AMIRE - authoring mixed reality

Grimm, Paul; Haller, Michael; Paelke, Volker; Reinhold, Sascha; Reimann, Christian; Zauner, R.

doi:10.1109/art.2002.1107008

Cited by 41 publications

(28 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…I explained this and other mathematical concepts in a very intuitive way, so they could really understand what is behind the AR technology. To show the students how to build AR pieces I made use of AMIRE [42,43] (no longer supported), a software that allowed the authoring of Mixed Reality applications without programming, using a visual creation tool. By the end, they were able to create an AR piece, some of them being exhibited that year in a gallery at the center of Valencia.…”

Section: Lessons Learned From Interdisciplinary Work and Discussionmentioning

confidence: 99%

When Augmented Reality Met Art: Lessons Learned from Researcher–Artist Interdisciplinary Work

Portalés

2018

MTI

View full text Add to dashboard Cite

Abstract:Over the last few years, Augmented Reality (AR) technology has quickly evolved and today there is commercial software and hardware that allow the creation of AR experiences. However, it might still be cumbersome to create rich AR experiences without a deep knowledge of the technology. Artists have collaborated with IT experts during the last few years in order to enhance artistic pieces embedding AR technology, leading to the emergence of interesting collaborations between artists and engineers, computer scientists, architects, etc. The resulting works can be referred as AR Art. However, the interdisciplinary work behind these collaborations is usually not addressed. The aim of this paper is to review some of the reported AR Art work since the AR term was first coined in 1990, focusing on collaborations between different disciplines, especially during the early years, where art and technology became one. Additionally, the author reports her own experience in contributing to AR Art from an interdisciplinary perspective.

show abstract

Section: Lessons Learned From Interdisciplinary Work and Discussionmentioning

confidence: 99%

When Augmented Reality Met Art: Lessons Learned from Researcher–Artist Interdisciplinary Work

Portalés

2018

MTI

View full text Add to dashboard Cite

show abstract

“…Estas herramientas permiten un desarrollo mucho más rápido, sin embargo su funcionalidad es más limitada o menos potente ya que en la mayoría de los casos no soportan la interacción (Dörner et al, 2003;Grimm et al, 2002;MacIntyre et al, 2004) o comportamientos más complejos. En el caso de que estas limitaciones se deseen solventar, será necesario incluir cierto nivel de programación, por ejemplo Layar es una aplicación donde crear experiencias con RA es sencillo, se pueden insertar videos, imágenes o contenido multimedia sin más que arrastrarlos sobre la pantalla de edición, sin embargo para añadir objetos 3D es necesario disponer de ciertos conocimientos de lenguajes de programación, otras herramientas como Aurasma permiten la incorporación de objetos 3D de una forma sencilla pero tienen limitada la interacción en el escalado o posicionamiento, de forma que esta no se puede llevar a cabo en tiempo real, perdiendo una de las características más importantes de la RA que es el ser aumentada y representada en tiempo real.…”

Section: Arise Augmented Reality In Schoolunclassified

Recursos Digitales Autónomos Mediante Realidad Aumentada

Arribas

Gutiérrez

Gil

et al. 2014

RIED

View full text Add to dashboard Cite

RESUMENAún existen en la actualidad limitaciones a la hora de enseñar conceptos que requieren la manipulación o visualización de objetos que no están al alcance de todos, bien por su naturaleza abstracta, científica o espacial. La realidad aumentada y los dispositivos móviles son herramientas disponibles hoy en día que permiten solventar estas carencias y ofrecen la posibilidad de interactuar con objetos virtuales en un espacio tridimensional. Para que estas tecnologías formen parte activa en el ámbito educativo es necesario proporcionar herramientas de autor que faciliten la creación de contenidos aumentados autónomos, que expliquen por sí mismos los conceptos que van a ser mostrados, que permitan añadir de una forma sencilla y transparente nuevos recursos virtuales y que puedan ser reutilizados. Este trabajo presenta un entorno de aprendizaje basado en la realidad aumentada que cumple estos objetivos.Palabras clave: realidad aumentada, aprendizaje móvil, herramientas de autor, contextualización, preguntas con respuesta múltiple. ABSTRACTEven today there are limitations to teaching concepts that require a specific level of manipulation or visualization of objects (the later of which are not always available). This is often because of the abstract, spatial or scientific nature of the object in question. Augmented reality and mobile devices are tools that are available today, which enable us to overcome these deficiencies. What's more, they provide us with the ability to interact with virtual objects in a three dimensional space. For these technologies to form an active part of the educational environment, it is necessary to provide authorship tools that facilitate the creation of autonomous augmented resources, and explain the concepts that are presented to the student. It will also help with uploading-in a simple and transparent manner-virtual resources that can be re-utilized.This paper presents an augmented reality learning environment which fulfils these objectives.

show abstract

“…IN this context, APRIL [24] is a low level example of this type of tool, which uses XML descriptions. IN the other had, high level content design tools use graphical user interfaces to represent the descriptions and interactions, as it occurs in DART [26], AMIRE [13], ECT [15], ComposAR [39] and ARSFG [43].…”

Section: Authoring Tools For Ar Artifact Applicationsmentioning

confidence: 99%