GARDE: a gesture-based augmented reality design evaluation system

Ng, L. X.; Oon, S. W.; Ong, S. K.; Nee, A. Y. C.

doi:10.1007/s12008-011-0117-9

Cited by 30 publications

(11 citation statements)

References 8 publications

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“…To name a few, the input can be an image target [2], [3] an object target [4] or location [5], [6]. The interaction in the AR environment can also be added with speech [7], [8] gesture [9] or a combination of both [10].…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality to Promote Guided Discovery Learning for STEM Learning

Majid¹,

Majid²

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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Augmented reality is one of the technologies that will impact teaching and learning. When augmented reality is applied in an educational setting, it can provide a superior learning environment because educators can add specific virtual information to enrich the existing learning materials or to create new learning materials that integrate the environment. Therefore, discussions on augmented reality applications for learning can be vastly found in the literature. Each application utilizes the resources available by using approaches appropriate for the learning outcome in question. The key problem with achieving learning outcome in analyzing group one elements in a periodic table is that some students have difficulties in visualizing an atom and what more to relate them with reactivity. The objective of this paper aims to design and develop a learning application that supports science, technology, engineering, and mathematics (STEM) education based on guided discovery learning to assist the students through questions based on exposure to various evidence via augmented reality. This application incorporates the use of a 3D model of atoms and video of real experiments. Action research is used to solve an existing problem in a selected school. The application was evaluated by 25 students aged 16 years in a secondary school in Malaysia and has proven to be useful to improve the students' marks in tests conducted at the end of the application usage. The students can get many benefits from using the augmented reality based application because it supports Education 4.0 like flexibility in teaching and learning where learning is freed for the limitation of time, place, and pace of study.

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Section: Introductionmentioning

confidence: 99%

Augmented Reality to Promote Guided Discovery Learning for STEM Learning

Majid¹,

Majid²

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…Image overlay navigation was helpful for anatomical 43 understanding of the target in the environment [3,4]. Chang,Kang 44 & Huang pointed out Using AR, users are not required to match 45 picture cues with reality, which is a prompting strategy used in 46 various studies [5], the field of applications of augmented reality 47 is broad and the number of applications increases rapidly, applica-48 tions include for instance surgery, manufacturing systems or learn-49 ing [6].…”

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confidence: 99%

Augmented reality in educational activities for children with disabilities

et al. 2016

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“…Quite often VR designers decide to use interfaces borrowed from AR marker-based [28] [31] or marker less [32] solutions. One of the most important aspect of VR system is to supply users with an interface that is intuitive (natural) and precise.…”

Section: B Interface and Gesture Recognitionmentioning

confidence: 99%

Evaluation of Gesture Description Language in the role of touchless interface for virtual reality environment

Hachaj

Ogiela

Baraniewicz

2017

ELECTROTECHNICAL REVIEW

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The main novelty presented in this paper is application and evaluation our Gesture Description Language (GDL) classifier in the role of touchless interface for virtual reality (VR) environment. In our VR system whole interaction is done by gestures and body movements analysis (so called natural user interface). For our needs we have adapted semi-realistic VR system (block engine). We have tested different aspects of proposed interface on a group of 26 persons with wide range of age (from 5 years to 40+) and both sexes. The results we obtained prove that GDL can be successfully applied in systems that require real time action recognition especially educational software games that aim at increasing the students' motivation and engagement while they learn. Streszczenie. W tym artykule autorzy prezentują zastosowanie klasyfikatora o nazwie Język Opisu Gestów (GDL) w roli bezdotykowego interfejsu systemu wirtualnej rzeczywistości. Całość interakcji z zaprezentowanym w tej pracy systemem odbywa się poprzez rozpoznanie i analizę ruchu użytkownika (jest to tak zwany interfejs naturalny). Klasyfikator GDL został przetestowany w pseudo-realistycznym, wirtualnym środowisku, na grupie 26 osób obu płci w przedziale wiekowym od 5 do 40+ lat. Otrzymane rezultaty dowodzą, że zaproponowane podejście może być z powodzeniem użyte w aplikacjach wykorzystujących wirtualną rzeczywistość, w szczególności w grach edukacyjnych, których celem jest uatrakcyjnienie procesu zdobywania wiedzy. (Ocena działania Języka Opisu Gestów w roli bezdotykowego interfejsu w środowisku wirtualnej rzeczywistości).

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GARDE: a gesture-based augmented reality design evaluation system

Cited by 30 publications

References 8 publications

Augmented Reality to Promote Guided Discovery Learning for STEM Learning

Augmented Reality to Promote Guided Discovery Learning for STEM Learning

Augmented reality in educational activities for children with disabilities

Evaluation of Gesture Description Language in the role of touchless interface for virtual reality environment

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