Real-Time Visualization System of Magnetic Field Utilizing Augmented Reality Technology for Education

Matsutomo, Shinya; Miyauchi, Tsubasa; Noguchi, So; Yamashita, Hideo

doi:10.1109/tmag.2011.2174208

Cited by 66 publications

(37 citation statements)

References 8 publications

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“…The setup of these systems is normally in a desktop-based environment. Some of the studies [51][52][53][54] allow users to manipulate the position and orientation of the magnet, and examine the variation of the electromagnetic field. After a summary of typical AR engineering analysis and simulation systems, the technologies used in these systems will be discussed in Section 4.…”

Section: Current Ar Applications In Engineering Analysis and Simulationmentioning

confidence: 99%

“…Clothier et al [63] Assist on-site operation Underkoffler et al [64] Malkawi et al [65,66] Intuitive analysis environment Carmo et al [33,34] Heuveline et al [35,36] Golparvar-Fard et al [67,68] Graf et al [69] Intuitive design environment Broll et al [37] Fukuda et al [38,39] Mechanical engineering & Manufacturing Weidlich et al [70] Intuitive analysis environment NUS AR group, [27,41,42] Paulus, et al [43] Uva et al [44,45,47,48] Issartel et al [71] Bernasconi et al [40] Valentini et al [49,50] Naets et al [72] Moreland et al [73] Regenbrecht et al [74] Intuitive design environment Niebling et al [46] Weidenhausen et al [75] Electromagnetism Buchau et al [76] Training and education Ibáñez et al [51] Silva et al [77] Intuitive analysis environment Mannuß et al [52] Matsutomo et al [53,54] Table 6 summarizes the features and limitations of most of the AR-based engineering analysis and simulation systems. Selected studies use different visualization methods, such as image overlay, OpenGL programming, and special software kit, to visualize volumetric data and numerical simulation results.…”

Section: Current Ar Applications In Engineering Analysis and Simulationmentioning

confidence: 99%

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A State-of-the-Art Review of Augmented Reality in Engineering Analysis and Simulation

Nee

Ong

2017

MTI

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Augmented reality (AR) has recently become a worldwide research topic. AR technology renders intuitive computer-generated contents on users' physical surroundings. To improve process efficiency and productivity, researchers and developers have paid increasing attention to AR applications in engineering analysis and simulation. The integration of AR with numerical simulation, such as the finite element method, provides a cognitive and scientific way for users to analyze practical problems. By incorporating scientific visualization technologies, an AR-based system superimposes engineering analysis and simulation results directly on real-world objects. Engineering analysis and simulation involving diverse types of data are normally processed using specific computer software. Correct and effective visualization of these data using an AR platform can reduce the misinterpretation in spatial and logical aspects. Moreover, tracking performance of the AR platforms in engineering analysis and simulation is crucial as it influences the overall user experience. The operating environment of the AR platforms requires robust tracking performance to deliver stable and accurate information to the users. In addition, over the past several decades, AR has undergone a transition from desktop to mobile computing. The portability and propagation of mobile platforms has provided engineers with convenient access to relevant information in situ. However, on-site working environment imposes constraints on the development of mobile AR-based systems. This paper aims to provide a systematic overview of AR in engineering analysis and simulation. The visualization, tracking techniques as well as the implementation on mobile platforms are discussed. Each technique is analyzed with respect to its pros and cons, as well its suitability to particular types of applications.

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Section: Current Ar Applications In Engineering Analysis and Simulationmentioning

confidence: 99%

Section: Current Ar Applications In Engineering Analysis and Simulationmentioning

confidence: 99%

A State-of-the-Art Review of Augmented Reality in Engineering Analysis and Simulation

Nee

Ong

2017

MTI

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“…In an AR-facilitated environment, students learn by interacting and extending novel teaching and learning strategies and are immersed in dynamic learning content (Matsutomo et al 2012). Several studies have used AR systems in teaching sciences.…”

Section: Theoretical Framework Employing Ar In Instructionmentioning

confidence: 99%

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen¹,

Wang

2015

J Sci Educ Technol

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Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of ''day, night, and seasons'' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

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“…Most accepted theories coming from researchers [2,3] have proposed three major sub-factors for categorizing spatial skills: spatial relations, spatial visualization and spatial orientation.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality as a Tool for Teaching a Course on Elements of Engineering Drawing

Murthy¹,

Babu²,

Jebaraj³

et al. 2015

Journal of Engineering Education Transformations

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Abstract-Engineering drawing is a universal language of anEngineer which allows engineers to create designs, represent them on a drawing sheet, calculate distances, and create a blue print before manufacturing. All engineering students undergo a complete course on engineering drawing where orthographic projections are taught. In orthographic projections, the students are asked to imagine a 3D situation and make the 2D orthographic projection drawing. This part of 3D imagination and converting it into orthographic projection is difficult for students to mentally visualize. To ease the student's imagination, An Augmented Reality solution is developed jointly by BMSCE and Bosch (RBEI), Bangalore. A powerful 3D graphics association has been developed which forms the primary source of developing the drawing as orthographic projections that is viewable in 3D in real world.The current article focuses on the importance of AR in engineering education and its benefits.

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Real-Time Visualization System of Magnetic Field Utilizing Augmented Reality Technology for Education

Cited by 66 publications

References 8 publications

A State-of-the-Art Review of Augmented Reality in Engineering Analysis and Simulation

A State-of-the-Art Review of Augmented Reality in Engineering Analysis and Simulation

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Augmented Reality as a Tool for Teaching a Course on Elements of Engineering Drawing

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