Features and Effectiveness of Augmented Reality, Research Paper Example

Augmented Reality (AR) generate a composite view that combines the real or physical scene with the virtual computer-generated one, which is supplemented or augmented with additional information in terms of graphics, video or sound in real-time (Lee 31).

The computer generated scene enhances the users’ perception of the virtual world they are interacting with. AR varies from virtual reality (VR) in that the latter allows users to experience a wholly computer-generated environment. On the contrary, AR’s environment is real although it is supplemented and extended with information generated by the computer system. Therefore, AR offers an interface between the virtual and the real world.

AR environments include the virtual and real objects in actual physical environments that align the virtual, the physical objects and real-time interaction, between virtual and the physical objects (Yoon et al, 521).

Augmented Reality combines real content that is observable via an electronic device, such as HMD displays and camera, in addition to the virtual computer-generated content, perfectly overlaid on the real content. They are also real-time interactive systems. Additionally, while the information is displayed in 3-dimensional space, the real one that the user views represents the context for interaction. It also represents the real world in addition to the virtual elements (Borrero and Ma´rquez 541). Between the real and the virtual scenarios, a continuum exists, typified by a range of combinations of the real and virtual environment.

AR offers a range of advantages. First, AR applications do not require every little detail of reality. On the contrary, these details already exist, since they are genuine. In addition, the 3-dimensional elements can be overlaid in a meaningful way, hence allowing the user to interact with it (Borrero and Ma´rquez 541). The user maintains contact with the physical world while simultaneously interacting with superimposed virtual information (Borrero and Ma´rquez 541).

Application in GPS navigation systems

AR has found wide application in learning and navigation. The technology is applied in the creation of the next-generation GPS navigation system dubbed the live-view GPS navigation (LVN) (Huang et al. 85). LVN uses AR technology to get rid of the errors in the hardware sensor. AR also offers a solution to the inconsistencies that characterise the navigation and cognitive maps (Huang et al. 90).

The resulting augmented navigation service uses the AR technology to mark the direction signs on a live video that has been captured. This provides a spontaneous and real-time navigational service (Huang et al. 90). In the event of navigation, the system interfaces the GPS receiver to the physical environment through the use of positional data, originating from the position-sensitive service, in addition to the orientation information that originates from the orientation-sensitive service. The process validates the relationship between the use and the space, as well as the surrounding (Huang et al. 90). In case the surrounding map is interpreted from the behaviour of the user, the user’s ability is enhanced by the AR tag environmental features on the display (Huang et al. 90).

Application in learning environments

AR can motivate learning among students, trainees and the public by improving their realism-based practices. Some studies have established that AR has the potential to attract and motivate learners by providing innovative tools for control and exploration of materials, derived from a range of perspectives that have not been taken into account (Lee 32). According to Lee (32), AR in learning is perceived to have used a more streamlined approach that inspires users, due to its appeal.

AR provides onsite learning and contextual learning experiences. They also offer discovery and exploration of the associated nature of information in the actual physical world. The technology has been applied in business and school environments. They deliver AR experiences that incorporate setting, as well as, academic venues, through mobile devices and personal computers, which have made several educational paradigms that, fit the learning needs of different possible learners. Additionally, mobile devices such as tablet and smartphones are continuing to integrate the technology (Lee 32).

AR has also been applied in class-based learning in a range of subjects, such as mathematics, chemistry, physics, museums, biology, K-12 education and astronomy. They have also been used in adopting textbooks. Students in astronomy class get to learn the correlation between the sun and the earth (Lee 32). Teachers may use the AR technology that has 3-dimensional-rendered shapes of the sun and the earth. The virtual earth and the sun are worked on a small hand-held platform that transforms their orientation inconsistency with the student’s viewing perspective. For instance, an example of AR’s application in astronomy includes the Google’s SkyMap, which superimposes information on the constellation of star, as users browse the sky using a see-through view of a smartphone camera (Lee 32). Engineering students can use AR applications in product design.  For instance, in addition to imagining designing a car in 3D, they are capable of making immediate changes whenever necessary, as well as, create virtual reviews that notify the technician on what should be fixed (Lee 32).

Within the organisational learning environment, AR functions as an interactive and explicable system for guiding managers, employees and the customers (Lee 32). In addition, businesses are provided with an opportunity to have enhanced environments, as compared to those educational settings for supporting AR applications and minimising costs.

AR technology has also been tested, as well as, found application in public learning environments, such as museums, to enhance visitors’ experience. For instance, Yoon et al. (521) cited a prototype handheld device to deliver the descriptions of the museum artefacts to many users at the same time. The device greatly improves conversations around the exhibits. Yoon et al. (521) cited another technology called the MUSEpad that provided visitors with the opportunity to learn about the museum artefacts. This increases visitor engagement with the exhibits in the museum by tagging elevators locations on the maps. It also integrated closed captioning. Hence, AR technologies can greatly improve information access and enhance functionality of the exhibits. Yoon et al. (521) also cited a study that studied the function of multimedia museum guide, which is AR-enabled mobile in France. The study established that AR technologies improved learning within the museums. They also provided a significant alternative to the traditional text guides for information retrieval. An example of an AR-enabled technology used in the museum includes the Augmented Representation of Cultural Objects (ARCO). The system offers curators tools for construction of AR-enhanced educational kiosks, within the museum settings (Yoon et al, 521).

Hence, AR has enhanced learning in different learning environments by promoting increased interest, learning, motivation, as well as, the learning outcomes. These show the potential of the AR technology to educate the public in different learning environments, such as a museum. For instance, it allows museum visitors to learn on their own. AR can greatly improve the level and quality of information by making training and learning environments, such as schools, business, laboratories and museums, more contextual, educational and productive (Lee 40).

Conclusion

While AR technology has found successful application in learning and navigation systems, its use has extended to the automotive industry, in supplementing or augmenting the driver’s view. For instance, BMW’s new AR-enabled concept, called the Vision Heads UP Display, uses the AR technology to supplement the driver’s view of the world. AR projects a range of information, such as the road signs and speed limits in real-time on the windshield in front of the driver (Dezeen Guide).

Works Cited

Borrero, Mejias and Ma´rquez, Andu´jar. “A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education,” J Sci Educ Technol 21 (2012):540–557

Dezeen Guide. “BMW unveils Vision Future Luxury car with augmented reality display.” De Zeen Magazine, 22 APril 2014, 6 May 2014, <http://www.dezeen.com/2014/04/22/bmw-unveils-vision-future-luxury-with-augmented-reality-display/>

Huang, J, Tsai and Huang, S. “The Next Generation of GPS Navigation Systems.” Communications of The ACM 55.3 (2010): 84-94

Lee, Kangdon. “The Future of Learning and Training in Augmented Reality.” InSight: A Journal of Scholarly Teaching 7 (2012): 31-42

Yoon, Susan, Karen Elinich, Joyce Wang, Christopher Steinmeier and Sean Tucker. “Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.” Computer-Supported Collaborative Learning 7 (2012):519–541