International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395-0056
Volume: 09 Issue: 06 | June 2022
p-ISSN: 2395-0072
www.irjet.net
A Survey on Different Approaches to Augmented Reality inthe Educational Field Mayur K1, Shrinidhi S Karanth2, and Shreyas P3under the guidance of Dr. Kavitha K S 1,2,3Department of Computer Science and Engineering, Dayananda Sagar College of Engineering
------------------------------------------------------------------------***-----------------------------------------------------------------------Abstract—Technology in education can help students to learn actively and can motivate them, leading to an effective process of learning. In present days, students can tend to lack the interaction between the real and the virtual world.To solve the above problem and to facilitate passive learning, augmented reality plays an important role. Many educational institutions have adopted the use of AR technology over the traditional technology(e-learning) learning and traditional method of teaching such as chalk and whiteboard, the main reason is due to the fact that AR provides students with a realistic experience making complex things look easier. With the use of AR technology, the students tend to lack misconceptions as the depth of understanding and the visualization are better when compared to the learning from the traditional method. The purpose of this paper is to understand how AR technology is used in educational fields. Keywords— Augmented Reality, Computer Graphics,Markerless AR
I.
Mixed
designers of e-learning systems. The importance of Augmented Reality is to enhance the students’ motivation to learn. AR technology may tend to experience usability issues and technical problems, and some students may find this technology complicated. Thus it can be both beneficial and complex depending on the complexity.
III.
Zhenliang Zhang et al. [1] proposed a framework called inverse augmented reality (IAR) which describes the scenario that a virtual agent living in the virtual world can observe both virtual objects and real objects. This is different from traditional augmented reality. The traditional virtual reality, mixed reality and augmented reality are all generated for humans, i.eThey are human-centered frameworks. On the contrary, the proposed inverse augmented reality is a virtual agent-centered framework, which represents and analyzes reality from a virtual agent’s perspective. In traditional augmented reality, there are three key components, i.e., the humans, the physical world, and the virtual contents added to the physical world. As a correspondence, the same structure applies to inverse augmented reality. Concretely, inverse augmented reality also contains three key components, i.e., the virtual character, the programmable virtual world, and the physical contents added to the virtual world. They have utilized Microsoft HoloLens as the basic platform to demonstrate the concept of IAR. Both AR and IAR are implemented by Unity3D and the Vuforia software development kit.
Reality,
INTRODUCTION
Augmented Reality(AR) is one of the emerging technologies that help in superimposing computergenerated virtual graphics and objects in real-time in the real environment. Augmented Reality is often considered to be an essential tool in visualizing abstract concepts due to its ability to 3D manipulations without the fear of facing harsh consequences of committing mistakes. This technology hence has seemed to be emerging in the domain of education. The affordance of AR in improving spatial ability has been explored by a few researchers for higher education students.
Xiaodong Wei et al.[2] in his work has proposed a gamebased guidance system and a time travel game called MAGICEYES has been proposed withAugmented Reality technology. Six interactive modes are designed in the proposed system to guide tourists to visit the specified place. At the beginning phase of design, the information about the popularity of each scenic spot is obtained from the staff, Then a tourist route that is not popular is chosen. Altogether eight designated scenic spots in the tourist route are chosen. Physical objects such as plaques, stone tablets, and patterns of buildings are chosen to be the recognizable markers of a guidance system to identify whether a tourist has reached the designated location. MAGIC EYES also makes use of such sensors in a mobile phone as a camera, gyroscope, and global position system (GPS) to identify the images of recognizable objects, the viewing direction of tourists, and the geographical location information. The method of
The affordance of AR in improving spatial ability has been explored by a few researchers for higher education students. The exploration of AR for understanding the spatial ability in manipulating 3D virtual data is often discussed. It is also evident that the students can be trained to acquire spatial skills in subjects like Geometry which can be applied in other domains.
II.
MOTIVATION
The development of Augmented Reality (AR) technologies has led to new opportunities and challenges for the
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