Augmented Reality (AR) is increasingly used as an educational tool in a range of domains with the goal of enhancing students' performance as well as their learning experience, thanks to the interactivity and visual appeal of AR objects. While some attempts, albeit limited, have been undertaken to prove these beneficial effects in learning 3D geometry, the results remain inconclusive and there are some methodological issues such as under-evaluation of user experience. With the aim to enrich the applied body of knowledge on this specific topic, we developed an AR application that allows its users to learn about crosssectional shapes and variables in 3D geometry. We compared the AR-based approach with the traditional chalk-and-board approach by involving sixty 12-16 year-olds from two schools. The AR class showed a significantly stronger learning effect than the traditional class, especially for the more complex geometric concepts. The AR class found the application engaging, regardless of their level of knowledge gain, which bore no significant relation with their intention to use it. The methodological challenge for implementing control groups and the practical challenge for affordable emerging educational tools should be tackled in future research.
The increasing numbers of web pages on the cyber world result to the less effectiveness of document retrieval that matches the need of users. The classification of web pages is one of the solutions to solve this problem. This paper proposes VAMSVM_WPC model which is a novel voting algorithm for classifying the web pages, which uses a multi-class SVM method. First, feature is generated from text and title, and then reduces the number of features by two feature selection techniques. Use these two types of features to give input to multi-class SVM. Finally, on the output of SVM, a voting algorithm is used to determine the category of the web pages. Results on CMU benchmark dataset show that using text and title feature with 1vsAll_Voting Algorithm gives the highest F-measure value.
Augmented Reality (AR) technology has become increasingly popular due to its potential use in an indoor environment. AR technology enables virtual information, such as navigation instructions, to be merged into the actual environment via a mobile screen. Using an AR-based Indoor Navigation speeds uptime while also being interactive in searching for a particular building location. Every year when new semester students enrol in the university, some students will have difficulty finding a particular location on the campus. The most searched for building upon arrival at the university is the student halls of residence. While searching for it, students waste time asking others for information or looking for a nearby campus map. Therefore, this project investigates the requirements needed for an AR-based indoor navigation application to be applied within the student halls of residence and identifies technical issues through a small-scale prototype development within a small navigational area. Seventy-one students participated in the feasibility study by responding to a set of questionnaires related to the Student Residence AR indoor navigation application. At the same time, four users with and without previous experience with AR applications evaluated the prototype application. The results identified that the more the students have difficulty searching, the more they require additional time to reach their destination and seek help from others, an excellent reason to implement the Student Residence AR indoor navigation. In addition, the prototype evaluation results discussed issues related to arrow path confusion, distance accuracy, assistive guideline, and software development challenges in AR development that could be beneficial to future developers and researchers.
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