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Background: Cultivating students' problem‐solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure. Objective: In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)‐based QPIE training mode. Method: To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR‐QPIE training mode, while the other class of 22 learners used the conventional QPIE (C‐QPIE) training mode. Results and Conclusions: The results revealed that the AR‐QPIE training mode enhanced learners' learning achievement, self‐confidence, and several dimensions of learning perceptions more than the C‐QPIE training mode. Besides, in terms of the evaluation of case‐handling performance, the AR‐QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C‐QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case‐handling performance, and improve their self‐confidence in the workspace. Lay Description: What is already known about this topic?: Cultivating students' problem‐solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education.Instructors in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. What this paper adds?: An AR (Augmented Reality)‐based QPIE training mode to foster students' case‐handling competence in technical and vocational education is proposed.An experiment was conducted in a vocational university to evaluate the effects of the proposed approach. Implications for practice and/or policy: The AR‐QPIE training mode has great potential in technical and vocational education in terms of promoting students' learning achievement, self‐confidence, and several dimensions of learning perceptions.It is suggested that more experiments can be conducted to apply the AR‐QPIE training mode to other technical and vocational training courses. [ABSTRACT FROM AUTHOR]

"We Are" is a well-known phrase that usually comes before "Penn State," especially at football games. It has been symbolic of desegregation in athletics as The Pennsylvania State University (Penn State) football players refused to play racially segregated games back in 1946. Then, who does "we" represent and who belongs to the "we" in contemporary times? How is "we" defined, and what assumptions are embedded in the notion of "we"? In this article, I critically reflect on these questions by demystifying the homogeneous "we" and illuminating underrepresented voices within the Penn State community through the participatory visual inquiry project, (AR)E WE? Centering the public sculpture on campus, WE ARE, as a site for artistic intervention and reflexivity using augmented reality (AR), I aim to revitalize the spirit of "We Are," which symbolizes diversity, equity, and inclusion with a lens of solidarity through difference. [ABSTRACT FROM AUTHOR]

Affective experiences are relational, circulating between bodies and matter, charging particular environments with lingering emotional resonance. Reflecting on an affective encounter I experienced with a feminist mentor in a space called the Judy Chicago office, which manifested in tears, my inquiry explores how pedagogical environments might come to embody a feminist ethics foregrounded in feltness and care. I conceptualize the co-creation of feminist pedagogical spaces as practices of feminist worlding. Additionally, I share insights emerging from participatory inquiry incorporating augmented reality (AR), Wo/Manhouse Stories: Womanhouse 1972 to Wo/Manhouse 2022. I discuss how the approaches set into motion through the participatory inquiry foster care-centered feminist worlding practices, which are necessary to disrupt the circulation of dominant patriarchal norms in neoliberal institutional spaces. [ABSTRACT FROM AUTHOR]

AbstractThis study aims to explore the perspectives of gifted students on augmented reality, one of the innovative possibilities offered by instructional technologies. Action research involved 40 gifted students aged 10-11, enrolled in a Science and Art Center (SAC). Over the course of five weeks, the study focused on teaching various topics related to chemistry, including the structure of atoms, the symbols and applications of elements and compounds, as well as the formation of different compounds and their relevance to everyday life. Augmented reality (AR) applications were utilized for instructional purposes. The findings revealed that the AR applications employed during the study facilitated learning, heightened interest, and curiosity in the subject matter, enhanced the enjoyment and productivity of the lessons, provided a tangible understanding through their three-dimensional representations appealing to multiple senses, and offered a sense of realism by enabling students to interact with virtual objects in real-time. [ABSTRACT FROM AUTHOR]

This study aims to assess the impact of mobile augmented reality (AR) applications on the astronomy competencies of middle school students in Vietnam, addressing the gap in practical educational mobile applications within science, technology, engineering, and mathematics (STEM) fields. Employing a quasi-experimental design, the study involved 438 sixth graders from four middle schools in Central Vietnam over eight weeks. The experimental group utilized AR applications, while the control group received conventional textbook instruction. Astronomy competencies were evaluated through pre- and post-tests, employing self-developed questionnaires based on standardized assessments. The results indicated that students in the AR group outperformed their counterparts in the control group across key competencies, including celestial motion, spatial orientation, and conceptual understanding. Notably, analysis of spatial learning revealed that female students in the AR group performed better than their male peers. Interviews with participating students suggested that AR applications enhanced interactions and facilitated a better understanding of abstract concepts, although some technical issues were reported. These findings highlight the potential of mobile AR to improve short-term learning outcomes and suggest its role in narrowing gender gaps in STEM education. Future research should investigate the long-term effects of AR on learners and explore its application across diverse learning environments while considering infrastructural and socio-cultural constraints. [ABSTRACT FROM AUTHOR]

In recent years, the use of augmented reality (AR) in early childhood education (ECE) has grown significantly. However, there remains a limited understanding of publication trends, research methodologies, and the overall impact of this technology. This study evaluates the evolution of AR in ECE from 2013 to 2023 through a comprehensive review of 49 articles published in journals indexed by Scopus. We employed VOS viewer for bibliometric analysis, alongside Google Scholar for database searches and Microsoft Excel for statistical evaluation. Three researchers conducted content analysis of the selected papers based on established criteria. Our findings reveal a consistent increase in AR-related publications in ECE over the past decade. In studies utilizing quantitative methods, participant numbers typically ranged from 30 to 100. Researchers developed AR applications using marker-based techniques and assessed their effectiveness through questionnaires. The results indicate that AR offers numerous advantages, including enhanced motivation, a supportive learning environment, improved academic performance, assistance for children with special needs, and promotion of social and emotional development. This study recommends that early childhood educators incorporate AR into their teaching practices as an innovative and engaging tool for future educational endeavors. This revision aims to improve readability while preserving the essential information and findings of your original abstract. [ABSTRACT FROM AUTHOR]

This systematic review presents a pioneering analysis of advanced technology applications in the luxury industry, proposing a structured framework for effective integration across various supply chain and consumer journey stages. The study ensured a refined and comprehensive literature review by employing unique keywords derived from a preliminary exploration of technologies in retail and marketing. Our framework categorizes technologies according to their supply chain roles and highlights their impact on consumer perceptions, preferences, and purchasing decisions. The findings reveal a growing trend of luxury brands adopting advanced technologies to enhance customer experiences, boost operational efficiency, foster sustainable practices, and reinforce market positioning. This research contributes to sustainable supply chain management and ethical consumerism in the luxury sector by aligning technological innovation with sustainability and core luxury values. It provides actionable insights for industry practitioners and identifies future research directions, marking this study as a first‐mover in advancing academic understanding and industry practice in luxury technology integration. [ABSTRACT FROM AUTHOR]

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Effective communication is essential in the construction industry to ensure coordination and collaboration among stakeholders for successful project outcomes. However, traditional communication methods often fall short in meeting the industry's complex demands, often leading to delays, errors, and increased cost. This emphasizes the need for innovative communication solutions, including augmented reality (AR), to help improve communication practices in construction. By integrating virtual elements onto the real-world, AR enhances visualization, information sharing, and collaboration; these are some of the benefits of leveraging AR to ease communication challenges between project stakeholders in various locations. AR tools and applications include remote collaboration, virtual site visits, and real-time progress tracking. However, the successful adoption of AR in construction requires use-based guidance to inform users on effective AR utilization, including guidance on which tools may be feasible and beneficial in a given context. Previous studies exploring the use of AR as a communication tool have revealed different factors affecting the efficacy of using this technology. The objective of this paper is to build on the previously reported factors affecting the efficacy of AR for communication on live construction sites to create a guiding framework for implementation of technological tools and methods supporting successful AR implementation. This framework is developed based on rounds of modified Delphi panels that comprise panelists that have previous experience in using AR for communication, and panelists without experience with AR. In capturing both user types as Delphi panelists, the authors ensure that the developed framework is practitioner-friendly and can guide effective decision-making. Practical Applications: This paper serves as a resource for site construction practitioners seeking to integrate augmented reality (AR) as an effective communication tool throughout the construction process. By offering a practical guiding framework, the paper facilitates the implementation of AR for interaction purposes between on-site and off-site personnel, reforming communication channels. Construction professionals can leverage AR technology to conduct inspections, address inquiries, and collaborate efficiently, bridging the gap between those physically present at the construction site and those working remotely. Within the framework presented in this paper, the implementation of AR is facilitated through a breakdown of each supporting tool, accompanied by specifications and considerations for their effective utilization in varying site conditions. By offering users a clear understanding of the specifications of each tool, such as their capabilities, features, and technical requirements, the framework empowers construction practitioners to make informed decisions tailored to their specific project needs, ensuring that practitioners can select the most suitable AR solutions for tasks like inspections, collaborative discussions, and problem-solving. This approach not only enhances the overall efficiency of communication but also maximizes the utility of AR technology in diverse construction scenarios, ultimately contributing to the successful integration of AR into the construction workflow. [ABSTRACT FROM AUTHOR]

This study aimed to identify the effectiveness of the peer tutorial project learning model assisted by augmented reality (AR) in improving students' 21st-century skills. The focus of the study was to describe the improvement in students' skills taught using the AR-assisted project and peer tutoring-based learning (PPTBL) model, with an emphasis on four main abilities: critical thinking, creativity, collaboration, and communication. This study involved a comparison between a control group and an experimental group to measure the effectiveness of the learning model. The study results showed that the average critical thinking skills reached 81%, creativity 77%, collaboration 73%, and communication 74%. Data analysis showed that the hypothesis stating that there was a significant difference in 4C skills between students who study with the AR-assisted PPTBL model and those who study with the conventional learning model was accepted at a significance level of 5% (0.05). These findings were expected to make a significant contribution to the development of innovative learning methods that can be widely applied in higher education institutions. [ABSTRACT FROM AUTHOR]

A new platform for learning in a mobile environment was established by improvements in e-learning technologies. However, probably because of the low level of interactive learning content, many of the concepts in mobile-based learning environments have begun struggling to engage students. Therefore, this study paper proposes an augmented reality (AR) technique for the enhanced interactive learning experience for the students. A new platform for learning in a mobile environment was established by innovations in e-learning technologies. Unsurprisingly, owing to a tiny amount of interactive learning content, many of the concepts in mobile-based learning environments are now underperforming to engage students. To erect the mapping process for mobile task learners and empower the software of AR through mobile with the parameter, the deployment of mobile learning parameters is also appreciated. This study analyzes how AR could impact traditional learning methodologies by using mobile devices to combine digital information with actual surroundings. It achieves this by carrying out an in-depth evaluation of the most current research and an analysis of case studies. In regards to considerable accomplishments, AR in mobile learning might improve student engagement, boost experiential learning, and support better knowledge retention. The publication additionally includes implementation-related diffi- culties for AR, such as technological barriers and the prerequisite for revised instructional schemes. The study finalizes with proposals for future research to advance our comprehension of and enhance the value of AR applications in educational contexts and additionally suggests to educators and developers how to fully utilize the beneficial features of AR in mobile learning. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) technology, as one of the emerging innovative technologies, is proven to have the potential to facilitate second language acquisition in terms of contextualized visualization and learning interactivity. Nevertheless, no empirical research has been conducted on the use of an AR-assisted approach to help adult Chinese language learners (CFL) acquire Chinese characters, which is a major challenge in CFL education. This study utilized a quasi-experimental research method to examine the effects of the AR-assisted approach on adult CFL learners' Chinese character recognition, writing, and memorization, as well as their attitudes and perceptions toward this kind of learning approach. Fifty elementary CFL learners, divided into an AR learning group and a traditional learning group, participated in this study. The results indicated that 1) the AR-assisted approach facilitated the recognition of semantic traits of a Chinese character, but not its morphological and phonological features, that 2) the AR-assisted approach enhanced the learners' command of the stroke order of a Chinese character but did not aid in writing the overall structure of a character, that 3) the AR-assisted approach promoted the memorization of the meaning of a character, however, failed to extend the memory retention of other aspects of the character, and that 4) learners were generally interested in the AR-assisted approach and held positive attitudes toward it, willing to use it more in their future education. In a word, the AR-assisted approach is worth trying in Chinese character acquisition for adult CFL learners though it still needs improvement. [ABSTRACT FROM AUTHOR]

The current study was conducted to investigate the effect of using augmented reality (AR) via mobile devices on students' performance in practical physics work. The study involved 108 second-year bachelor students specializing in physics and chemistry at the Higher Normal School of Abdelmalek Essaadi University. In this experimental study, the students were divided into two groups: an experimental group and a control group. The results indicate that using AR via mobile devices positively impacts students' performance in practical physics work and significantly reduces the time required for the experimental group to complete various experiments. [ABSTRACT FROM AUTHOR]

The metaverse represents a post-reality universe that seamlessly merges physical reality with digital virtuality. It provides a continuous and immersive social networking environment, enabling multi-user engagement and interaction through Extended Reality (XR) technologies, which include Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). As a novel solution distinct from traditional methods such as mobile-based applications, the technical affordance of XR technologies in shaping multi-user social experiences remains a complex, multifaceted, and multivariate issue that has not yet been thoroughly explored. Additionally, there is a notable absence of mature frameworks and guidelines for designing and developing these multi-user socio-technical systems. Enhancing multi-user social engagement through these technologies remains a significant research challenge. This systematic review aims to address this gap by establishing an analytical framework guided by the PRISMA protocol. It analyzes 88 studies from various disciplines, including computer science, social science, psychology, and the arts, to define the mechanisms and effectiveness of XR technologies in multi-user social engagement. Quantitative methods such as descriptive statistics, correlation statistics, and text mining are used to examine the manifestation of mechanisms, potential system factors, and their effectiveness. Meanwhile, qualitative case studies identify specific measures by which system factors enhance multi-user social engagement. The study provides a pioneering framework for theoretical research and offers practical insights for developing cross-spatiotemporal co-present activities in the metaverse. It also promotes critical reflection on the evolving relationship between humans and this emerging digital universe. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) offers new opportunities for Citizen Science (CS) projects regarding data visualization, data collection, and training of participants. Since limited research on the usage of AR in CS projects exists, an online survey is conducted in this study by reaching out to CS project managers to determine the extent of its current use. The survey can identify areas where CS project managers themselves see the greatest potential for AR in their projects and reasons that exist against the use of AR. A total of 53 CS project managers participated in the survey and shared their opinions and concerns. Of all participating CS projects, only three are currently using AR. However, 27 CS projects indicated that AR could be beneficial for their project. Especially projects with a geographic focus, in which participants are involved in the process of collecting spatial data, expressed this opinion. Particularly in the areas "data visualization" and "attraction/motivation of participants" the projects identified potential for AR. Arguments against the use of AR named by 23 CS projects include remote study areas, financial considerations, and the lack of a practical use case. This study shows initial trends regarding the use of AR in CS projects and highlights specific use cases for the application of AR. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) technologies enhance a user's physical environment by providing contextual information about their surroundings. This information might appear incongruent to users, either due to their current mental context or factual errors in the data. This paper explores the feasibility of incongruency decoding using electroencephalographic (EEG) signals from 19 participants acquired during an interactive AR task. Previous studies on single-trial N400 decoding for brain-computer interfaces using EEG data are limited. Therefore, we implemented commonly used classification approaches and assessed their decoding performance compared to the convolutional neural network EEGNet. We found that the investigated approaches offer comparable accuracies ranging from 63.3% to 64.8%. Successful decoding of incongruency effects can foster more contextually appropriate interactions within AR environments. [ABSTRACT FROM AUTHOR]

The integration of Augmented Reality (AR) into mobile devices has sparked a trend in the development of mobile AR applications across diverse sectors. Nevertheless, the execution of AR tasks necessitates substantial computational, memory, and storage resources, which poses a challenge for mobile terminals with limited hardware capabilities to run AR applications within a constrained time. To address this issue, we introduce a mobile AR offloading approach in the cloud-edge collaboration environment. Initially, we break down the AR task into a series of subtasks and gather characteristics related to hardware, software, configuration, and runtime environments from the edge servers designated for offloading. Utilizing these characteristics, we build an AR Subtask Execution Delay Prediction Bayesian Network (EPBN) to forecast the execution delays of various subtasks on different edge platforms. Following the predictions, we frame the task offloading as an NP-hard Traveling Salesman Problem (TSP) and propose a solution based on Particle Swarm Optimization (PSO) heuristic algorithm to encode the offloading strategy. Comprehensive experiments have demonstrated that the prediction performance of the EPBN surpasses the other baselines, and PSO approach can reduce offloading latency effectively. [ABSTRACT FROM AUTHOR]

This study provides a SWOT analysis of immersive technologies, specifically Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), in relation to space transportation. Immersive technologies have completely transformed astronaut training, spacecraft design, and public involvement in space. They provide notable benefits such expanded simulation capabilities, cost-effective training, and improved safety and efficiency. Notwithstanding these advantages, obstacles such as substantial implementation expenses, technological constraints, and user opposition persist. The study highlights favorable prospects for innovation and global cooperation, while also acknowledging possible hazards such as cybersecurity vulnerabilities, information saturation, and the swift obsolescence of technology. Organizations involved in outer space affairs may improve mission effectiveness and safety by strategically utilizing the strengths and potential of immersive technology, while also addressing their shortcomings and risks. This will promote further progress in space exploration. This research highlights the crucial significance of immersive technology in determining the future of space exploration.

Augmented Reality (AR) offers new opportunities for Citizen Science (CS) projects regarding data visualization, data collection, and training of participants. Since limited research on the usage of AR in CS projects exists, an online survey is conducted in this study by reaching out to CS project managers to determine the extent of its current use. The survey can identify areas where CS project managers themselves see the greatest potential for AR in their projects and reasons that exist against the use of AR. A total of 53 CS project managers participated in the survey and shared their opinions and concerns. Of all participating CS projects, only three are currently using AR. However, 27 CS projects indicated that AR could be beneficial for their project. Especially projects with a geographic focus, in which participants are involved in the process of collecting spatial data, expressed this opinion. Particularly in the areas “data visualization” and “attraction/motivation of participants” the projects identified potential for AR. Arguments against the use of AR named by 23 CS projects include remote study areas, financial considerations, and the lack of a practical use case. This study shows initial trends regarding the use of AR in CS projects and highlights specific use cases for the application of AR.

Augmented reality gives packaging design a completely new dimension that has no limits. The packaging can be supplied with all kinds of digital content, from texts and graphics to videos, animations, and interactive games as an additional layer on the realistic image, as it is almost impossible to include everything we want to communicate in the product packaging without confusing the customer or adversely affect the design. Therefore, augmented reality allows to bypass the physical limitations of the packaging and to present additional information in an engaging way. Augmented reality is sometimes referred to as “interactive printing.” Augmented reality software can allow the consumer to create customized photo and video content that they view by pointing their phone or tablet at a specific printed object, making the printed packaging an essential part of the experience. This research dealt with the application of the use of augmented reality technology, which is one of the global trends, on local folded cardboard packages (electronic product - and food packaging for children), using one of the smart phone applications, so that a layer of digital content was displayed on the face of the printed package to clarify the idea, and it is considered a promotional and marketing tool The packaging allows for increased interaction between the producer and the consumer, and also works to save time and effort to identify the nature of some products and understand the method of use.

Abstract The rapid evolution of the digital landscape has catalyzed the integration of blockchain technology within the domain of cultural heritage, particularly in virtual museums within the Metaverse. This study introduces ArchaeoMeta, a novel framework designed to leverage blockchain technology to enhance security, authenticity, and visitor interaction in a virtual museum environment. Utilizing smart contracts deployed on the Ethereum Sepolia testnet, the framework manages visitor interactions and secures digital artifacts, addressing challenges associated with scalability and user experience under varying loads. The performance evaluation involved simulating user interactions, scaling up to ten thousand concurrent users, to assess the impact on transaction latency, gas usage, and blockchain size. Findings reveal significant scalability challenges, as transaction latency and blockchain size increased with the number of users, highlighting areas for optimization in managing high user traffic within the blockchain infrastructure. This study contributes to the understanding of blockchain applications in cultural heritage, suggesting that while ArchaeoMeta offers a robust platform for virtual museums, enhancements in scalability through layer-2 solutions or alternative blockchain platforms are essential for its practical implementation. The framework sets a precedent for future research in the convergence of blockchain technology and cultural heritage preservation, promising a transformative impact on how digital cultural experiences are curated and consumed.

Brick warehouses represent interdisciplinary heritage sites developed by social, cultural, and economic impacts. This study aimed to connect warehouse details and GIS maps in augmented reality (AR) based on the former Camphor Refinery Workshop Warehouse. AR was applied as an innovation interface to communicate the differences between construction details, providing a feasible on-site solution for articulating historical brick engineering technology. A complex warehouse cluster was georeferenced by the AR models of brick details. The map was assisted by a smartphone-based comparison of the details of adjacent warehouses. Sixty AR models of warehouse details exemplified the active and sustainable preservation of the historical artifacts. The side-by-side allocation of warehouse details in AR facilitated cross-comparisons of construction differences. We found that a second reconstructed result integrated AR and reality in a novel manner based on the use of a smartphone AR. GIS and AR facilitated a management effort using webpages and cloud access from a remote site. The vocabulary of building details can be enriched and better presented in AR. [ABSTRACT FROM AUTHOR]

This paper explores the integration of augmented reality (AR) technology within the realm of cultural heritage tourism, particularly its influence on the development of tourists' heritage-responsibility behaviors. Addressing the recovery and development of Chinese domestic tourism in the post-pandemic period, smart tourism technology innovations have been explored. The research demonstrates that AR, by surpassing physical and temporal constraints, fosters a deeper synthesis of traditional and contemporary cultures, thereby enriching the comprehension of national history and cultural heritage. Employing the stimulus–organism–response (SOR) theory, a theoretical framework is established to elucidate the causal links from AR attributes to perceived usefulness, enjoyment, and behavioral intentions. The analysis reveals that the interactivity, vividness, and novelty of AR significantly augment perceived usefulness and enjoyment, although augmentation quality does not notably impact enjoyment. Both perceived usefulness and enjoyment significantly drive the intention to recommend. This study offers valuable theoretical insights and practical recommendations for the strategic deployment of AR in the sustainable development of cultural heritage tourism. [ABSTRACT FROM AUTHOR]

Social media apps are increasingly being used for boosting customer engagement, yet researches that identify the effect of AR face filter apps usage on customer engagement are scarce. Our study aims to analyse identity dimensions of Social Identity Theory (SIT) as motivators for AR face filter apps usage and their relation with Influence Value Customer Engagement (IVCE). Using the snowballing strategy, data was collected online from 406 respondents from the northern region of India. The collected data was used to develop an empirical model for testing the proposed relationships. Findings of analysis on the data indicated that affective identity has the maximum influence on customers' current and future usage of AR face-filter apps which consequently has a positive association with IVCE. The study is novel in its methodological approach depicting IVCE as a consequent rather than antecedent of customer usage behaviour and unearthing the influence of different identity dimensions of SIT on customers' AR face-filter apps usage behaviour. Usage of trendiness as a mediating variable further adds to the originality of the paper. [ABSTRACT FROM AUTHOR]

The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students. [ABSTRACT FROM AUTHOR]

The use of augmented reality (AR) to facilitate learning in the science classroom is an understudied topic that has only recently begun to be explored. A number of studies performed by academic researchers in science classrooms have indicated that these technologies have much to offer toward improving learning outcomes although challenges still present, but it is teachers' experts in the field who will be called upon to deliver this instruction, making an understanding of their perspectives regarding these technologies critical. In this narrative review, recent literature is synthesized to understand what teachers and other education experts note as the benefits and challenges of using AR in the science classroom, as well as the most effective ways to address those challenges. The review concludes that both the benefits and challenges identified in such studies appear commonly across countries, grade levels, and natural science subjects, indicating that the identified approaches to addressing these challenges might have wide-ranging appeal and positive outcomes for the future. [ABSTRACT FROM AUTHOR]

The use of Augmented Reality (AR) is a relatively new but significant trend in the educational landscape, including in technology education. The aim of this article is to discuss different perspectives on AR applications and describe the similarities, possibilities, and differences between them. Initial research in the field of technology education has shown numerous applications, especially since many tools, machines, and techniques must be learned in the hands-on practical sector, a discipline where AR is already being used in the industrial sector. However, there are even more applications in the industrial context. The resources utilized in these cases are often not available in the education sector, and the requirements for such systems differ between educational and industrial applications. When considering the specific application of AR in schools, it offers yet another perspective compared to educational research and industrial applications. Based on the results of an exploratory study among technology teachers in Lower Saxony, it becomes clear that costs, accessibility, and the lack (thus far) of appropriate learning materials are seen by teachers as the biggest challenges to effectively using AR in schools. It is noted that research and development projects in general technology education are necessary to effectively implement AR in technology education. [ABSTRACT FROM AUTHOR]

The rapid evolution of the digital landscape has catalyzed the integration of blockchain technology within the domain of cultural heritage, particularly in virtual museums within the Metaverse. This study introduces ArchaeoMeta, a novel framework designed to leverage blockchain technology to enhance security, authenticity, and visitor interaction in a virtual museum environment. Utilizing smart contracts deployed on the Ethereum Sepolia testnet, the framework manages visitor interactions and secures digital artifacts, addressing challenges associated with scalability and user experience under varying loads. The performance evaluation involved simulating user interactions, scaling up to ten thousand concurrent users, to assess the impact on transaction latency, gas usage, and blockchain size. Findings reveal significant scalability challenges, as transaction latency and blockchain size increased with the number of users, highlighting areas for optimization in managing high user traffic within the blockchain infrastructure. This study contributes to the understanding of blockchain applications in cultural heritage, suggesting that while ArchaeoMeta offers a robust platform for virtual museums, enhancements in scalability through layer-2 solutions or alternative blockchain platforms are essential for its practical implementation. The framework sets a precedent for future research in the convergence of blockchain technology and cultural heritage preservation, promising a transformative impact on how digital cultural experiences are curated and consumed. [ABSTRACT FROM AUTHOR]

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies. [ABSTRACT FROM AUTHOR]

AR technology is utilized in several disciplines at various educational levels, from primary to higher education. It is evident that AR technology has been investigated by addressing numerous subtopics related to individuals at different levels of science and mathematics education within the field of special education. Since emerging evidence indicates that the implementation of this technology has a positive impact on students' acquisition of academic skills, it could be argued that more effort is required to develop and implement AR applications for students with cognitive challenges. This study aims to identify the areas of science and mathematics where secondary school students with SEN encounter learning difficulties by conducting a needs analysis with special education professionals. The purposive sampling method was employed for this study, and a total of 150 teachers were interviewed. The findings indicate that science teachers struggle to teach students with learning disabilities, particularly in subjects requiring abstract thinking and physics. In addition to science classes, teachers stated that they encountered difficulties when teaching certain mathematics subjects, such as the four operations, fraction problem-solving, and geometric shapes, to students with learning difficulties. Finally, teachers also suggested that augmented reality applications should be implemented for mathematics topics like problem-solving, fractions, geometry, ratio, and proportion. [ABSTRACT FROM AUTHOR]

The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) and augmented reality (AR) technology hold potential across many disciplines in medicine to expand the delivery of education and healthcare. VR-AR applications in radiology, in particular, have gained prominence and have demonstrated advantages in many areas within the field. Recently, VR software has emerged to redesign the physical radiology workstation (ie, reading room) to expand the possibilities of diagnostic interpretation. Given the novelty of this technology, there is limited research investigating the potential applications of a simulated radiology workstation. In this review article, we explore VR-simulated reading room technology in its current form and illustrate the practical applications this technology will bring to future radiologists and learners. We also discuss the limitations and barriers to adopting this technology that must be overcome to truly understand its potential benefits. VR reading room technology offers great potential in radiology, but further research is needed to appreciate its benefits and identify areas for improvement. The findings and insights presented in this review contribute to the ongoing discourse on future technological advancements in radiology and healthcare, offering valuable recommendations for further research and practical implementation. [ABSTRACT FROM AUTHOR]

This study aims to check the impact of the limited room space and the presence of furniture on the assessment of the distance of virtual objects displayed in augmented reality using low-cost equipment, namely a smartphone in cardboard goggles. The stimuli presented to participants were partially displayed outside the physical room in which the experiment was conducted. Empirical results confirmed a linear relationship between the perceived and actual distances, although the former is strongly underestimated, even though there is an obstacle in the form of a wall at some distance from the user. Additionally, we found that the presence of real-world objects, namely furniture, influenced participants' estimation of the object's distance. The results suggest that limiting the size of the room and the proximity of its walls or the presence of the furniture do not affect the perception of distances in augmented reality scenes exceeding the room size. [ABSTRACT FROM AUTHOR]

The teaching of physical sciences primarily relies on the use of experimental activities to explain the phenomena and physical concepts taught theoretically in class. Nevertheless, this conventional approach faces various challenges and problems, which limit its ability to achieve the different pedagogical objectives set by teachers. In this study, we evaluated the effectiveness of virtual laboratories ("VLABs") as an alternative tool to traditional practices for teaching physics concepts in Moroccan secondary schools. The methodology followed in this study is quantitative and based on two questionnaires. The first is intended for teachers to evaluate the experimental activities on VLABs based on a socio-technical and pedagogical heuristic study and to verify their conformity with the expectations and characteristics of each type of learner according to the Felder-Silverman learning style preferences. The second was administered in the form of an evaluation to compare the performance of the control group with the experimental group that integrated the opportunities offered by the VLAB LABSTER. The results show that VLABs are not only comparable to conventional experimental activities in terms of applicability, ease of use, and effectiveness in achieving the learning objectives for which they were initially designated but surpass them in terms of performance, as evidenced by the significant improvement of the mean obtained by the group that integrated the experimental activities on the VLAB. Thus, VLABs can be used not only as an alternative to traditional experimental activities in distance learning but also as a viable option for potential adoption even in traditional face-to-face physics instruction. [ABSTRACT FROM AUTHOR]

Because of the impact of the COVID-19 pandemic, learning modes had to change. This study applied augmented reality (AR) technology to improve the learning experience of product styling design students in a distance learning environment. An AR-aided learning interface combined with a distance learning concept was constructed to enhance students' content knowledge and communication between teachers and students. This study analyzed students' attitudes and behavioral intentions toward the technology acceptance model for this AR-aided distance learning interface. Additionally, a system usability scale was used to examine the usability level of this interface. The results demonstrated that learning content directly affected distance interaction, and perceived ease of use was an essential mediating variable. Furthermore, three-dimensional (3D) visualization was a predictive factor that directly affected students' attitudes toward AR use. Students had positive attitudes toward the AR-aided learning interface, and their feedback indicated that 3D visualization stimulated their learning motivation and enhanced their behavioral intentions. Overall, the AR-aided styling learning interface supported the distance learning of product styling design students and provided teachers and students with a valuable learning communication channel during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Theoretical subjects, such as history, usually do not attract the interest of students and as a result educational games and serious games that use augmented reality (AR) are increasingly used as a means of supporting education. It is believed that these games can make the lesson more engaging and contribute to improving student performance. However, relevant research is limited. The present research presents the AR-enhanced serious game "Exploring Ancient Greece" that aims at supporting 10- to 14-year-old students in learning the history of Ancient Greece. It consists of three levels that include: a presentation of archaeological sites with AR that gives students the chance to explore places of historical interest; a trivia game that includes an AR presentation of a monument or piece of art somewhere in the physical surroundings of the students; and an escape room where the player is trapped in an archaeological site and tries to solve riddles to find the exit. To evaluate the game, an empirical study was conducted involving students between the ages of 10 and 14 who answered knowledge questions before and after playing the game, completed a questionnaire including questions based on the System Usability Scale (SUS), as well as questions for evaluating their experience, and answered oral questions. Based on the results of this study, students improved their knowledge of history, evaluated the game positively and stated that they prefer the use of serious games and AR in education. [ABSTRACT FROM AUTHOR]

Affect-biased attention is the phenomenon of prioritizing attention to emotionally salient stimuli and away fromgoal-directed stimuli. It is thought that affect-biased attention to emotional stimuli is a driving factor in the development of depression. This effect has been well-studied in adults, but research shows that this is also true during adolescence, when the severity of depressive symptoms are correlated with the magnitude of affect-biased attention to negative emotional stimuli. Prior studies have shown that trainings to modify affect-biased attention may ameliorate depression in adults, but this research has also been stymied by concerns about reliability and replicability. This study describes a clinical application of augmented reality-guided EEG-based attention modification ("AttentionCARE") for adolescents who are at highest risk for future depressive disorders (i.e., daughters of depressed mothers). Our results (n = 10) indicated that the AttentionCARE protocol can reliably and accurately provide neurofeedback about adolescent attention to negative emotional distractors that detract from attention to a primary task. Through several within and cross-study replications, our work addresses concerns about the lack of reliability and reproducibility in brain-computer interface applications, offering insights for future interventions to modify affect-biased attention in high-risk adolescents. [ABSTRACT FROM AUTHOR]

The present paper discusses the adoption of Augmented Reality (AR) technology in the real estate industry focusing on the real estate industry. Along with the times, the marketing tactics of the industry are increasingly developing along with the times. Technology is one of the means in developing marketing strategies for the real estate industry, including AR technology. The purpose of Augmented Reality is to offer innovative means to improve efficiency in the marketing operations of the real estate industry. The waterfall approach was used to develop the Augmented Reality project, which is a linear progression from the beginning of the project to the end, starting with using a good 3D model and user interface, implementing markers, adding interactivity, testing, designing the AR layout, and maintaining After analysing the User Experience Questionnaire (UEQ) as a measurement method, we obtained positive evaluations by entering data from 30 respondents. These positive ratings were obtained for all dimensions of AReal augmented reality with above-average scores. The Perspicuity dimension showed a proficient level of clarity and comfort among users, with an average score of 1.908, which is the highest average score among the other dimensions. In contrast, the novelty dimension had the lowest average score of 1. 850 points, but the average score is above average, indicating a positive evaluation. The UEQ dimensions can be categorized into attractiveness, utilitarian quality, and hedonic quality. Practical quality scored the lowest, hedonic quality scored the highest, and attractiveness was somewhere in between. Overall, the results show that user reviews for AReal Augmented Reality are positive across multiple dimensions, with Perspicuity receiving praise and Novity results indicating that the augmented reality experience is well received overall and provides valuable insights for further improvement and development. [ABSTRACT FROM AUTHOR]

The global coronavirus pandemic sparked widespread lockdowns and travel restrictions, leading to a significant economic downturn. However, the subsequent development of vaccines prompted governments to ease restrictions and explore technology-driven strategies for tourism revival, including the use of mobile applications and augmented reality (AR). In light of the progress of AR, this study addresses the lack of AR applications for promoting tourism in Southeast Asia, particularly in Thailand and Malaysia, where language barriers hinder cross-cultural communication. Therefore, this study aims to develop a content-specific AR mobile application to enhance tourists' exploration of cultural heritage and facilitate communication in these multicultural and Islamic-influenced regions. This study adopts the design thinking approach for a solution-based methodology. The developed AR mobile application aims to enhance the tourist experience by providing immersive and informative content specific to the culture and heritage. The prototype undergoes a heuristic evaluation by ten experts in human-computer interaction (HCI). The results show a positive consensus on many aspects, highlighting the potential of the AR mobile application to promote culture and heritage effectively. Qualitative exploration through expert feedback is recommended in future studies to refine specific elements for a universally satisfactory user experience. INSET: 7. [ABSTRACT FROM AUTHOR]

AbstractThe integration of virtual, mixed, and augmented reality technologies in cognitive neuroscience and neuropsychology represents a transformative frontier. In this Commentary, we conducted a meta-analysis of studies that explored the impact of Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR) on cognitive neuroscience and neuropsychology. Our review highlights the versatile applications of VR, ranging from spatial cognition assessments to rehabilitation for Traumatic Brain Injury. We found that MR and AR offer innovative avenues for cognitive training, particularly in memory-related disorders. The applications extend to addressing social cognition disorders and serving as therapeutic interventions for mental health issues. Collaborative efforts between neuroscientists and technology developers are crucial, with reinforcement learning and neuroimaging studies enhancing the potential for improved outcomes. Ethical considerations, including informed consent, privacy, and accessibility, demand careful attention. Our review identified common aspects of the meta-analysis, including the potential of VR technologies in cognitive neuroscience and neuropsychology, the use of MR and AR in memory research, and the role of VR in neurorehabilitation and therapy. [ABSTRACT FROM AUTHOR]

The research introduces an innovative method for creating a digital twin (DT) of heat energy storage and retrieval system (HESRS) for real-time monitoring and performance analysis. The HESRS, type of HVAC system, is evaluated based on parameters like stored heat energy, heat extraction via heat transfer fluid (HTF), and Phase Change Material (PCM) temperatures. Data from temperature sensors is sent to the cloud in real-time. A reduced-order model (ROM) analyses it on the cloud and sends results to an Android app. The DT is then simulated in augmented reality through our app, Twin-X, marking distinctive approach to digital twin development. [ABSTRACT FROM AUTHOR]

This study investigates the influence of Augmented Reality (AR) technology on consumer purchase decisions regarding L'Oréal cosmetic products within the context of Tokopedia Beauty, an e-commerce platform. With the increasing integration of AR in online shopping experiences, understanding its effect on consumer behavior is imperative for businesses and marketers. Through a quantitative approach, this research analyzes consumer perceptions and attitudes towards AR-enabled product visualization and its impact on purchase decisions. Data is collected through surveys distributed among Tokopedia Beauty users, assessing their experiences with AR features and subsequent purchasing behavior. The findings elucidate the significant role of AR in enhancing consumer engagement and confidence in product selection, ultimately influencing purchase decisions positively. The implications of these findings offer valuable insights for both practitioners and researchers in leveraging AR technology to optimize online cosmetic shopping experiences and drive sales. [ABSTRACT FROM AUTHOR]

The metaverse, a burgeoning virtual reality realm, has garnered substantial attention owing to its multifaceted applications. Rapid advancements and widespread acceptance of metaverse technologies have birthed a dynamic and intricate digital landscape. As various platforms, virtual worlds, and social networks within the metaverse increase, there is a growing imperative for a comprehensive analysis of its implications across societal, technological, and business dimensions. Notably, existing review studies have, for the past decade, primarily overlooked a metaverse‐based multidomain approach. A meticulous examination encompassing 207 research studies delves into the technological innovation of the metaverse, elucidating its future trajectory and ethical imperatives. Additionally, the article introduces the term "MetaWarria" to conceptualize potential conflicts arising from metaverse dynamics. The study discerns that healthcare (45%) and education (22%) are pivotal sectors steering metaverse developments, while the entertainment sector (9%) reshapes the corporate landscape. Artificial intelligence (AI) plays a 9% role in enhancing the metaverse's marketing and user experience. Security, privacy, and policy concerns (11%) are addressed due to escalating threats, yielding practical solutions. The analysis underscores the metaverse's profound influence (57%) on the digital realm, a phenomenon accelerated by the COVID‐19 pandemic. The article culminates in contemplating the metaverse's role in future warfare and national security, introducing "MetaWarria" as a conceptual framework for such discussions. This article is categorized under:Application Areas > Health CareApplication Areas > Science and TechnologyFundamental Concepts of Data and Knowledge > Human Centricity and User Interaction [ABSTRACT FROM AUTHOR]

The study critically reassesses existing Metaverse concepts and proposes a novel framework for inclusiveness of physically disabled artists. The purpose is to enable and inspire physically disabled users and content creators to participate in the evolving concept of the Metaverse. The article also highlights the need for standards and regulations governing the inclusion of people with disabilities in Metaverse projects. The study examines current information technologies and their relevance to the inclusion of physically disabled individuals in the Metaverse. We analyse existing Metaverse concepts, exploring emerging information technologies such as Virtual and Augmented Reality, and the Internet of Things. The emerging framework in the article is based on the active involvement of disabled creatives in the development of solutions for inclusivity. The review reveals that despite the proliferation of Blockchain Metaverse projects, the inclusion of physically disabled individuals in the Metaverse remains distant, with limited standards and regulations in place. The article proposes a concept of the Metaverse that leverages emerging technologies, to enable greater engagement of disabled creatives. This approach is designed to enhance inclusiveness in the Metaverse landscape. Active involvement of physically disabled individuals in the design and development of Metaverse platforms is crucial for promoting inclusivity. The framework for accessibility and inclusiveness in decentralised Metaverses provides a basis for the meaningful participation of disabled creatives. The article emphasises the importance of addressing the mechanisms for art production by individuals with disabilities in the emerging Metaverse landscape. This article addresses a global challenge related to helping disabled people operate in the modern society, targeting new and emerging technologies, and enabling early understanding of required actions for inclusiveness of people with disabilities in the Metaverse. The increased use of advanced technologies (e.g., AI and IoT) in the Metaverse, amplified the importance of this research being conducted. The aggregate impact from this research for science and society is a more inclusive, and unbiassed Metaverses that are compliant with regulations on anti-disability discrimination. This is followed by the secondary values, related to increased technological opportunities from a breakthrough in designing new, more inclusive, and autonomous devices. The research study presents a new framework for integrating new technologies in existing Metaverses, resulting with a stronger accessibility and inclusiveness of the Metaverse. This creates a new understanding on how new technologies can be used for disability discrimination prevention and early understanding of disability requirements. We also highlighted normative constraints and the need for further reflection and weighing to avoid dystopian futures for the physically disabled in relation to the Metaverse. [ABSTRACT FROM AUTHOR]

This study aimed to develop an interactive mobile application based on augmented reality (IMoART), which could contribute to reshaping the learning paradigm in computer hardware courses. The IMoART application employs a marker-based tracking method. Accessible on smartphones, it integrates into the learning process, is attractive to students, and fosters engagement as users can visualize hardware through 3D objects. The application serves as an alternative and supplementary learning tool to make the educational experience more enjoyable while potentially reducing school expenditures. The results of the development process, which involved using the 4D model (define, design, develop, and disseminate), showed that the IMoART application is effective, with notable feasibility scores of 3.68 for the media aspect and 3.81 for the material aspect, as evaluated by media and subject matter experts. User responses from teachers and students further support the positive outcomes of the IMoART application, achieving a robust practicality score of 84.68%. Noteworthy aspects such as ease of navigation, clarity, aesthetic features, and instructional quality demonstrate high practicality. This study contributes significantly to the literature by presenting an evaluated model that offers an enjoyable and efficient learning experience using 3D objects, videos, images, simulations, and interactive animations in the context of computer hardware learning. [ABSTRACT FROM AUTHOR]