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Section 9. Pedagogy
Poghosyan Shushan, Ph.D. in Information and Communication Technologies, Department of Radioengineering and Communications The National Polytechnic University of Armenia E-mail: shushanpoghosyan@gmail.com
LEARNING-ORIENTED AUGMENTED REALITY TECHNOLOGY
Abstract: Emerging technology applied in any aspect of our everyday life and education is no different. Augmented Reality(AR) with its four main subcategories can be implemented in different subject and discipline of formal education. The research discusses the potential benefits and utilization techniques of this advanced technology in the learning process.
Keywords: Augmented Reality (AR), Educational Technologies, AR in Education.
Introduction expensive headsets to experience the technology. AR can be
It is a widely accepted truth that technological interven- experienced just with the help of smart devices as the camera tion in industries increases the productivity, efficiency and is the primary sensor requires for AR experience.
provides better results. Education and educated employees are the keys for each government to build well skilled and technologically advanced society which directly reflects the level of the social-economic situation of the region. Integration of cutting-edge technologies in learning environments are critical to increase the level of education and develop a modernized educational curriculum.
Introduction to Augmented Reality(AR)
R. Azuma proposed the most widely accepted definition of Augmented Reality(AR) [1]. According to Azuma, Augmented Reality (AR) is a variation of Virtual Reality(VR) technology. VR technologies require a VR headset to completely immerse a user inside a synthetic environment generated with the help of realistic images, sounds and other sensations that gives the user a feeling of being in a different environment than the actual one where the user cannot see the real world around him.
Unlike Virtual Reality, which creates an entirely artificial environment in Augmented Reality technology computergenerated digital information(i.e., virtual 3D objects, sound, image, etc.) is overlaid onto live direct or indirect physical real-world environment in real time, thus enhancing user's perception of reality. Therefore, AR supplements the actual reality, rather than completely replacing it. In AR the new reality appears to the user that the virtual and real objects coexisted in the same space. In contrast with VR technologies, in AR technologies, users are not required to have specially made
For experiencing the AR, the user requires only a smart device which should contain a camera sensor, GPS sensor, compass, and accelerometer. For more realistic experience device should have a notable CPU, GPU, and RAM.
The types of Augmented Reality and their implementation in education
Education is an investment in human capital and, a pledge on a nation's sustainable growth and further development. Integration of new educational approaches and technologies into educational programs is one of the most responsible tasks for governments for shaping more effective and employable society. New technologies provide opportunities for creating a specific ecosystem enhancing learning process preparing a globally compatible workforce.
The integration of emerging technologies and advanced techniques such as AR into the curriculum is becoming a part of good and productive teaching. Several governments including USA, France, South Korea, China, etc. are heavily investing in AR educational technologies as foresee benefits of this technology and the efficiency on the educational domain [2].
The history of AR technology implementation in learning dates back to 1990s when Tom Caudell, a former Boing engineer created first head-mounted display system with simulated AR features. The system used augmented computer- generated graphics that were implemented in the learning environment of the pilots helping create a realistic simulation of actual flight [3].
Currently, counting four main types of Augmented Reality technologies that can be utilized in education systems.
• Marker-based Augmented Reality;
• Marker-less Augmented Reality;
• Projection based Augmented Reality;
• Superimposition based Augmented Reality.
Marker-based Augmented Reality system:
In marker-based AR systems, a marker refers to what commonly known fiducial marker. Fiducial marker is a square image of consisting of black and white square, that are randomly generated by a computer system.
In AR applications, the fiducial marker can be any obj ect that's placed in front of the camera which can recognize the marker and visualize AR features assimilated with the marker. Visualization can include later, image, text, sound, video and even 3D interactive objects that augmented on top of the selected marker. In AR, these markers can provide an interface between the physical world and the augmented content.
Markers allow the device to calculate the position and orientation of its camera for a correct imposition of the augmented content (Fig. 1).
Figure 1. Marker Recognision in the marker-based AR technologies
This process is known as marker tracking. Marker tracking can be achieved with only a camera and no additional sensors such as a gyroscope are necessarily making the camera the primer sensor for experiencing marker-based AR.
Users can point the camera of their smart devices onto the designated marker to experience 3D augmented object that appears on top of the marker on the screen of their device [4] Being a technology that is easy to develop and no need of specially designed external devices, marker-based Augmented Reality technology can find its unique implemented in a different level of formal education. Another advantage of marker-based AR technology is that it can be applied to already existing teaching materials, as pages on textbook can operate as a marker to build the supplemented data.
This technology can be implemented in all subjects where visualization can enhance students learning process including Biology, Physics, Chemistry, etc [5-7].
Marker-less Augmented Reality system:
In contrast with marker-based AR systems, marker-less AR systems do not require tracking for earlier designed specific marker or any pre-knowledge of a user's environment to overlay 3D content into a scene and hold it to a fixed point in space. Marker-less augmented reality technique allows the use of any physical environment to superimpose the generated data. In this technology, there is no predefined target or base for illustrating superimposed virtual objects [8].
As in marker-less AR technologies, the user's environment depends on the natural features of a surrounding rather than the fiducial identifying markers it can have a successfully implementations in science subjects, where the lab classes are necessary for more in-depth and comprehensive learning.
When used in smartphones and other smart devices, the marker-less AR system uses the inbuilt GPS feature of
the device to determine the location of interact available location-based AR involve mapping directions, finding nearby augmented reality resources. Some standard methods of services, and other location-centric mobile apps [9].
Figure 2. An example of marker-less AR in Biology Class
For a full-scale experience, the user requires to have a smart device that is equipped with at least camera sensor, GPS sensor, compass, and accelerometer.
With advantages mentioned above, marker-less AR technology can be implemented in such a learning environment, where students required to move from one place to another and the learning object does not have a fixed location. Projection based Augmented Reality system: Projection based Augmented Reality works by using projectors to project light on real-world surfaces. Projected light contains data, which can be anything ranging from colors and text to augmented 3D objects. Besides projecting light onto the surface, the projector also powered by human-surface interaction detecting sensor that senses the human interaction (i.e., touch) of that projected light. These unique projectors
usually equipped with an infrastructure-based sensor that position is tracked with the help of four Kinect sensors mounted on the ceiling at the mid-point of each room wall. Furthermore, these sensors are used to create a model of the environment and, thereby, also provide geometry awareness [10].
Using tablets or smartphones can reduce the cost of educational institutions for further implementation of AR technology in their educational curriculum. But the drawback of these devices is that they have to be held by one hand while the other hand is used for interactions on the screen. This way, the user has to lay down the tablet for interactions with his real environment or the tablet has to be fixed somewhere requiring users always to come back to see any augmented information on the tablet's screen. Projector-based AR, enables a group of users to see the same augmented information.
Figure 3. An example of Projection-based AR in Geography Class
Utilizing ofProjection-based AR in education can drastically increase the interaction between students, keep them all concentrated towards the same topic ofstudy. Instructors can have direct
control over the subject being taught. This metod also help students to touch the surface ofproj ected information allowing them to interact with superimposed details in the form of 3D objects.
This technology suggested to be applied in such studies, where students are required to learn new information through motion, which will activate the kinetically to develop physical and reaction skills.
Superimposition-based Augmented Reality system: Superimposition based Augmented Reality is a technology where the features of the original object either partially or entirely replaced with newly augmented features that superimposed on the same item of the research.
Unlike marker-based AR technology, where augmented date appears on top of specially designed fiducial markers, in superimposition based AR, the technology recognizes the full object.
Object recognition is vital for this technology that application can replace the original view of the object with an augmented one.
The drawback of this technology is the requirement of the full object recognition. Depends on the scale and the color of the object as well as the environmental conditions of the object location, the identification of the object may be partial leading technology failure. Another disadvantage of this type of AR technology is the limitation of the free movement. When scanning the object from different angles camera of the device may not be able to detect all the features of the object and users may receive an unstable augmented image or even receive no augmented feedback.
Figure 4. An example of Superimposition-based AR in a History Field-trip
Further development of superimposition-based AR technologies can become an unrepeatable technology in history and natural science classes, where the learning process is combined with field-trips. With this technology students can attend field-trips to historic sites, battlefields and museums, discover features of historic buildings of the past, explore the outcomes ofbattle outcomes, see and interact with unique and scare exhibits presented in the museum.
Conclusion:
This research discusses four main subcategories of Augmented Reality technologies and methods of its successful implementation in different subject learning. AR implementation in the modern educational curriculum can be a game-changing by increasing the efficiency of the learning process allowing direct interaction with the content of the learning knowledge.
References:
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