words. This research is projected for more promising applications based on the multi-lingual teaching process.

Augmented Reality for Accident Analysis

Around the world a large number of undesirable events, commonly called accidents, occur every year. These events have implications such as injuries of all kinds, fatalities (in many cases tens, hundreds, and thousands), infrastructure losses, economic losses, and negative impacts on the environment. After a detailed analysis of most of these events and the reflection about them, two aspects are obvious: the first is that they all have multiple causal factors and the second is that most are avoidable. There are many reasons why they are not avoided, but the main reason is the inability of individuals and organizations to learn from mistakes.