Different types of Augumented reality applicaitons

The integration of digital information with the user’s environment in real time.
The real-time use of information in the form of text, graphics, audio and other virtual enhancements integrated with real-world objects.
Morton Heilig in the year 1957 developed the first augmented reality
Development of AR began in 1968, when the first head-mounted display system was founded by Ivan Sutherland.
The term was coined in 1990 by scientist and researcher Thomas P. Caudell during the development of one of the most famous aircraft in the world: the Boeing 747
DIFFERENCE BETWEEN ar & VR

Marker-based AR
works by scanning a marker which triggers an augmented experience (whether an object, text, video or animation) to appear on the device.
The most common markers used are two-dimensional QR codes.
Short for quick response
device's camera recognizes the machine-readable barcode and responds by producing visual effects
 can be used with mobile devices, such as a smartphone or tablet
Markerless AR
uses a device's camera, location software, and accelerometer to detect positional information, including the orientation of different objects and the space between them. 
doesn't require image recognition to produce visual effects.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
ADVANTAGES
It helps with the learning process
Creates unique customer experiences
Removes cognitive overload
Creates user engagement
DISADVANTAGES
Expensive to develop the AR technology based projects and to maintain it. Moreover production of AR based devices is costly.
Lack of privacy is a concern in AR based applications.
In AR, people are missing out on important moments.
Low performance level is a concern which needs to be addressed during testing process.
It requires basic learning to effectively use AR compliant devices.�

1. AR APPLICATIONS – THE NEXT TREND IN EDUCATION Slides by Neethu Phd scholar cukerala

2. AUGMENTED REALITY  The integration of digital information with the user’s environment in real time. T he real-time use of information in the form of text, graphics, audio and other virtual enhancements integrated with real-world objects. Morton Heilig in the year 1957 developed the first augmented reality Development of AR began in 1968, when the first head-mounted display system was founded by Ivan Sutherland. The term was coined in 1990 by scientist and researcher Thomas P. Caudell during the development of one of the most famous aircraft in the world: the Boeing 747

3. DIFFERENCE BETWEEN ar & VR AR VR completely virtual users are controlled by the system requires a headset device uses a real-world setting users can control their presence in the real world can be accessed with a smartphone.

4. TYPES OF a R

5. Marker-based AR works by scanning a marker which triggers an augmented experience (whether an object, text, video or animation) to appear on the device . The most common markers used are two-dimensional QR codes. Short for quick response device's camera recognizes the machine-readable barcode and responds by producing visual effects  can be used with mobile devices, such as a smartphone or tablet Markerless AR uses a device's camera, location software, and accelerometer to detect positional information, including the orientation of different objects and the space between them.  doesn't require image recognition to produce visual effects .

6. BENEFITS OF A R Easy access t o l earning m aterials a nytime, anywhere Immersive practical l earning No need for any special equipment Student engagement and increasing interest Improved collaboration capabilities Guarantees safe learning environment Learning process which is effective and faster Practical learning help teachers create lesson plans with multisensory experiences helps students to remember the acquired knowledge for a longer period

7. A R APPLICATIONS Vuforia Wikitude AR Core AR kit AR toolkit Roar Google Expeditions Unite AR 8th wall Blippar Plug XR Zapworks Armedia Dinosaur 4D+ Element 4D Animal 4D+ Xeropan FluentU Spacecraft AR Snapchat Assemblr Edu Lens Mondly AR ARloopa

8. AR IN CLASSROOM AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time. As Confucius said “I hear and I forget; I see and I remember; I do and I understand”. AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.

9. STUDIES BASED ON AR A study conducted by Kucuk et al. found that teaching English courses at primary and secondary school levels using AR technology increases learning motivation, improves learning performance, and enables students to exert minimal effort to acquire the knowledge. The study further identified that the students who used AR applications in English courses scored high in English reading, comprehension, listening, and speaking skills compared to those who relied on traditional textbook based classroom learning. Augmented Reality training allows teachers to leverage multimedia learning environments, such as images, texts, audios, 3D objects, 2D or 3D animations and videos depending on the learning objectives. Well-designed Augmented Reality learning environments can decrease the cognitive load of students at junior high school levels, ensure effective learning, cultivate problem solving skills, improve learning outcomes, and develop a positive attitude towards comprehending complex concepts.

10. Huang, et al. (2016), with the help of the Col AR mobile application, explored the effectiveness of coloring activities using AR technologies in early art education. It was seen that children enjoyed playing with them and were able to control, interact and design with AR application well. Also, teachers were of the opinion that AR helped promote children’s development. Mustafa and Ebru (2018) explored on effects of augmented reality on student achievement and self-efficacy in vocational education and training. It focused on the influence of AR on learner’s achievement and self-efficacy in vocational education and learning. Hardware AR was developed for conducting this . By using AR, students were able to get a better understanding of the topic on assembling process in a short period of time.

11. Kelpsiene (2020) conducted a study on the usage of books containing augmented reality technology in preschool education. It discloses augmented reality functions, digital tools and smart devices that are supplemented in the Lithuanian language books for preschool children. The result shows that books with augmented reality technology are perfectly suitable for developing the skills of cognition of the environment, exploration, perception, and expression of emotions and artistic expression within the learners . Mustafa and Hasan (2020) investigated on the effect of using augmented reality and sensing technology to teach magnetism in high school physics. The study aimed at an instructional instrument, named MagAR , for teaching magnetism, with the help of AR and sensing technology. It focused on learner’s view on AR as well as their academic achievement and educational process. Mixed-method was used for conducting this. The result shows that AR helps a lot in teaching and learning physics as both visual and textbook components are used. They expressed more self-confidence, participation, comfort and high academic improvement while using AR. It also manifested that AR is better to be used as a supplementary in labs rather than in classrooms.

12. Dalim, et al. (2017) conducted a study on teach AR: An interactive augmented tool for teaching basic English to non-native children. This tool was introduced to teach young students about colours, shapes, and spatial relationships in English. The sample were non-native learners of English from age group 4 – 6 years. The researcher compared traditional method of teaching to their tool and found out that it was able to produce trump learning outcome than the other. AR based learning methods was relished by the learners. Techakosit & Nilsook (2015) explored on using Augmented reality for teaching Physics. The study focused on how AR can effect teaching and learning of students on the topic Electromagnetism. For this, a prototype was created using 3D max and build AR. The population was collected from Department of Science education as well as high school physics teachers with a sample size of 15 and 11 respectively. The result showed that AR can be used in higher education for both the purpose.

13. Luckin & Fraser (2011) pointed out that due to very little work done in formal evaluation of AR applications; there is a lack of a deep and systematic understanding of how AR can improve learning. The authors designed and analyzed the impact of AR application on young learners. The results show that AR has the potential to enhance child education, motivate them and engage them with in-game learning activities. In addition, for effective use of AR applications, the parents and the teachers should also be advised how to use the applications. The authors also highlight the potential challenges like technical and usability issues in developing the AR applications. Borrero & Marquez (2012) developed an augmented remote laboratory that enabled teachers to work remotely in classrooms. The results showed that AR application increases motivation, achievement and interest in the concepts making it an effective and useful system for the learners.

14. Rambli et al. (2013) also presented the design and evaluation of a desktop based AR alphabet book using flashcards for pre-school children. The results showed that the kids liked the book and wanted to use it repeatedly for learning. The teachers also showed positive views about the book as it grabbed kids’ attention. Chiang et al. (2014) proposed a mobile based AR learning system to perform inquiry-based learning tasks for elementary school science course. The results showed that the application improved students’ learning achievements, motivations, satisfaction, confidence and attention. Kucuk et al. (2014) developed an AR app for teaching English to secondary school students to analyze the relationship between the attitudes, achievement and cognitive load of the students. The outcome of the study showed that the students liked the application and were satisfied with it as it reduced their cognitive load levels as well as improved their achievement level.

15. ADVANTAGES It helps with the learning process Creates unique customer experiences Removes cognitive overload Creates user engagement ADVANTAGES AND DISADVANTAGES

16.   DISADVANTAGES E xpensive to develop the AR technology based projects and to maintain it. Moreover production of AR based devices is costly. Lack of privacy is a concern in AR based applications. In AR, people are missing out on important moments. Low performance level is a concern which needs to be addressed during testing process. It requires basic learning to effectively use AR compliant devices.

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