Comparison of Different Types of Augmented Reality Visualizations for Instructions

Jasche, Florian; Hoffmann, Sven; Ludwig, Thomas; Wulf, Volker

doi:10.1145/3411764.3445724

Cited by 29 publications

(6 citation statements)

References 43 publications

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“…Cooperative Instruction System In contrast to the instruction systems with head-mounted displays and tablets [5,12], SketchMeHow can support not only individual use and also cooperative working styles. It is possible for multiple users to collaborate in sketch drawing and task completion.…”

Section: Discussionmentioning

confidence: 99%

“…To solve this issue, the common approaches are spatial computing techniques of instruction systems in a workspace, such as augmented reality approaches with head-mounted display and projection, see-through displays such as tablet [2,12]. Considering the system stability and cognitive loads of the instruction systems, we adopt the spatial augmented reality technology with projector-camera system [5].…”

Section: Introductionmentioning

confidence: 99%

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SketchMeHow: Interactive Projection Guided Task Instruction with User Sketches

Xie¹,

Peng²,

Wang³

2021

Preprint

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In this work, we propose an interactive general instruction framework SketchMeHow to guidance the common users to complete the daily tasks in real-time. In contrast to the conventional augmented reality-based instruction systems, the proposed framework utilizes the user sketches as system inputs to acquire the users' production intentions from the drawing interfaces. Given the user sketches, the designated task instruction can be analyzed based on the subtask division and spatial localization for each task. The projector-camera system is adopted in the projection guidance to the end-users with the spatial augmented reality technology. To verify the proposed framework, we conducted two case studies of domino arrangement and bento production. From our user studies, the proposed systems can help novice users complete the tasks efficiently with user satisfaction. We believe the proposed SketchMeHow can broaden the research topics in sketch-based real-world applications in human-computer interaction 1 .

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

SketchMeHow: Interactive Projection Guided Task Instruction with User Sketches

Xie¹,

Peng²,

Wang³

2021

Preprint

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“…AR can serve as an interactive medium with computer-generated elements that display 2D visuals, 3D models, or VDO experiences over the learners' vision of the actual world, according to a broad perspective of AR technology (Jasche et al, 2021). AR is primarily divided into two types based on its technological characteristics: marker-based AR and markerless AR.…”

Section: Augmented Reality Platformmentioning

confidence: 99%

“…AR is primarily divided into two types based on its technological characteristics: marker-based AR and markerless AR. AR may be divided into four categories under the markerless category: location-based AR, projection-based AR, superimposition/overlay AR, and outlining/contour AR (da Silva et al, 2019;Jasche et al, 2021). Location-based AR merges smart device location capabilities and GPS to overlay pertinent information on the screen.…”

Section: Augmented Reality Platformmentioning

confidence: 99%

“…Superimposition AR imposes a partial or complete replacement of an object's initial view with an updated, augmented view of that object, as many perspectives or more pertinent information of the target item. Outlining/contour AR provides outlining of objects such as limits and lines (da Silva et al, 2019;Dunleavy & Dede, 2014;Jasche et al, 2021).…”

Section: Augmented Reality Platformmentioning

confidence: 99%

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Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Na-Songkhla

Sujiva

2023

CONT ED TECHNOLOGY

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The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50<sup>th</sup> best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.

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