Augmented Realities 2021

1 Augmented Realities White Paper 2021
Augmented Realities 2021
A‘whitepaper’overviewbyDrMikeHobbs,Visitingresearchfellow,CEMP,BournemouthUniversity
and ProfessorDebbieHolley, CEMPandDepartmentof NursingSciences Bournemouth University
This briefing paper outlines and summarises recent developments in the context and range of
technologies for delivering Augmented Reality (AR). We share some of the uses of the products and
examples of applications in social, commercial, medical and educational applications; but make no
claim as to this being a full inventory. The work can be read as an independent document or as an
extended commentary providing more detail to support the Augmented Reality for Education article
in the Encyclopaedia of Educational Innovation (Holley, Hobbs 2020) and the Augmented Reality and
Learning Innovation presentation at Edutech 2021 (Holley 2021).
Figure 1 shows a continuum of viewing devices that support applications from simple social media
filters to sophisticated collaborative, real-time, augmented collaboration. After a brief description of
Augmented Reality this document describes the technology and applications in the following sections:
• Smart phones
• 3D viewer
• Glasses
• Headsets
• Collaboration systems
• Medical applications
• AR for learning and teaching
Figure 1: Relationships between AR viewing device technology. From (Holley, Hobbs 2020)

1. What is Augmented Reality?
The ‘Augmented’ part of Augmented Reality has grown out of the technology used for environments
such as computer games that show interactive 2D or 3D media on display screens. Recent advances in
network capacity and processing power of mobile devices allows high quality graphics to be streamed
to devices enabling activities such as watching films and playing online games. AR utilises the real
world as a trigger, through a predetermined location or image, to play context relevant images, sounds
and media as an overlay to a scene watched through the camera of a smart phone or dedicated
headset.
Media can be trigged through scanning the real-world scene or through unique indicators, such as QR
codes, or via location sensors that can also provide notifications to indicate available media. All of
these techniques are essentially a way of generating a unique identifier, similar to a URL, that the
system can recognise. The media can be pre-loaded into a dedicated app, streamed from a server or
the AR can provide a link to a website that can be viewed in the normal way via a browser.
When played the media can overlay a small part or the whole scene, often replacing it with a matching
background image to provide context. Media can include interactive ‘hotspots’ that allow users to
make selections or provide feedback. In this respect a highly developed AR system becomes similar to
Virtual Reality (VR) where an entire 3D scene is typically modelled in detail to provide realistic
interactions in areas such as architecture, engineering and science. This technology is continually
developing with increasing capabilities in areas of collaboration, communication, and interaction as
well as improvements in the usability and quality of viewing devices.
Figure 2 shows that AR is part of a continuum that utilise different aspects of virtual technology to
provide immersive media experiences. Increasingly the boarders between these classifications are
being blurred by ‘mixed’ reality that combines features from both augmented and virtual in products
and applications. Microsoft provide a helpful explanatory article on mixed reality using their HoloLens
viewer as an example (Microsoft 2020). A good introduction to AR is provided in Hobbs and Holley
(2016), and an early educational example of the use of virtual worlds, that puts this into a pedagogic
context is provided in Hobbs and Gordon (2008). A contemporary review of teaching with AR is given
by Klimova et al. (2018).
Figure 2: Continuum of augmented and virtual environments (from Hobbs, Holley 2020)

When assessing the attributes of augmented reality, it is important to remember the existing
technology we take for granted for recording, displaying, and manipulating media recorded from real
world events and activities. The advantages of any AR system or application need to be considered
with respect to how it extends capabilities, rather than merely duplicating common features of display
and communication. Good questions are ‘can we already do this?’ ‘why is this useful?’ ‘what can I do
with this that I could not do before’.
2. Smart Phones
Accessing AR through a smart phone has benefits of cost, simplicity, ubiquity, and accessibility. Figure
4 shows a variety of devices and applications. Social media platforms such as Snapchat
(https://lensstudio.snapchat.com/) and Instagram (https://www.instagram.com/sparkarcreators/)
Figure 4: Handheld devices used to view augmented reality. (image credits in section 11)
Figure 3: 'Real world' technology for document creation, web resources, media
capture, creation and presentation, video streaming and live communication

provide tools to create AR artefacts in addition to the simple application of image filters. These
platforms have a large following and help to normalise AR with the potential to lead onto more
sophisticated applications such as online shopping.
Apple (https://www.apple.com/uk/augmented-reality/) and Google (https://arvr.google.com/ar/)
provide support for AR and application developers. However, for more sophisticated AR applications
there remain issues of compatibility between providers, where a choice may need to be made
between IoS or Android, and commonly the most recent features are only available on the latest
devices.
3. 3D Smart Phone Viewers
Smart phones can run applications that split the screen to provide stereo vison, (shown in figure 6)
creating a 3D image when viewed through a set of lenses. This is the basis of the simple ‘Google
Cardboard’ (https://arvr.google.com/cardboard/apps/ ) and many other viewers use the same
principle (Google cardboard and some viewers are shown in figure 5).
Figure 5: Google Cardboard devices, from Google AR & VR website: https://arvr.google.com/cardboard/

Figure 6: Split screen on a smart phone for 3D stereo viewing
Applications are available for users to create and share their own media to enable 360 panorama
views by stitching together a sequence of continuously recorded video or images,
(https://www.goodfirms.co/blog/best-free-open-source-virtual-tour-software-solutions) . These can
be used to create virtual tours and can include hotspot links to relevant websites. While relatively
cheap and effective the quality of the screen in terms of pixel density and refresh rate are critical for
these systems and the image is held much closer to the eyes and often magnified.
Currently there are many smart glasses available that allow generic AR as well as dedicated AR
applications, such as drone controllers that allow the wearer to see the real world as well as the
projected display from the drone (https://www.dronezon.com/drone-reviews/fpv-goggles-for-
drones-to-experience-the-thrill-of-flying/) . The smart glasses range from simple audio delivery to the
fully integrated AR processing such as the ODG-R9 (https://www.osterhoutgroup.com/r-9-
smartglasses) that incorporates the same processor found on powerful smart phones.
4. Smart Glasses
Figure 7: Examples of smart glass wearable devices
Clockwise from top left:
Everysight Raptor AR smart
glasses, Website:
https://everysight.com/
Everysight Headup display from
Raptor AR smart Glasses
https://everysight.com/
Solos smart glasses,
https://www.solos-
wearables.com/
Vuzix blade upgraded
https://www.vuzix.com/products
/blade-smart-glasses-upgraded

The original ‘Google Glass’ generated considerable interest when it was launched in 2014, resembling
a pair of spectacles with a camera / audio input and a small ‘head up’ display projector attached to
one lens. Although it was not a commercial success it did encourage other developers to create similar
‘Smart Glasses’ devices. The advantage of the Smart Glass format is that it is light, mobile, and can be
paired up with smart phones for data storage, communication and to provide an interface to mobile
apps. Data is typically presented as 2D graphics and is particularly suitable for location information,
fitness data, and simple internet search results. An example is the Solos smart glass (shown in figure
7) which is a dedicated device giving a heads-up display for cyclists and runners – provides directions,
speed, and other performance data outputs (https://www.solos-wearables.com/)
An example that demonstrates smart glass capabilities is the Vuzix Blade Upgraded, as shown in
figure 8.
A recent development combining the smart glasses camera and display with remote AI processing and
database access is mobile face recognition. A controversial application is for mobile security which has
been demonstrated using the Vuzix blade (https://techcrunch.com/2019/06/10/vuzix-smart-glasses-
get-automatic-facial-recognition-designed-for-law-enforcement/). A more benign application is the
experimental app called FaceReminder (McKelvey, et al 2019). This uses similar technology to support
users with face blindness and short-memory problems by showing the name of a person on the heads-
up glasses display.
Figure 8: Detail of wearable smart glasses, Vuzix blade upgraded https://www.vuzix.com

5. VR Headsets
Another route to AR has been by adapting virtual reality headsets such as Oculus, HTC vive, and
Microsoft Hololens (shown in figure 9) by integrating a digital camera feed. Typically tethered to a
computer for their processing power, newer versions enable these to operate independently allowing
the full range of movement needed for AR systems.
The Microsoft Hololens uses a headset to combine real and virtual elements in a shared, augmented,
environment. Relatively expensive it provides a high-quality AR it has been used in a range of AR
applications; it has shown potential for AR based collaborative projects allowing participants from
different locations to interact with 3D models for engineering and medical projects. Microsoft are
promoting the Hololens as a platform for a broad range of mixed reality applications, providing a
dedicated development API (https://docs.microsoft.com/en-us/windows/mixed-reality/design)
The Magic Leap ( https://www.magicleap.com/) product shows an interesting development of a
possible future hybrid between a full VR headset and the smart glass concept.
6. AR Collaboration Systems
An actively developing area is the use of AR as a remote collaboration tool. A full system uses relatively
expensive and sophisticated equipment two sites and can be used for field workers to share
knowledge and guidance in real time, or via recorded information with remote experts. This allows
users to capture images and remote experts to chat, give notes, annotate video and provide overlays
of information and documents. Pointr (figure 10) provide dedicated or bespoke systems that are used
in power plants, maritime and industrial facility maintenance.
Figure 9: Composite picture showing AR headset viewers.
(top row, both images) Microsoft Hololens 2, https://www.microsoft.com/en-us/hololens/
HTC Vive : N. Lee, 2019, Endgadget, HTC Vive Cosmos hands-on: VR never looked so good
https://www.engadget.com/2019-09-12-htc-vive-cosmos-hands-on.html
Oculus Quest: Porter, J., 2020, Facebook’s Oculus Quest 2 leaks in full via official promo videos, The Verge Sept
12th
2020 .

HelpLightning Remote Virtual Assistance (figure 11) provide a range of collaboration and
communication tools with real time AR overlays.
7. Medical Applications
A recent review of AR in Medical Education (Parsons and MacCallam 2021) concluded that AR was
more effective than other training. While mainly focused on anatomy and surgery AR is being used in
other areas, such as nursing, telemonitoring, neuroanatomy. Key affordances were stated as
visualizing the invisible, developing practical skills in a spatial context, device portability across
locations, situated learning in context and reducing negative impact. As well as educating
practitioners, AR is being used to inform and improve outcomes for patients by increasing their
understanding of procedures as well as assisting in treatments such as exercises and improving their
mental resilience (Adapa et al 2020). Often the same technology and companies provide education
Figure10: Image shows remote expert identifying correct location for
intervention (Delta Cygni Labs, https://dynamic.pointr.com/solution/
Figure 11: Image shows remote expert pointing at a component. HelpLightning Next
Generation Video Conferencing https://helplightning.com/

services in addition to fully functioning medical AR systems. Typical services are overlay imagery for
surgery, remote and robotic surgery, visualisation of patient anatomy and context aware access to
patient data during treatment (Desselle et al 2020)
The same technology used for medical involved in producing medical systems
The Proximie system, (https://proximie.com/ ) is a dedicated medical AR system used to enable
overlays of patient and other medical information in surgery and remote expert assistance. In June
2020 a cancer operation was successfully completed remotely using a robotic arm using this system
to support the collaboration (figure 12).
8. Augmented reality for learning and teaching
AR Affordances for learning and teaching:
• Visualization – of remote, difficult or impossible to see, of concepts and events.
• Situated learning – mobile, context and location aware.
• Real time – immediacy, on demand
• User directed – Interaction directed by the user.
• 3D interaction – Enabling exploration of objects, scenes and concepts.
• Collaborative – group projects, remote presence, sharing AR as social media.
• Immersive – presence (within the scenario)
• Problem solving – by user created AR artefacts, or AR games and puzzles.
Additional affordances are provided by using AR as a creative or social media too situated within a
group project. Here is a suggested outline for developing a generic student task in any discipline:
Introduction – Get students to self-select or allocate students to groups of between three and five
members. Introduce an AR technology with supporting links and examples. Ensure each group has at
least one device that can create and view the technology. Set an initial task such as choosing a group
name and creating an AR logo for their team.
Communication– Groups can choose or be directed to communication applications for remote
working, blogging and/or project management sites for recording meetings, design, discussion and
Figure 12: Sky News, Live: Operation Broadcast In Virtual Reality
https://news.sky.com/story/live-operation-broadcast-in-virtual-reality-10242518

progress. Groups can present their team’s name and AR logo to the class, helping to practice group
working, presentation, communication and organisation skills.
Task Allocation – Provide a theme with clearly defined criteria around the size and complexity of the
task, for example having each group member contribute one AR artefact for the group application.
Typical example topics are a virtual tour around the institution, a game, enhancing course materials,
creating AR posters or books.
Design and Creation – Students can plan script and storyboard their AR application. They can either
create their own media or use existing virtual, video and sound materials. Creating AR materials to be
combined in a single experience develops cooperation, group working, research, planning and design
skills.
Evaluation – As part of the development process groups can share their AR creations and invite
feedback from other groups. This can also include group presentations, peer review, the discussion
and agreement on evaluation criteria.
Recording and Reflection – Group or individual reports explaining the use and purpose of the
application and development process helps to develop writing and reflective skills.
From this simple outline it is possible to see how AR can be integrated into learning in almost any
curriculum to help develop research, group working, planning, design, problem solving,
communication, recording presentation, writing and reflection. Apps such as the Overly self-authoring
tool (https://overlyapp.com); Instagram and Snapchat also have settings enabling adaption of images.
9. Conclusions
This paper has outlined some of the current (as of 2021) technology and applications of AR. Although
many of the examples are prototypes or experimental the overall trend is for a greater number of AR
systems being used in a wider variety of ways. The global market for Augmented reality is estimated
at USD 17 billion in 2020 and is expected to grow at 40% from 2021 to 2028
(https://www.grandviewresearch.com/industry-analysis/augmented-reality-market). The restrictions
on meeting in ‘the real world’ during the 2020/21 pandemic has increased awareness and demand
from a broader demographic outside the typical technophile / gaming enthusiasts
(https://www.theatlantic.com/technology/archive/2020/05/augmented-reality-instagram-
zoom/611494/).
The future for AR, as with many technologies is for high level specialist experimental systems to
become more popular and mainstream. There appear to be three main avenues for development -
high-value collaborative systems on dedicated hardware, mid-range interactive systems based on VR
headsets for gaming and more popular social media and shopping applications running on
smartphones.
A report by Juniper Research predicts that largest growth will be in users of smart glasses and
smartphone applications: (https://www.juniperresearch.com/resources/infographics/augmented-
mixed-reality-market-summary-key-ta)
• 67% of Smart Glasses apps will be for Gaming or Multimedia
• 75% of Mixed Reality apps will be delivered via Smartphone
• 40% of MR apps will be for Social Media
For further information please contact Professor Debbie Holley at Bournemouth University.

Mike Hobbs: Visiting research fellow for the Centre for Excellence in Media Practice at Bournemouth
University. Previously senior lecturer in Computer Science at Anglia Ruskin University specialising in
Virtual worlds, Augmented Reality and Artificial Intelligence.
10. References
Adapa K., Jain S., Kanwar R., et al. (2020) Augmented reality in patient education and health literacy:
a scoping review protocol. BMJ Open 10:e038416. doi: 10.1136/bmjopen-2020-038416
Desselle, M.R., Brown, R.A., James, A.R., Midwinter, M.J, Powell S.K. and Woodruff, M.A. (2020)
Augmented and Virtual Reality in Surgery, in Computing in Science & Engineering, vol. 22, no. 3,
pp. 18-26, doi: 10.1109/MCSE.2020.2972822.
Hobbs, M. & Holley, D. (2016) Using Augmented Reality to Engage STEM Students with an Authentic
Curriculum. In: Vincenti G., Bucciero A., Vaz de Carvalho C. (Eds) E-Learning, E-Education, and
Online Training, LNICST, vol. 160. Springer, Cham. doi: 10.1007/978-3-319-28883-3_14
Hobbs, M., Brown, E., & Gordon, M. (2006) Using A Virtual World For Transferable Skills in Gaming
Education, Innovation in Teaching and Learning in Information and Computer Sciences, 5:3, 1-
13, DOI: 10.11120/ital.2006.05030006
Holley D., Hobbs M. (2020) Augmented Reality for Education. In: Peters
M., Heraud R. (Eds) Encyclopedia of Educational Innovation.
Springer, Singapore https://link.springer.com/referenceworkentry/10.1007/978-981-13-2262-
4_120-1
Klimova, A., Bilyatdinova, A., & Karsakov, A. (2018). Existing Teaching Practices in Augmented
Reality. In Procedia Computer Science (Vol. 136, pp. 5–15).
https://doi.org/10.1016/j.procs.2018.08.232
McKelvey, C., Dreyer, R., Zhu, D., Wang W., & Quarles, J. (2019) Energy-Oriented Designs of an
Augmented-Reality Application on a VUZIX Blade Smart Glass, Tenth International Green and
Sustainable Computing Conference (IGSC), Alexandria, VA, USA, 2019, pp. 1-8, doi:
10.1109/IGSC48788.2019.8957173
Parsons D., MacCallum K. (2021) Current Perspectives on Augmented Reality in Medical Education:
Applications, Affordances and Limitations. Adv Med Educ Pract. 19;12:77-91. doi:
10.2147/AMEP.S249891.
Yeung AWK, Tosevska A, Klager E, Eibensteiner F, Laxar D, Stoyanov J, Glisic M, Zeiner S, Kulnik ST,
Crutzen R, Kimberger O, Kletecka-Pulker M, Atanasov AG, Willschke H. (2021) Virtual and
Augmented Reality Applications in Medicine: Analysis of the Scientific Literature, J Med Internet
Res 2021;23(2):e25499doi: 10.2196/25499
11. Image Credits
Figure 4: Handheld devices used to view augmented : Clockwise from top left –
Pavlova, S. (2020) How 6 Brands Are Using Augmented Reality (and How You Can Too)
ThreeKit. Website: https://www.threekit.com/blog/6-brands-using-augmented-reality-in-
ecommerce
Andrew Makarov, A., (2021) MobiDev 10 Augmented reality trends in 2021, Website:
https://mobidev.biz/blog/augmented-reality-future-trends-2018-2020

Thompson, J. (2018) Is Augmented Reality Transforming The Web Design Industry? KIJO.
Website: https://kijo.co.uk/blog/augmented-reality-web-design/
Prabhu, S. (2017) by Sanket Prabhu What is Augmented Reality and How Does It Work? AR
Reverie. Website: http://www.arreverie.com/blogs/how-ar-work/
Marr., B. (2018) 9 Powerful Real-World Applications Of Augmented Reality (AR) Today,
Forbes. Bernard Marr. Website: https://www.forbes.com/sites/bernardmarr/2018/07/30/9-
powerful-real-world-applications-of-augmented-reality-ar-today/
Debbie Holley is Professor of Learning Innovation at Bournemouth University, where she leads
innovation in research, teaching and professional practice within the Faculty of Health and Social
Sciences. Her expertise lies with blending learning and innovation to motivate and engage students
with their learning inside /outside the formal classroom, at a time and place of their own
choosing. As National Teaching Fellow, she is a passionate educator, and showcases and writes
extensively about the affordances of technologies such as Augmented Reality, Virtual/ Immersive
Realities and Mobile Learning.
Mike Hobbs is a visiting research fellow for the Centre for Excellence in Media Practice at
Bournemouth University. Previously senior lecturer in Computer Science at Anglia Ruskin University
specialising in Virtual worlds, Augmented Reality and Artificial Intelligence.

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