Augmented Reality in Education: An Introduction

AUGMENTED REALITY IN EDUCATION
DEPARTMENT OF ELECTRONICS AND COMMUNICATION ENGG. Page 1
A
Seminar report
On
Submitted in partial fulfillment of the requirement for the award of Knowledge
in AUGMENTED REALITY
SUBMITTED TO: SUBMITTED BY:
MOHAMMAD ATHIK

ABSTRACT
Although the physical world is three-dimensional, mostly we prefer to use two-
dimensional media in education. The combination of AR technology with the educational
content creates new type of automated applications and acts to enhance the effectiveness and
attractiveness of teaching and learning for students in real life scenarios. Augmented Reality is
a new medium, combining aspects from ubiquitous computing, tangible computing, and social
computing. This medium offers unique affordances, combining physical and virtual worlds, with
continuous and implicit user control of the point of view and interactivity. This repot provides
an introduction to the technology of augmented reality (AR) and its possible applications for
education in various fields.

CONTENTS
SL.No PARTICULARS PAGE NO
1. INTRODUCTION 4
2. TECHNOLOGIES FOR AUGMENTED REALITY SYSTEMS 7
3. AUGMENTED REALITY (AR) IN CLASSROOM 9
4. AUGMENTED REALITY IN ELECTRONICS 15
5. AUGMENTED REALITY IN MEDICAL SCIENCE 17
6. AUGMENTED REALITY IN ENGINEERING GRAPHICS 21
7. AUGMENTED REALITY IN REALITY 25
8. ADVANTAGES AND DISADVANTAGES OF AR 27
9. APPLICATIONS OF AUGMENTED REALITY 31
10. CONCLUSION 32
11. REFERENCES 33

1. INTRODUCTION
As the name itself implies, Augmented Reality is a reality made better. If we would
compare Virtual Reality – a completely computer generated world - and the real world
around us, Augmented Reality would fall somewhere in between, since it’s basic idea is
overlaying virtual objects on a real world image thus “augmenting” the real world image
which we currently see.
Immersing learners to real world and interact them with that world mostly cannot be
convenient. Although the natural world is three-dimensional, we prefer to use two-
dimensional media in education which is very convenient, familiar, flexible, portable and
inexpensive. But it is static and does not offer the dynamic content. Alternatively computer
generated three-dimensional virtual environment can be used but these scenes requires high
performance computer graphics which is more expensive than others.

Although lots of opportunities virtual worlds may present for teaching and learning, it
is hard to provide an adequate level of realism. When users are completely immersed in this
environment they become divorced from the real environment. So, it gives you virtual things
by modeling the real world you're experiencing.
This study has a dual aim. Firstly definition of augmented reality (AR) is given about
this new artificial and augmented environment. Characteristics of augmented reality system
are provided and technologies are classified used in this system. Secondly it's potential in
education within this context.

1.1 VERTUAL REALITY (VR)
Virtual Reality is defined as "the use of computer technology to create a simulated
environment. "When you view VR, you are viewing a completely different reality than the
one in front of you.
Virtual reality may be artificial, such as an animated scene, or an actual place that has
been photographed and included in a virtual reality app. With virtual reality, you can move
around and look in every direction -- up, down, sideways and behind you, as if you were
physically there.
You can view virtual reality through a special VR viewer, such as the Oculus Rift.
Other virtual reality viewers use your phone and VR apps, such as Google Cardboard or
Daydream View.
1.2 AUGMENBTED REALITY (AR)
Augmented reality (AR) is defined as "an enhanced version of reality created by the
use of technology to add digital information on an image of something."
Augmented reality adds digital elements to a live view often by using the camera on a
smartphone. AR is used in apps for smartphones and tablets.
Augmented reality (AR) is an interactive experience of a real-world environment
where the objects that reside in the real-world are "augmented" by computer-generated
perceptual information, sometimes across multiple sensory modalities,
including visual, auditory, haptic, somatosensory, and olfactory. The overlaid sensory
information can be constructive (i.e. additive to the natural environment) or destructive (i.e.
masking of the natural environment) and is seamlessly interwoven with the physical world
such that it is perceived as an immersive aspect of the real environment. In this way,
augmented reality alters one's ongoing perception of a real-world environment,
whereas virtual reality completely replaces the user's real-world environment with a
simulated one.
AR apps use your phone's camera to show you a view of the real world in front of
you, then put a layer of information, including text and/or images, on top of that view.

1.3 COMPARISION OF “VR” AND “AR”
The definitions in the modern contemporary economy makes the distinction between
VR, AR and MR very clear:
Virtual reality (VR) : immerses users in a fully artificial digital environment.
Augmented reality (AR) : overlays virtual objects on the real-world environment
with spatial registration that enables geometric persistence with respect to placement and
orientation within the real world. Prior technologies that overlaid data or images not spatially
registered to real world geometries are referred to as heads-up display technologies.

2. TECHNOLOGIES FOR AUGMENTED REALITY SYSTEMS
Augmented Reality and Virtual Reality use same hardware technologies and share
lots of factors like computer generated virtual scenes, 3D objects and interactivity. The main
difference between them is where virtual reality aims to replace the real world while
augmented reality respectfully supplements it.
The main devices for augmented reality are displays, computers, input and tracking
devices. See-through and Monitor-based displays are two major types of displays used in
augmented reality. See-through displays place both images of the real and virtual
environment over the user’s view of the world. Video-see-through and optical-see-through
systems are two types of see-through displays.
2.1 HEAD MOUNTED DISPLAY
A head-mounted display (or helmet-mounted display), both abbreviated HMD, is a
display device, worn on the head or as part of a helmet, that has a small display optic in front
of one (monocular HMD) or each eye (binocular HMD). A HMD has many uses, including in
gaming, aviation, engineering, and medicine lift. A head-mounted display is the primary
component of virtual reality headsets.
There is also an optical head-mounted display (OHMD), which is a wearable display
that can reflect projected images and allows a user to see through it.

2.2 HANDHELD DISPLAYS
Another type of devices use video-see-through techniques to overlay graphics onto
the real environment is Handheld Displays.
Small computing devices with a display that the user can hold in their hands. These
are small computing devices with a display that the user can hold in their hands. The two
main advantages of handheld Augmented Reality are the portable nature of handheld devices
and ubiquitous nature of camera phones.
2.3 PINCH GLOVES
A pinching gesture can be used to grab a virtual object, and provides a reliable and
low-cost method of recognizing natural gestures.

3. AUGMENTED REALITY (AR) IN CLASSROOM
Augmented Reality is the best way to engage the students. Technology is the most
attractive concept for kids, why not using it for the good? We all know that we remember
better what we saw than what we listen. With AR apps you can teach complex concepts to the
students easily.
Nowadays students are inattentive in classrooms because they are not showing
interest towards the traditional ways of teaching. As per the recent report by Harvard
GSE, the student's engagement is dropping each year because institutes focus on standardized
modes of teaching.
We all know that kids easily get distracted by smartphones and tablets, it would be
very much helpful for students if we teach them a proper way of using smartphones and
tablets, one of the best method is teaching them about virtual reality and augmented reality
for the educational use.
3.1 EFFECTIVE AUGMENTED REALITY USE
Providing AR experiences does not necessarily mean that people are learning more
effectively from them. As with any technology, important lessons must be learned about how
best to use AR in an educational setting.
3.1.1 Authoring Tools
Building AR scenes can be an educational experience in itself, since students must
think about how to use the technology to represent complex concepts. Suppose, for example,
that the assignment is to make an AR scene of the solar system. Once students learn about the
planets and their motion, they will need AR content-creation tools to build the scene. To meet
that need, there are simple authoring tools that students without programming expertise can
use to create AR scenes.

Figure above shows the use of one such tool, BuildAR (www.buildar.org), which lets
users design simple AR scenes through a graphical user interface without writing code. Users
can load virtual text, images, video, or 3D content and attach them onto tracking markers or
printed images, thus quickly creating the AR scene. They can choose their own tracking
images and use an intuitive mouse-driven 3D user interface to position content on the images.
Teachers and students can even add AR content to existing printed educational material.

3.1.2 4D Augmented Reality Flashcards
One of the simplest AR uses in education is its introduction in the traditional
classroom Supporting textbook materials with AR examples adds another dimension to the
learning process – a process that will become a hybrid of the traditional approach and
innovative practical illustrations of complicated concepts.
Here’s a simple example of how AR could be utilized in the classroom. By scanning
the covers of textbooks, students get a short description of what they’re about. Thus, smarter
choices can be made about the selection of learning materials that will be most suited to the
task at hand.
4D augmented reality flashcards are also in existence already. Dinosaur 4D+ by
Octagon Studio is a set of AR flashcards that give students a better idea about what dinosaurs
have looked like that simultaneously provide information about their habitats, biology, and
the origin of dinosaurs.

3.2 AR-ENABLED WORKSHEETS AND THE EDUCATIONAL
PROCESS AT HOME
Augmented reality can also help students handle their homework and assignments
better when they’re not interacting with an educator. In the very near future, teachers could
start providing their students with AR-enabled worksheets. The aim of these study aids would
be to encourage students to explore educational content at their own time.
Printable AR worksheets are already being tested out in an array of educational
institutions. The International Society for Technological Education provides support
and guides on the creation of such learning materials.
Kids and teens rarely leave their phones. This fact can be harnessed to promote
learning in a way that will appeal to the contemporary students.
Augmented reality can make images and information “pop out” of a textbook or a
worksheet. It puts emphasis on the most important concepts and it also breaks the boundaries
of textbook learning that’s perceived as mundane and tedious by many students.
Once textbook materials and apps are chosen for the purpose, the implementation of
AR technology in the learning process will become simple and easy. This is one of the
reasons why the technology is preferred over virtual reality developments. While VR
necessitates the use of a headset, AR needs solely an app and a smartphone to bring
educational concepts to life.
The ultimate goal of technology being introduced in the classroom is personalization.
Students can explore the lessons and the concepts that they need to review and they can go
through the AR demonstration at their own pace.
The next step would obviously be the creation of personalized learning materials by
both students and teachers.

3.3 FEW REASONS WHY AR APPS ARE 'A MUST' FOR THIS
GENERATION'S STUDENTS
 A Better Explanation Of Complex And Abstract Concepts
There is no doubt that students will understand the concept better when they will
visualize it in reality. Especially for the difficult topics, students will get to learn quickly with
3-dimensional model representations.
 Elevated Student Engagement
AR learning provides a gamified approach towards learning, which makes the lessons
fun. As a result, it serves a positive impact on the students and keeps them engaged.
 No Extra Tools Required
Today, 95% of teens own a smartphone. This can be used for constructive results as
well. Parents and teachers don’t have to spend extra on buying tools for interactive learning
and teaching.
 Practical Knowledge
Students can perform practical without any physical need for lab equipment. This is
mainly helpful for professional courses like medical and engineering. Students don’t have to
operate a patient practically and still can learn the process.
 Accessible Learning
With AR apps the users can learn anytime and anywhere from their smartphones. It is
the best way to replace paper books, posters, huge physical models etc.

3.4 POPULAR AUGMENTED REALITY APPS
Educators around the globe have already adopted Augmented Reality in their teaching
process. App store and Play store are flooding with AR apps for education. Students are
responding to these apps in an optimistic manner. Here are the best Augmented Reality
education apps; categorized for kids and students
3.4.1 AR Apps For Kids
 AR Flash Cards
Students just have to scan the flashcards from their smartphones and the alphabets, and its
explanations come to life.
 2. Bugs 3D
Kids can learn more about insects and bugs; the app will illustrate descriptions and
images to play for the kids.
 3. Mathalive
The app helps the kids in grasping counting and number identification skills.
3.4.2 AR Apps For Teens
1. Anatomy 4D
Students can see 3D models of the human body when scanned through the camera of
the smart device.
2. AugThat
The app explains the core topics from subjects like Geography, Maths, and Science in
3 dimensions. The app also has a dedicated course for students with special needs.
3. Arloon Plants
The best app to learn practically about various species of flora around the world. The
app allows the students to learn about the structure and parts of a plant as well as they can
witness the growth and movements.

4. AUGMENTED REALITY IN ELECTRONICS
Augmented reality can be used in different areas. One such area is electronics. There are
many electronic devices which are really hard to build. This can be made simple with AR
technology. A novice user, who is left with some electronic parts and is told to build up a
complete device using those parts, will find it much easier to take assistance from visual
overlays rather than any thick book. Here are five ways in which augmented reality can be
used in electronics.
 Build new devices
Electronic devices can be built easily with the help of augmented reality. An app
which when scanned will show the circuit and the necessary electronic parts that have to be
attached to create a new device. Even a layman can now build new devices from scratch
without any difficulty at all. This would not have been possible with the help of any written
guide.
 Repair electronics
Rather than building new electronics devices we can also be able to repair them.
With augmented reality technology, we don’t have to take our defective devices to
professionals for repair. We can do that ourselves. The technology works in the same way for
repairs just like it does when we learnt how to build a device.
 Teach about electronic interfaces
AR teaching platforms can help in teaching the complexities of the electronic
interfaces, which might not be otherwise understood by simple learning. Often important
concepts cannot be grasped by the students and they remain confused in the world of
transistors and diodes. This problem can be easily solved using augmented reality technology
and students will have a clear view about the concepts.

 Instills creativity in kids
Kids, who have a keen interest in electronics, will be really benefitted with augmented
reality. This technology will help them to explore their creative side and they can create new
electronic devices without any difficulty. They are not limited to finite thinking. Not only
kids, people of every age can get educated about electronic parts and their creation. This
provides a good educational scope for individuals of all ages.
 Troubleshoot electronic problems
With augmented reality, one can troubleshoot electronic issues easily. we don’t need
to call any subject matter expert (SME) when we can easily articulate pre-created
troubleshooting problems in a problem solving grid. With this technology, written problems
of troubleshooting are input and transformed to visual signals which provide solutions in
reality.
Augmented reality can thus be used in electronics in these ways and it can bring a
huge change in terms of providing education to the individuals in future.

5. AUGMENTED REALITY IN MEDICAL SCIENCE
Technological advancements of the past few decades have significantly changed the
healthcare industry. Technologies like Computerized Axial Tomography allow doctors to
peer deep into the human body, doctors and patients in remote areas can communicate
using Telehealth, and other technologies help chronic patients and their care providers to
monitor vital signs and treatment processes as outpatients. All those advances in healthcare
delivery and medical practices change the world we live in while changing the way patients
are diagnosed and treated. They also improve the way healthcare professionals are trained
and educated.
Augmented reality (AR) and virtual reality (VR), as well as artificial intelligence (AI),
are among these technological advancements that are changing healthcare today. The 2017
global healthcare sector outlook by Deloitte names the top ten technology innovations that
will deliver more value while reducing costs in healthcare. They are next-generation
sequencing, 3D-printed devices, immunotherapy, AI, point-of-care diagnostics, VR, social
media, biosensors and trackers, convenient care, and Telehealth.
 TELEHEALTH
Telehealth is a relatively new, modern form of health care services delivery. The Health
Resources and Services Administration (HRSA) of the U.S. Department of Health and
Human Services defines telehealth as “the use of electronic information and
telecommunications technologies to support and promote long-distance clinical health care,
patient and professional health-related education, public health, and health administration”.
Telehealth, also known as telemedicine, is used to save people’s lives in emergency situations
and for critical care, too. Another related term is eHealth, which Wikipedia defines as an
umbrella term used mainly in the UK and Europe that includes telehealth, electronic medical
records, and other components of health information technology.
 Telehealth technologies include:
 videoconferencing,
 store-and-forward imaging
 streaming media, and
 terrestrial and wireless communications.

5.1 APPLICATIONS IN MEDICAL EDUCATION
In medical education the phrase, “see one, do one, teach one” is the creed by which
students become professionals and go on to help the next generation. AR already exist in
medical education and subject areas that AR applications cover include anatomy, surgery,
and forensic medicine. Additionally, AR have a place in medical training and already assist in
actual medical procedures. AR have been used to support laparoscopic surgery, endotracheal
intubation, joint injections, and assistance in placing local anesthesia. Numerous studies have
been conducted to determine the effective that AR have in medical training. One study,
conducted at Duke University, developed an educational application of Google Glass to use
in conjunction with simulation manikins. As students made different treatment decisions on
the manikins, a video would appear in which an actor portrayed how the patient would
respond to the treatment. Students responded very well to the integration of Google Glass
into the simulation. One problem that was reported included difficulty in looking at both the
real environment and the video that appeared virtually through the Google Glass. Despite this
issue, students were very much in favor of the new technology and even had suggestions for
additional information to include in the virtual display.

5.2 PATIENT CARE AND POTENTIAL APPLICATIONS FOR
PATIENT EDUCATION
Not only does AR have the ability to enhance education and training, but can also lead
to better outcomes in patient care. An integrative review completed by Zhu, et al. found that
of the over 2,500 papers that they reviewed, 96% claimed AR to be useful in healthcare
education.2 Additionally, authors were able to determine that AR increased the speed at
which students learned and made the learning process easier. When used in training, AR was
found to decrease the amount of time needed for practice, provided trainers an outlet for
assessment, and increased success rates.
AR has been discussed in numerous journals regarding its impact on medical training
and how it functions in medical and surgical procedures. In one such journal, Orthopedics, a
report described the use of AR in a shoulder surgery in which the local surgeon was able to
interact with a remote surgeon during the procedure and receive live feedback. Using the
Virtual Interactive Presence and Augmented Reality (VIPAAR) system, developed at the
University of Alabama at Birmingham, the local surgeon wore Google glass which allowed
the remote surgeon to view the procedure and simultaneously allow the local surgeon to see
the virtual interaction from the remote surgeon.4 The report concluded that the surgery
resulted in no complications and illustrates a new and potentially valuable tool in providing
additional support for complex procedures and high-risk surgeries. With telemedicine
becoming more and more popular, this use of AR shows a promising new development in
telemedicine.
AR also has the potential to also be used in patient education. Bifulco, et al.
completed a study that tested the use of AR as a teaching tool for people with no medical
experience. Researchers created an AR system that enabled people to perform ECG tests by
wearing a headmounted display. The AR system used the pattern marker targets to activate
virtual placement indicators for the ECG leads. After practicing on a mannequin, participants
were then able to perform an actual ECG on a volunteer. Researchers noted that “the average
errors in electrode positioning resulted in reasonably acceptable and comparable with
placement errors usually made by technicians and nurses in an emergency care department”.

AR is a very useful tool for patient education, both for treatment and disease
prevention. Various educational apps provide valuable information concerning a particular
illness and treatment for patients and their family members. It is generally believed that
human brain evolution involved development, learning and operation in multisensory
environments, that is why it is considered that multi-sensory experiences, including AR, can
be more effective in transmitting and processing information.
AR is successfully used for diagnostics and treatment. This technology is especially
beneficial for minimally invasive surgeries and more complex procedures. Quick access to
real-time patient data can save lives as surgeons use smart glasses, which visualize this data,
do not have to shift the attention to additional devices in the operating room.
If training people with no prior medical experience can be made easier and more
effective using AR, there are numerous areas in which AR could be developed to aid in
patient education. Patients requiring regular injections would benefit from an AR that could
provide additional support in training for either themselves or their caregiver. Additionally,
ARAs could prove very valuable in instances of medical emergencies by providing quick
support for untrained people in which feedback can be provided by remote medical
professionals.

6. AUGMENTED REALITY IN ENGINEERING GRAPHICS
Engineering graphics (EG) is the subject of transferring information from design into
manufacture. Developing ability to create and read graphical representation of engineering
structure is essential for individual. Therefore, training engineers able to use the graphical
language to communicate is vital in every engineering college. However, in the classroom,
where lecture time is limited, it is hard for the instructors to illustrate clearly the relationship
between the 3D geometry and their 2D projection using only one kind of presenting
technique. Using Augmented reality in Engineering Graphics this problem can be resolved.
An AR-based system specifically designed for EG instruction were studied and developed.
The system aims at improving the spatial awareness and interest of learning. Our own interest
is to apply the AR system to Engineering Graphics instruction and provide the students with
their own unique discovery path. The AR application enables faster comprehension of
complex spatial problems and relationships which will benefit the students greatly during
their learning processes. The AR-based method is proved to be effective teaching aids for
engineering graphics courses and applying AR technology to support learning activities may
become a trend in the future.
To realize AR-based Engineering Graphics Education system, two key techniques
have to be considered: (1) Realtime tracking and alignment technique: computer can render
and register a virtual object in the real environment quickly and properly; (2) Interactive
technique: user can interact with computer and move virtual object smoothly; (3) Real-time
3D rendering technique: system can generate 3D composites solids that meet the
requirements of EG instruction. Software and libraries designed specifically for AR
applications are available now. There are several techniques for our rendering purpose.
OpenGL is better for mechanical structure simulations with all the geometrical features, e.g.
cylinder, cone and chamfer, being added up easily. Since the graphics education is crucial in
cultivating the student’s ability, the contents and the process of the AR applications should be
set up carefully. Sometimes the journey of solving the problem of Graphics always takes
some form of logical deducing. Considering the practical aspects, user interfaces are designed
according to the mechanical drawing standards and educational requirement.

6.1 AR-BASED ENGINEERING GRAPHICS SYSTEM OVERVIEW
As shown in below figure the architecture of AR-based Engineering Graphics System
consists of five components: (1) tracking and registration module; (2) gesture computing
module; (3) operation instruction module; (4) 3D model database; (5) rendering engine.
Tracking & registration module and gesture computing module play an essential role
in the AR application system. Video captured by camera are sent to tracking & registration
module and gesture computing module. The tracking & registration module is responsible for
estimating the position and pose of the camera. The system then generates virtual 3D model
which will appear precisely upon the real pages in respect to the position and orientation of
the camera or the Smartphone. Our utilization of 2D markers for AR tracking is similar to
other vision-based tracking systems. The algorithm employed in calculating the position and
orientation of camera is based on literature.

6.2 IMPLEMENTATION
The AR-based Engineering Graphics System uses normal books as the interface.
Students can turn the pages of these books, look at the problem inside the book, and finish
their assignment much the way they are reading and writing on an ordinary sheet. However,
if they focus a camera on the marker, a 3D virtual models pop-up in the computer screen over
the real pages. The virtual models superimposed upon the real page will serve as the tip for
imagining the relationship between the 3D geometry and their 2D projection.
Fig.(i) is the drawing of a worms and worming wheels casing. When the students have
difficulty in understanding the structure, they can turn to the AR system. The AR system
provides modes of Auto learning in our tutorials. Employing computer with a camera or a
Smartphone equipped with a camera, students will be able to go through the tutorial
themselves. Focus the camera on the markers and the virtual 3D objects will be retrieved
from database and the information and graphics are then overlaid onto the screen, as shown in
Fig.3 (b). By rotating the real drawing, the virtual object can be rotated accordingly and
multi-planar character of the object can be seen. The shape of the interior parts of the wheel
casing can be revealed by sectioning operation, as illustrated in Fig.(i)

Fig.(ii) show different 3D virtual superimposed on real 2D three-view drawing. The
AR-based learning method enables students to access 3D solid structure and spatial detail
information which greatly reduce time spent by the instructors in a classroom. Compared
with traditional learning approach, which usually uses axonometric drawings to illustrate 3D
composite solids the advantages of AR-based learning are obvious. Axonometric drawings
can only present one plane projection, while the AR method can reveal all the outer aspect of
the 3D models. Since the axonometric drawings are kinds of fixed image, and the rear view
of the 3D solids is hidden, it is hard for a beginner to visualize the shape of the 3D object
from these drawings. However, in an AR environment, the learner can interact with the 3D
virtual model by rotating the markers or using operation instruction, therefore it is very easy
to get the spatial visualization of a 3D object. Moreover, in order to overcome the difficulty
of interpreting, sectioning instruction can be applied to view the interior part of a complex
model. For students attending the EG curriculum, AR-based learning brings flexibility and
convenience with self-paced instruction that provides immediate feedback. For many students
the aid system may offer an alternative to the classroom situation that did not work for them.

7. AUGMENTED REALITY IN REALITY
 The following tech giants are actively developing (or investing) in AR technologies:
 Microsoft has released its Hololens head-mounted AR device (www.microsoft.com/en
us/hololens),
 Google has launched Tango (https://get.google. com/tango),
 Facebook recently announced an ambitious AR plan,1 and
 Apple just showed off its new ARKit as the “largest AR platform in the world.”
Meanwhile, startup companies form another force for AR development. Many of
them, such as Atheer (atheerair. com), Daqri (daqri.com), Magic Leap (magicleap.com), Meta
(meta.com), and Osterhout Design Group (osterhoutgroup. com), and my own company,
HiScene (hiscene. com), have presented or forecasted their own AR headsets.
Numerous AR headsets have been presented to public, three of which are shown in
Figure below, a pioneering headset (Google Glass), a product from a tech giant (Microsoft’s
Hololens), and a counterpart from a startup (HiScene’s HiAR Glasses).
FIGURE A. Examples of head-mounted AR devices: (1) the pioneering Google Glass, (2)
Microsoft’s Hololens, which received the Red Dot Award 2016, and (3) HiScene’s HiAR
Glasses, which received the Red Dot Award 2017.

In particular, the 2013 launch of Google Glass was when AR first caught the attention
of a more general audience. Despite reluctance from mainstream consumers, Google Glass
ignited a new enthusiasm for AR from certain industries and techies. Since then, tech giants
have been actively developing and investing in AR technologies (see the “Investing in AR
Hardware” sidebar), and the progress is by no means limited to hardware innovation.
AR on smartphones has been soaring to new heights thanks to breakthroughs in AR
algorithms. In July 2016, Niantic and Nintendo released Pokemon Go (Figure 1a), triggering
millions of downloads in one week.5 One month later, social media giant Tencent organized
the virtual Olympic torch relay on smartphones (Figure 1b),6 encouraging 100 million to use
AR techniques provided by HiScene. The trend became clearer in 2017, with Snapchat’s
release of World Lenses7 (Figure 1c) and the popularity of Meitu’s facial-up app (Figure 1d).
These apps each have hundreds of millions of active users.

8. ADVANTAGES AND DISADVANTAGES OF AR
8.1 ADVANTAGES
 Benefits of Augmented Reality as an Edtech Solution
Augmented Reality and edtech are two of the most important worldwide trends
nowadays. Both are growing fast and still have a long way to go, but today we are talking
about how they can work together and the benefits they can bring to the table.
 Individualized learning
One of the biggest problems of traditional education is the lack of time and resources
to provide individualized teaching to every student in the classroom. Augmented Reality
provides teachers the tools needed to have information about every student, so that he/she
knows which one needs more help, which one is doing just fine and which one is really
understanding it.
 Motivation
Augmented Reality can transform the classroom and its content, it definitely makes
everything more visual and attractive for learners. Reading about the parts of the human heart
may not be exactly interesting, but watching how it works through AR can be much more
appealing.
 Savings
Sometimes money is a barrier for learning, both schools and learners can be affected
by it. Augmented Reality bridges education inequalities, it makes the contents accessible for
everyone in the classroom, making no differences between students.
 Fostering the learning proccess
AR enables students to experience a different learning cycle that will make them
retain more knowledge longer. As Confucius said: ‘’I hear and I forget; I see and I remember;
I do and I understand’’.

 Wide variety of fields
Augmented Reality technology can be applied to all kind of fields and levels of
knowledge. However, it is true that it maximizes its benefits when it comes to Skills Training.
AR provides the perfect mix between reality and virtual reality, so real physical devices can
be used while saving costs and reducing risks.
 Developing student’s creativity and curiosity
Students always bring different points of view to the classroom and each of them will
have a different perspective about what they are learning. With Augmented Reality they are
able to explore and learn more about what they find interesting. Creativity and curiosity
would definitely be fostered, and AR is the perfect way to get your students’ imagination
flying.
 Benefits of augmented reality in healthcare
 Educating the consumer
A lot of emphasis is placed on visual stimulation across varying industries, and
healthcare is no different. Augmented reality allows pharmaceutical companies to improve
patient education by visualising complex products. Giving room to engage and educate its
audience whatever the age of the patient.
 Aiding the physician
The power of AR allows both trainee and practicing physicians to see data and
educational information in front of them without detaching themselves from the often critical
task at hand. This could simply be helping practitioners understand how best to administer a
new treatment or show them in AR how a certain procedure should be done. One recent
example allows medical students to interact in a really intuitive way with a 3D representation
of the body, as seen in the video below. The extent to which AR can help support and educate
healthcare professionals will continue to push boundaries as technologists and the pharma
industry collaborate further.

 Aiding sales
One of AR’s biggest advantages is being able to clearly demonstrate and visualize
intricate concepts. The competitive landscape among drug makers and providers means that
small advantages can lead to big gains. For sales reps competing for a physician’s attention,
their ability to quickly demonstrate the benefits of a new drug through AR could be hugely
beneficial. For example, visualising a 3D organ on a physician’s desk and demonstrating the
effect of said drug has more impact than a flat image.
 Benefits of augmented reality in gaming
 Physical activity
The ability to play a game that requires physical activity, which was invigorating and
a healthy physical activity. In fact,
 Hands-free gameplay
I can play a game where my hands are free from holding the device.
 Real First-person Experience
compared to mobile, with AR glasses, It felt like a real first-person experience. I was
in the game, but not as an avatar, but with my physical body. In fact, many games for AR
glasses will be designed so the player is the center of the experience and the experience.
 A Real Three-dimensional Gameplay Experience
with AR glasses, you really get to sense a perception of depth in a game. The fact that
you do interact with the game in the real-world space and the virtual content can be placed in
the 3D space, helps deliver a real three-dimensional gameplay experience. It’s similar to VR
in that way, but in VR the entire scene is all virtual. Worth mentioning that in VR users still
view the experience via a screen but because most of the field of view is covered by the
virtual scene, it helps create the illusion of the player actually “being there”, in that 3D space.
This is why players get the feeling like they are inside a game, rather than watching it from
the outside.

8.2 DISADVANTAGES
 No control over personal details
With the application of AR in web browsing and browsing in realtime, it would
be possible in near future to just get any person’s details like Facebook profile details or
other details just by pointing your camera on the person. So imagine, how dangerous it
could be!
 Addictive and laziness
Well, this is from my personal opinion, with application of AR in all fields, all
the works would be automated with just one tap on your smartphone, most of your
works would be done. So you become more lazy, and more addicted to this technology.
 Deteriorates Human Connections.
While virtual reality can be a great asset for most of the existent fields of activity, it
can also be a huge disadvantage. The traditional education is based on personal human
communication and interpersonal connections. Virtual reality is quite different; it is you and
the software, and nothing else. This can damage the relationships between students.
 Lack Of Flexibility.
If in class we can be flexible, ask questions, receive answers, using a virtual reality
headset is a different experience. If you’re using specific software which has been
programmed to work exactly the same, you won’t be able to do anything else except what
you’re supposed to do.
 Functionality Issues.
Like with any programmed software, things can often go wrong. When things go
wrong, you students’ learning activity is over until the tool is fixed. This can be quite
expensive and also inconvenient.
So if a student has exams the next day and his virtual reality headset goes boom, he
will be unable to study and pass that exam. This was just an example; it can happen
differently any time.

9. APPLICATIONS OF AUGMENTED REALITY
 Military AR Applications
The Heads-Up Display (HUD) is the typical example of augmented reality when it
comes to military applications of the technology. A transparent display is positioned directly
in the fighter pilot's view. Data typically displayed to the pilot includes altitude, airspeed and
the horizon line in addition to other critical data. The term "heads-up" name applies because
the pilot doesn't have to look down at the aircraft's instrumentation to get the data he needs.
The Head-Mounted Display (HMD) is used by ground troops. Critical data such as enemy
location can be presented to the soldier within their line of sight. This technology is also used
for simulations for training purposes.
 AR applications in Navigation
Navigation applications are possibly the most natural fit of augmented reality with our
everyday lives. Enhanced GPS systems use augmented reality to make it easier to get from
point A to point B. Using the smartphone's camera in combination with the GPS, users see
the selected route over the live view of what is in front of the car.
 AR applications in Maintenance and Repair
Using a head-worn display, a mechanic making repairs to an engine can see
superimposed imagery and information in his actual line of sight. The procedure might be
presented in a box in the corner, and an image of the necessary tool can illustrate the exact
motion the mechanic needs to perform. The augmented reality system can label all the
important parts. Complex procedural repairs can be broken down into a series of simple steps.
Simulations can be used to train technicians, which can significantly reduce training
expenses.
In general augmented reality has wide area of applications in most of the fields

10. CONCLUSION
Augmented reality has power to change how we use computers. Augmented reality
makes the impossible possible and its potential in education is just beginning. Augmented
reality interfaces offer seamless interaction between the real and virtual worlds. Using
augmented reality systems learners interact with the 3D information, objects and events in a
natural way. The educational experience offered by Augmented Reality is different for a
number of reasons as,
 Support of seamless interaction between real and virtual environments
 The use of a tangible interface metaphor for object manipulation
 The ability to transition smoothly between reality and virtuality
It is essential to coordinate a team of specialist to possible augmented reality solution
in educational issues. In order to achieve realistic solutions we need to design and coordinate
multi-disciplinary research project to enhance content and environments. Educators must
work with researchers to develop augmented reality interfaces. Software and hardware
technologies play an important and key role to produce augmented reality applications. There
are engineers, who can design different augmented reality environments. However for
learning, in educational technology field, there is a big need for instructional designers, who
can design learning activities for augmented reality.

11. REFERENCES
 Iulian Radu- (ieee journal) - Why should my students use AR? A comparative review of
the educational impacts of augmented-reality-
https://ieeexplore.ieee.org/document/6402590/authors#authors
 The Future of Learning at the Workplace Is Augmented Reality- Fridolin Wild, Oxford
Brookes University – (ieee journal) - https://ieeexplore.ieee.org/document/7598181
 Heen Chen,Kaiping Feng,Chunliu Mo,Siyuan Cheng, Zhongning Guo,Yizhu Huang –
(ieee journal) - Application of Augmented Reality in Engineering Graphics Education -
https://ieeexplore.ieee.org/abstract/document/6132125
 Mehmet Kesim, Yasin Ozarslan (scienceDirect)– Augmented Reality in Education:
Current Technologies and the Potential for Education -
https://www.sciencedirect.com/science/article/pii/S1877042812023907
 Haibin Ling – (ieee journal) - Augmented Reality in Reality -
https://ieeexplore.ieee.org/document/7999155
 S. Zagoranski , S. Divjak –(ieee journal) - Use of Augmented Reality in Education -
https://ieeexplore.ieee.org/document/1248213/authors#authors

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