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The word Metaverse has influenced many sectors such as healthcare, education, retail and manufacturing and few more industries are there which will be impacted by 2026 as per the research conducted by Gartner. The word 'Metaverse' especially in education sector came into existence after the COVID-19 epidemic when the humanity were forced to think about the new methodology of educating and teaching. This ecosphere is the combination of technologies which enables multimodal interactions with artificial environment, electronic library and people such as Virtual Reality (VR) and Augmented Reality (AR). It is believed that metaverse will improve collaboration, training process will be enhanced and most importantly it will create a happier workplace. This is only the reason that many corporate giants like Nvidia, facebook, apple, epic Games and companies has shifted towards this pedagogical ecosystem. This technology has the potential which enables absolute incorporating user conversation in actual-time and compelling interactivity with digital artifact. In this paper, we are addressing metaverse in education along with a detailed framework of metaverse in education. It includes a comparative study of conventional education, online education and metaverse education based on parameters like place of learning, resources used, teaching methodology, learning experience, learning target and learning assessment. Competency based education, energize student and positive attitude towards learning. The various challenges of the metaverse in educational sector are also debated. This paper will help the researcher's fraternity to get a deeper insight along with a clear perception of this ecosystem in education. © 2023 IEEE.
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PurposeA current technological trend, which has gained even more traction recently due to the COVID-19 pandemic, is the use of augmented reality (AR) in shopping environments. AR is addressing contemporary challenges rooted in online shopping (e.g. in terms of experientiality and try-on) and is fundamentally reshaping consumers' experiences. The purpose of this study is to provide a synthesized and structured overview of the state-of-the-art research focused on AR shopping.Design/methodology/approachThe authors conduct a systematic literature review of the empirical academic corpus focused on shopping via AR technology.FindingsThe review reveals the diverse psychological (cognitive, affective, and social) as well as behavioral outcomes related to the use of AR in the shopping context. The authors integrate the results into a framework for AR induced consumer behavior in shopping, thereby providing an important overview of the dynamics in AR-related shopping and the factors influencing the adoption of the technology by consumers. Specifically, the authors encountered that the technological abilities of AR (e.g. in terms of interactivity, vividness, informativeness, etc.) are a source for enhanced utilitarian and hedonic shopping experiences that can support intentions to purchase a product, reuse an AR app, or recommend it to others. Importantly, our review reveals the demand for several avenues for future research.Originality/valueThe authors provide an overview and synthesis of how and where AR is employed in shopping contexts, what theories and technological characteristics of AR are commonly analyzed, and what psychological and behavioral outcomes AR has been found to evoke. Based on our findings, the authors derive a framework that illustrates the dynamics in AR shopping and give an in-depth discourse on 13 future research agenda points related to thematic, theoretical, methodological, and technological matters.
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BACKGROUND: The lack of the rehabilitation professionals is a global issue and it is becoming more serious during COVID-19. An Augmented Reality Rehabilitation System (AR Rehab) was developed for virtual training delivery. The virtual training was integrated into the participants' usual care to reduce the human trainers' effort so that the manpower scarcity can be eased. This also resulted in the reduction of the contact rate in pandemics. OBJECTIVE: To investigate the feasibility of the AR Rehab-based virtual training when integrated into the usual care in a real-world pandemic setting, by answering questions of whether the integrated trials can help fulfill the training goal and whether the trials can be delivered when resources are limited because of COVID-19. METHODS: Chronic stroke participants were randomly assigned to either a centre-based group (AR-Centre) or a home-based group (AR-Home) for a trial consisting of 20 sessions delivered in a human-machine integrated intervention. The trial of the AR-Centre was human training intensive with 3/4 of each session delivered by human trainers (PTs/OTs/Assistants) and 1/4 delivered by the virtual trainer (AR Rehab). The trial of the AR-Home was virtual training intensive with 1/4 and 3/4 of each session delivered by human and virtual trainers, respectively. Functional assessments including Fugl-Meyer Assessment for Upper Extremity (FMA-UE) and Lower Extremity (FMA-LE), Functional Ambulation Category (FAC), Berg Balance Scale (BBS), Barthel Index (BI) of Activities of Daily Living (ADL), and Physical Component Summary (SF-12v2 PCS) and Mental Component Summary (SF-12v2 MCS) of the 12-Item Short Form Health Survey (SF-12v2), were conducted before and after the intervention. User experience (UX) using questionnaires were collected after the intervention. Time and human resources required to deliver the human and virtual training, respectively, and the proportion of participants with clinical significant improvement were also used as supplementary measures. RESULTS: There were 129 patients from 10 rehabilitation centres enrolled in the integrated program with 39 of them were selected for investigation. Significant functional improvement in FMA-UE (AR-Centre: p = 0.0022, AR-Home: p = 0.0043), FMA-LE (AR-Centre: p = 0.0007, AR-Home: p = 0.0052), SF-12v2 PCS (AR-Centre: p = 0.027, AR-Home: p = 0.036) were observed in both groups. Significant improvement in balance ability (BBS: p = 0.0438), and mental components (SF-12v2 MCS: p = 0.017) were found in AR-Centre group, while activities of daily living (BI: p = 0.0007) was found in AR-Home group. Contact rate was reduced by 30.75-72.30% within AR-All, 0.00-60.00% within AR-Centre, and 75.00-90.00% within AR-Home. CONCLUSION: The human-machine integrated mode was effective and efficient to reduce the human rehabilitation professionals' effort while fulfilling the training goals. It eased the scarcity of manpower and reduced the contact rate during the pandemics.
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COVID-19 , Stroke Rehabilitation , Humans , Activities of Daily LivingABSTRACT
The pandemic of COVID-19 has radically changed the anatomy education approaches. This happens because medical students, due to the necessity of remote education, didn't have access to cadavers, which was the principal method of dissection training. Circumstances like these encouraged the health care providers to innovate new teaching methods with the help of virtual and augmented reality to outdistance the restrictions. This review aims to examine the pioneer technological and educational tools and their usage in the future. Detailed research was performed via the PubMed database using the following keywords "Virtual Reality (VR), Augmented Reality (AR), Anatomy Education, and COVID-19". No further filters were used. All the existing evidence suggests that the vast majority was negatively affected by the COVID-19 era. Using new technological methods in anatomy training could not effectively replace the absence of the traditionally used teaching methods like dissection, prosection, and lectures by physical presence. Although the new digital anatomy teaching approaches seem to be very promising, it is not clear if they can fully replace the traditional anatomy education methods.
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Social distancing is one of the most important ways to prevent many diseases, especially the respiratory system, where the latest internationally spread is coronavirus disease, and it will not be the last. The spreading of this pandemic has become a major threat to human life, especially to the elderly and people suffering from chronic diseases. During the Corona pandemic, medical authorities were keen to control the spread through social distancing and monitoring it in markets, universities, and schools. This monitoring was mostly used to estimate the distance with the naked eye and interfere with estimating the distance on the observer only. In this study, a computer application was designed to monitor social distancing in closed areas, especially in schools and kindergartens, using a fast, effective and unobtrusive technique for children. In addition to this system, we use augmented reality to help to determine the location of violation of social distancing. This system was tested, and the results were accurate exceeding 98.5%.
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Research on alternative ways to provide anatomy learning and training has increased over the past few years, especially since the COVID-19 pandemic. Virtual reality (VR) and augmented reality (AR) represent two promising alternatives in this regard. For this reason, in this work, we analyze the suitability of applying VR and AR for anatomy training, comparing an optical-based AR setup and a semi-immersive setup based on a VR table, using the same anatomy training software and the same interaction system. The AR-based setup uses a Magic Leap One, whereas the VR table is configured through the use of stereoscopic TV displays and a motion-capture system. This experiment builds on a previous one (Vergel et al., 2020) on which we have improved the AR-based setup and increased the complexity of one of the two tasks. The goal of this new experiment is to confirm whether the changes made in the setups modify the previous conclusions. Our hypothesis is that the improved AR-based setup will be more suitable, for anatomy training, than the VR-based setup. For this reason, we conducted an experimental research with 45 participants, comparing the use of an anatomy training software. Objective and subjective data were collected. The results show that the AR-based setup is the preferred choice. The differences in measurable performance were small but also favorable to the AR setup. In addition, participants provided better subjective ratings for the AR-based setup, confirming our initial hypothesis. Nevertheless, both setups offer a similar overall performance and provide excellent results in the subjective measures, with both systems approaching the highest possible values. IEEE
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Augmented Reality (AR) is an Information Communication Technology (ICT) that is rapidly growing in today's modern world. Many industries are striving to improve and carry through the AR. When it comes to the education sector, specially the pedagogical tools for elementary education, the ICT tools like AR can prove to be of a great potential. The quest for such interactive education has become all the more relevant in the times of COVID-19, when the teachers are struggling on the question of how to engage the kids better. The current paper provides the readers with the knowledge of the use and impact of using AR in elementary education. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Augmented Reality (AR) has visualized remarkable growth over the past few decades and currently it is ready to be utilized in various electronic devices such as personal computer, laptops, mobile phones, tablets, etc. At present, this recent technology has discovers its association in several different sectors with its intelligent and smart software which can be easily utilized in various sectors such as medical, education and many more. The increasing demand for Augmented Reality devices and applications in healthcare, rising investments in AR market, and growing demand for ARin education sectors due to COVID-19 are the key factors driving the AR market growth.AR is a new step in enhancement of technology where a user can feel virtual objects in real physical world. With the introduction of this technology in education sector teachers can pass on their insight on a particular topic more vitally, effectively and in an alluring way. Students will be able to understand things more preciously and easily if this innovation is acquainted with them. This paper reviews the improvement in the current education and learning system by introducing the concept of AR. © 2022 American Institute of Physics Inc.. All rights reserved.
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The coronavirus disease 2019 (COVID-19) pandemic has challenged and changed significant aspects of day-to-day life. With regard to medical education, the challenges have been substantial, and the changes have been innovative. This systematic review focuses specifically on medical student feedback on undergraduate surgical education during the pandemic. It explores the various types of technology used to facilitate online learning and aims to comprehensively review the advantages and disadvantages. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were adhered to, and electronic databases PubMed, Medline, and Scopus were used to identify relevant studies. The search yielded 102 papers once duplicates and non-English articles were removed. Of these, 19 articles were included in the review. These publications were appraised, which was the source of the narrative syntheses of this systematic review, and due to the heterogeneous data, a meta-analysis could not be successfully implemented. The integration of real-time image capture devices used to display stakeholders or objects such as models of wounds has resulted in the improvement of virtual learning to an almost in-person experience. Adding to this, the use of communication and participation platforms facilitates active discussion when used appropriately. However, there are still some barriers that may be removed with time as the technology continually improves, and these are not exclusive to connectivity issues and restriction of the senses to only two-dimensional sight and hearing. Despite this, the student feedback was largely positive, and the integration of more innovative methods of delivering teaching will have a positive impact on education as long as it is used as an adjunct and not as a replacement for face-to-face teaching.
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With the slowly shifting dynamics of education from simple textbook recitals to practical experiments, video lectures, and interactive classrooms, Education and learning domain is slowly adopting the miracles of technology to make this process exciting and enjoyable for students at all levels. While these solutions may have been the best alternative to the old school teaching and learning method, the COVID-19 pandemic brought a colossal change to this system. Keeping this in mind, we have applied the concept of Augmented reality in education and developed a tool- GyanSagAR 1.0 for K-12 educational assistance. Our tool currently supports common STEM subjects such as physics, chemistry, mathematics, and biology which will help students to visualize various concepts. The user interface is designed keeping accessibility and ease of usage in mind. It has many advantages- it's a complete learning package that will enrich the user experience and will promote open-ended learning in students. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The COVID-19 has led to home quarantine in global scale, which increased people's need for indoor fitness activities in order to relieve stress/anxiety and learn knowledge well during the prevention. In this article, an augmented reality (AR) indoor exergame is developed, mainly a kind of moving target hitting task with Lomachenkos headwear speedball as the prototype. Then, a comparative experiment is performed to test the effect of the exergame in relieving anxiety, as well as the differences between AR and virtual reality modes (using HTC Vive Pro) on user experience (flow experience and motion sickness) and interaction efficiency. Results from 28 participants show that the anxiety level of participants significantly reduced after using the exergame. Although the difference on flow experience is not significant, there is a marginally significant difference on nausea level, a dimension of motion sickness. Moreover, interaction efficiency between the two modes is significantly different. In the task of moving target hitting, AR mode performed better in avoiding motion sickness and improving interaction performance.
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In recent decades there has been a growing interest in geological heritage conservation and management. In 2015, UNESCO (United Nations Educational, Scientific and Cultural Organization) created the new label UNESCO Global Geoparks to identify all areas of international geological significance where landscapes and single geosites are managed with a holistic, bottom-up approach to ensure protection, sustainable management, and education activities. With the advent of the SARS-CoV2 pandemic, many countries and organisations have put lockdown and other mobility restrictions in place. During this period, the need for new methodologies for the study was perceived and the fruition of the geosites and, more in general, of geological processes and their visible signs. This paper presents the first results of an ongoing activity carried out in several geosites of different Geoparks and aimed at providing virtual-reality tools to assist in studying the geological heritage. To this end, we propose an integrated approach between different sensors to the survey of geosites, 3D modelling, and VR reconstruction. Moreover, we proposed the development of a platform for the exploitation of the obtained data. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The impressive development of augmented reality (AR) tools in higher education is instructive. AR applications and activities have not yet been reviewed in their entirety. Lecturers need to take full advantage of AR. The critical questions of this study include whether university lecturers are ready to use AR to drive and complement their teaching and social and cognitive presence with online and hybrid or blended learning, as well as the challenges of AR in teaching and learning. The structure is based on a broad literature review, and the presentation is domesticated. First, COVID-19 and higher education background and associated crisis response and management are discussed. Then the existing challenges of online and blended learning are outlined. AR and associated projections are unpacked, followed by an illumination of AR teaching and activities and challenges. A review of existing literature frames a high fragmentation among various tools, software, and AR apps, leading to increased complexity for adapting the systems to teaching and learning. The discussion illuminates the shortcomings of AR. There is a need for a well-thought-out approach to integrating AR apps into online and blended learning in higher education, addressing stakeholder needs, diversity, and inclusion and expanding a critical discussion on transformative AR teaching and learning. This article outlines the associations between subsets of this body of work on AR activities in teaching and learning in higher education and highlights existing challenges for a multidisciplinary higher education community.
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The Fourth Industrial Revolution or Industry 4.0 is extremely relevant and important in manufacturing for several reasons. Failing to adopt the technology of the Fourth Industrial Revolution can cause organizations to fall behind, as their operations are not digitized enough in benchmarking competitors. A major industry as bicycle manufacturing needs to be transformed into a digital factory in order to keep up with the evolving technology. The objectives of this research are in designing a 3D digital mock up and Augmented Reality (AR) for bicycle frame production in the form of digital factory for increasing production capability by decreasing the break-even point whilst avoiding Covid-19 contraction using Tecnomatix Plant Simulation and Unity 3D programs. This research constructed three alternative digital factory layouts that are designed by using a 3D simulation program. The risk of Covid-19 contraction points and the three layouts of cost per unit are analyzed. The results show that the break-even point of the first to the third layouts with Automated Guided Vehicle (AGV) are 26,580, 26,322 and 25,354 units respectively. The result of the risk about Covid-19 contraction points from the first to the third layout with AGV are 21,272, 2,872 and 0 points respectively. This means the most appropriate layout for bicycle frame production is the third layout due to the best break-even point that can significantly avoid Covid-19 contraction. The benefit of this research is to integrate a 3D digital mock up, AR and Cobot including AGV to assist the resilience of operations with a dynamic industrial environment. © 2022 King Mongkut’s University of Technology North Bangkok. All Rights Reserved.
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Keelung Harbor, which is the most important center of sea freight in northern Taiwan, suffers from deteriorating urban development due to limited land supply. A dilemma arose from the Asahikawa River and the Tianliao River fronts, which evolved from cultural landscapes to buried and truncated rivers. This research was aimed at resolving the urban dilemma of the two adjacent rivers through a dialogue between the physical and augmented interaction of fabrics in three scenarios: GIS to AR, AR to GIS, and both. The physical dynamics were used to trace development chronologically by the area and length assessed from historical maps of hydrogeography, architecture, and the railroad. The augmented dynamics involved AR-based simulations and comparisons in terms of skyline overlay, fabric substitution, and fabric disposition. The dynamics involved AR models made by UAV images and 3D drawings. The assessments and simulations determined the key event in Keelung history when the Asahikawa River was leveled up. The dilemma verified from the augmented dynamics facilitated comprehension of the evolvement of the physical dynamics. With the assistance of AR and GIS, we concluded that the specific instance of riverfront reconstruction was an important landmark of meta-relationship.
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Augmented reality (AR) is a new way to integrate virtual reality into the real world, and integrating AR into education offers opportunities for increasing student performance. The Saudi Ministry of Education integrated technology into its educational system by building an educational portal called iEN, which offers many technologies that support education, such as AR experiments, e-textbooks, learning games, video clips, and TV channels. This initiative made Saudi Arabia better prepared for the transition to remote education, which offered an easy and prompt shifting of the education system during the Coronavirus pandemic (COVID-19). The current study examined the effects of using QR codes as an AR to enhance student performance in Saudi education. The findings show that students who utilized QR codes in their education performed at higher levels than those who did not and demonstrated that students did not face any technical issues in integrating technology into their learning processes. However, that could be based on their generation of using technology (alpha generation), which became part of their lives.
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The Taiwan Lantern Festival (TLF) is a specific cultural tradition that has evolved over many years. It is a large-scale festival as determined by the large number of installations and visitors—that is, 20 million visitors in a period of two weeks. The aim of this study is to combine the TLF-related physical dynamics of land use and lantern installations with the augmented dynamics of lantern installations at reallocated sites. We compared five cities in Taiwan with regard to land alterations between 2016 and 2020. The TLF land assessment identified 34 cross-referred types of land use between aerial imagery and GIS surveys in a small area of 2 km × 2 km, in total. The change in land use by year varied between 2% and 499%, up to three times. The complexity of physical dynamics was re-experienced by a more sustainable dynamic of augmented reality (AR) using a scan-to-AR approach to reactivate the installations and fabrics at redeployed sites. The installations of the 2016 TLF were applied. We found that the land use, 3D scan, and AR reshaped the spatio-temporal festivalscape by both types of dynamics. The simulation demonstrated that the fabric retrieved by heterogeneous technologies had equal importance in assessing the host city and in enabling a reactivation for more diversified scales and characters, even with a smartphone AR.
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37 years after its original launch, it is proposed a study comparing the Augmented Reality (AR) prototype of the game “Where in the World is Carmen Sandiego?” with this classic edutainment game. The main goal of the experiment is to determine if there is a significant difference between the 13th mission (last level) of the game, and it was done with a sample of 20 individuals aged between 5 and 7 years. The results could be a promising future for both, gaming and education areas. The author used 3 investigation tools to reach the answer: Perceived Understanding, Perceived Usability and a version of the PSSUQ (Post-Study System Usability Questionnaire). A big constraint for this study was the COVID-19 pandemic that the world is living at the time it was completed, however, the use of technology played a big role to make it possible. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 health crisis restrictions affecting Industrial Engineering students doing internships in laboratories and companies with training partners challenged teachers to design realistic, alternative activities where students could apply the knowledge acquired in the classroom. In this situation, the VEP (Virtual Enterprise Planning) simulator was born, which replicates the processes of a car assembly plant using ERP (Enterprise Resource Planning) with elements including quality, statistics, experiment design, and problem-solving. This research involved developing the simulator design processes from ideation prototyping to product release. The simulator objective was for the students to learn specific Industrial Engineering topics about car assembly through gamification. A secondary goal was to offer students a platform to apply classroom learning to substitute factory projects and practices. Using gamification strategy, we improved learning, developed students' competencies, and increased motivation in our students. In addition, we used Virtual Reality (VR) and Augmented Reality(AR) technologies to enable the students to experience the processes and products of the Meccanos manufacturing plant. To date, 365 students have been impacted by the use of the virtual plant.
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Purpose: A current technological trend, which has gained even more traction recently due to the COVID-19 pandemic, is the use of augmented reality (AR) in shopping environments. AR is addressing contemporary challenges rooted in online shopping (e.g. in terms of experientiality and try-on) and is fundamentally reshaping consumers' experiences. The purpose of this study is to provide a synthesized and structured overview of the state-of-the-art research focused on AR shopping. Design/methodology/approach: The authors conduct a systematic literature review of the empirical academic corpus focused on shopping via AR technology. Findings: The review reveals the diverse psychological (cognitive, affective, and social) as well as behavioral outcomes related to the use of AR in the shopping context. The authors integrate the results into a framework for AR induced consumer behavior in shopping, thereby providing an important overview of the dynamics in AR-related shopping and the factors influencing the adoption of the technology by consumers. Specifically, the authors encountered that the technological abilities of AR (e.g. in terms of interactivity, vividness, informativeness, etc.) are a source for enhanced utilitarian and hedonic shopping experiences that can support intentions to purchase a product, reuse an AR app, or recommend it to others. Importantly, our review reveals the demand for several avenues for future research. Originality/value: The authors provide an overview and synthesis of how and where AR is employed in shopping contexts, what theories and technological characteristics of AR are commonly analyzed, and what psychological and behavioral outcomes AR has been found to evoke. Based on our findings, the authors derive a framework that illustrates the dynamics in AR shopping and give an in-depth discourse on 13 future research agenda points related to thematic, theoretical, methodological, and technological matters. © 2022, Emerald Publishing Limited.