Using Digital Game, Augmented Reality, and Head Mounted Displays for Immediate-Action Commander Training

Mitsuhara, Hiroyuki; Iguchi, Keisuke; Shishibori, Masami

doi:10.3991/ijet.v12i02.6303

Cited by 22 publications

(19 citation statements)

References 11 publications

(11 reference statements)

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“…Physical and perceptual involvement of students in the study of Computing Education [10], the synchronous combination of the virtual world with reality and the possibility of using it as a very interesting media for history learning [11] shows the breadth of AR technologies application. The freedom to create various functional scenarios as well as the enrichment of audio-visual accompaniment gives favorable results in Immediate-Action Commander Training [12]. AR technology has shown its applicability in sports education and training [13], Mechanical Engineering Education [14] and Civil engineering education [15].…”

Section: Fig 1 the Scheme Of The Competence Formation Processmentioning

confidence: 99%

The Applicability of Augmented Reality Technologies for Evaluating Learning Activities

Sembayev

Nurbekova

Abildinova

2021

Int. J. Emerg. Technol. Learn.

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a new trend in the development of immersive technologies has become augmented reality (AR), which is in demand due to its property to implement visual objects to enrich the learning content. The paper is devoted to the study of the applicability of AR technologies for evaluating learning activi-ties since there is a problem of inconsistency of teaching approaches with tools that lead to biased results. This led to the development of the “AR Quiz” application that contains interaction types such as touch-based, voice, input field, gaze and gesture that stimulate activities. In combination with 10 other forms of assessment materials, its application field has expanded and the tasks for students have diversified. The present study provides the calculation of validity and reliability coefficients of the assessment materials contained in the “AR Quiz” application that reflects the suitability of indicators for the purpose, accuracy and stability of measurements. The paper reveals positive attitudes of expert teachers and students towards the use of AR when evaluating learning activities. Along with integration map of compliance of AR interaction types with assessment materials, the paper provides recommendations for teachers on evaluating learning activities based on AR.

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Section: Fig 1 the Scheme Of The Competence Formation Processmentioning

confidence: 99%

The Applicability of Augmented Reality Technologies for Evaluating Learning Activities

Sembayev

Nurbekova

Abildinova

2021

Int. J. Emerg. Technol. Learn.

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“…. 23 A visual summary of all questionnaire answers with significance annotated by stars per category (*: p < 0.05, **: p < 0.01, ***: p < 0.001). .…”

Section: List Of Figuresmentioning

confidence: 99%

Compelling AR Earthquake Simulation with AR Screen Shaking

Chotchaicharin

Schirm

Isoyama

et al. 2021

2021 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct)

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Many countries around the world suffer losses from earthquake disasters. To reduce the injury of individuals, safety training is essential to raise people's preparedness. To conduct virtual training, previous work uses virtual reality (VR) to mimic the real world, without considering augmented reality (AR). Our goal is to simulate earthquakes in a familiar environment, for example in one's own office, helping users to take the simulation more seriously. With this approach, we make it possible to flexibly switch between different environments of different sizes, only requiring developers to adjust the furniture layout. We propose an AR earthquake simulation using a video see-through VR headset, then use real earthquake data and implement a novel AR screen shake technique, which simulates the forces applied to the user's head by shaking the entire view. We run a user study (n=25), where participants experienced an earthquake both in a VR scene and two AR scenes with and without the AR screen shake technique. Along with a questionnaire, we collected real-time heart rate and balance information from participants for analysis. Our results suggest that both AR scenes offer a more compelling experience compared to the VR scene, and the AR screen shake improved immediacy and was preferred by most participants. This showed us how virtual safety training can greatly benefit from an AR implementation, motivating us to further explore this approach for the case of earthquakes.

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“…(Mossel et al., 2015); VR Triage training for disaster preparedness (Andreatta et al, 2010); VR in disaster response training (Pimpale et al, 2018); VR Evacuation simulations for disaster preparedness (Sharma et al., 2015); Common evacuation drills do not simulate adequately a real evacuation situation. (Mitsuhara et al., 2017) describe an evacuation drill training game that uses Augmented Reality to focus on more realistic situational and audio–visual factors of emergency scenarios.…”

Section: Afterwordmentioning

confidence: 99%