Introducing Virtual Technologies in the Classroom ...

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Jorge Martín-Gutiérrez Egils Ginters (Eds.)

Introducing Virtual Technologies in the Classroom 2013 International Conference Virtual and Augmented Reality in Education 7-8 November, 2013. Puerto de la Cruz. Tenerife, Canary Islands - Spain

Proceedings Abstract Book

© Copyright 2013 Printed in Spain Desing: Ovidia Soto-Martín [ULLmedia] Universidad de La Laguna SSEI Vidzeme University of Applied Sciences

ISBN: 978-9934-8271-1-2 Typesetting: Camera-ready by author.

Table of Contents Global Challenges and Innovative Technologies Geared toward New Markets: Prospects for Virtual and Augmented Reality. Eberhard Blümel A small-scale, low-budget semi-immersive Virtul Environment for Scientific Visualization and Research. Emiliano Pastorelli, Heiko Herrmann. Augmented reality aided manufacturing. Jozef Novak-Marcincin, Jozef Barna, Miroslav Janak, Ludmila Novakova-Marcincinova Increasing reality and educational merits of a virtual game. Hitoshi Nishizawa, Kotaro Shimada, Wataru Ohno, Takayoshi Yoshioka Fast Authoring For Mobile Gamebased City Tours. Dominik Grüntjens, Stephan Groß, Daniel Arndt, Stefan Müller New strategies using Handheld Augmented Reality and Mobile learning-teaching methodologies, in Architecture and Building Engineering degrees. Ernest Redondo, David Fonseca, Albert Sánchez, Isidro Navarro The development of a didactic prototype for the learning of Mathematics through Augmented Reality. Patricia Salinas, Eduardo González-Mendívil, Eliud Quintero, Horacio Ríos, Héctor Ramírez, Sergio Morales 3D Outdoor Augmented Reality for Architecture and Urban Planning. Arnis Cirulis, Kristaps Brigis Brigmanis Markerless outdoor AR-RFID solution for logistics. Egils Ginters, Arnis Cirulis, Gatis Blums Force Feedback in String Based Haptic Systems. Csaba Antonya Real NC Control Unit and Virtual Machine to Improve Operator Training. Franziska Pürzel, Philipp Klimant, Volker Wittstock, Michael Kuhl Tutorial 2.0 on Technical Drawing 3D and Visualization. Juan López de Herrera, Tomás Herrero-Tejedor, Enrique Pérez-Martín, Miguel Ángel Conejo-Martín, Juan Luis Martín-Romero, Jesús Velasco-Gómez Augmented User Interface. Javier Mayáns-Martorell An Interactive Mobile Augmented Reality Magical Playbook: Learning Number With The Thirsty Crow. Azfar Bin Tomi, Dayang Rohaya Awang Rambli

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Kinesthetic learning applied to mathematics using Kinect. Néstor Adrián Rodriguez Ayala, Eduardo González Mendívil, Patricia Salinas, Horacio Rios

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Virtual Reality Use in Architectural Design Studios: A case of studying structure and construction. Wael A. Abdelhameed

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The importance of geometry combined with new techniques for augmented reality. Karle Olalde, Beñat Garcia, Andres Seco

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Exploratory study on collaborative interaction through the use of Augmented Reality in science learning. Wannisa Matcha, Dayang Rohaya Awang Rambli

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Augmented reality application for the maintenance of a Flapper valve of a Fuller-Kynion type M pump. Luis Eduardo Garza, Gabriel Pantoja, Pablo Ramírez Flores, Hector Ramírez, Nestor Rodríguez, Eduardo González-Mendívil, Raúl Quintal, Juan A. Pérez A mobile solution to enhance training and execution of troubleshooting techniques of the engine air bleed system on Boeing 737. Horacio Rios, Eduardo Gonzále-Mendívil, Ciro Rodriguez, Hector R. Siller and Manuel Contero González

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Experiencing Augmented Reality as an Accessibility Resource in the UNESCO Heritage Site called "La Lonja", Valencia. Marina Puyuelo, José Luís Higón, Lola Merino, Manuel Contero

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The Development of Augmented Reality Systems in Informatics Higher Education. Ilana de A. Souza-Concilio, Beatriz A. Pacheco

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Authoring Software for Augmented Reality applications for the use of maintenance and training process. Hector Ramirez, Eduardo Gonzalez-Mendivil, Pablo Ramirez Flores, Manuel Contero Gonzalez. Explora México: A mobile application to learn Mexico’s Geography. Pablo Ramírez , Hector Ramírez, Luis Díaz Infante, Jose Manuel López, Jordi Rosquillas, Ana Lucia Villegas, Diana Santana, Diego de la Vega

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Towards VR-based systems for school experiments. Anton Sigitov, André Hinkenjann, Thorsten Roth

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Fun learning with AR alphabet book for preschool children. Wannisa Matcha, Dayang Rohaya Awang Rambli

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Applications of multi-touch augmented reality system in education and presentation of virtual heritage. Matej Novotný, Ján Lacko, Martin Samuelčík

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How to save expert knowledge for the organization: Methods for collecting and documenting expert knowledge using virtual reality based learning environments. Tina Haase, Wilhelm Termath, Marcel Martsch 3D Reconstruction & traditional illustrations, a non-invasive resource for the practice and teaching of conservation and restoration of cultural heritage. Ovidia Soto-Martín Teaching Methodology for Virtual Reality Practical Course in Engineering Education. Polina Häfner, Victor Häfner, Jivka Ovtcharova Virtuality Continuum's State of the art. Héctor Olmedo STATBOX Concept For Simulation Of Urban Phenomena. Kaspars Cabs, Marita Cekule, Irina Baltmane Virtual Business Support Infrastructure for Entrepreneurs. Sarma Cakula, Andra Jakobsone, Jiří Motejlek

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Application of virtual reality techniques in design of ergonomic manufacturing workplaces. Damian Grajewski, Filip Górski, Przemysław Zawadzki, Adam Hamrol

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Virtual 3D atlas of a human body – development of an educational medical software application. Adam Hamrol, Filip Górski, Damian Grajewski, Przemysław Zawadzki

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Multimedia Information Resource «The Church of the Savior on Ilyina Street in Novgorod the Great». Tatyana Laska, Sergey Golubkov, Irina Tsimbal,Yulia Petrova

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The new dimension in a calendar: the use of different senses and AR applications. Karle Olalde, Imanol Guesalaga

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Virtual worlds. Opportunities and Challenges in the 21st Century. Montserrat Acosta-González, Belén San Nicolás Santos, Adrián Rodriguez Vargas, Jorge Martín Gutiérrez and Alberto Rodríguez Orihuela Interactive Tourist Guide: Connecting Web 2.0, Augmented Reality and QR Codes. Eulalia Rodríguez Fino, María Dolores Meneses Fernández, Enrique Armas Davara Integrated Course Manual (ICM) with Visualization Technologies Augmented Reality and QR codes. María Dolores Meneses Fernández, Jorge Martín-Gutiérrez, Eulalia Rodríguez Fino Using IPhone camera in Photomodeler for the 3D survey of a sculpture as practice for Architecture´s students. Alejandra Sanjuan Hernán-Pérez, Melchor García Domínguez, Cristina Roca

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Gonzalez , A. Palomino Martin Splicing of Concurrent Upper-Body Motion Spaces with Locomotion. Christos Mousas, Paul Newbury, Christos-Nikolaos Anagnostopoulos Comparative analysis between training tools in spatial skills for engineering graphics students based in Virtual Reality, Augmented Reality and PDF3D technologies. Jorge MartínGutiérrez, Melchor Garcia-Dominguez, Cristina Roca-Gonzalez, Alejandra Sanjuan-Hernán-Pérez and Carmen Mato Carrodeguas. Adding Physical Properties to 3D Models in Augmented Reality for Realistic Interactions Experiments. Nicolas Imbert, Frederic Vignat, Charlee Kaewrat, Poonpong Boonbrahm An Augmented Reality based Mobile Software to Support Learning Experiences in Computer Science Courses. Utku Kose, Durmus Koc, Suleyman Anil Yucesoy Mobile Serious Game using Augmented Reality for Supporting Children’s Learning about Animals. Mario Martínez Zarzuela, Francisco J. Díaz Pernas, Leire Barroso Martínez, David González Ortega, Miriam Antón Rodríguez Learning Analytics Framework for Educational Virtual Worlds. Beatriz Fernández-Gallego, Manuel Lama Penin, Juan C. Vidal and Manuel Mucientes Considerations on Designing a Geo-targeted AR Application. Jose Rodriguez-Rosa and Jorge Martín-Gutiérrez Improving spatial skills: an orienteering experience in real and virtual environments with first year engineering students. Cristina Roca González, Jorge Martín-Gutiérrez, Melchor Garcia Dominguez, Alejandra Sanjuán Hernanpérez and Mª Carmen Mato Carrodeguas Study on Parents’ Acceptance of the Augmented Reality Use for Preschool Education. Antonia Cascales, David Pérez-López, Manuel Contero Three-dimensional interactive virtualization of university buildings and spaces. Pedro Sánchez Luis, Walkirio Iván González González Adventure with David Vogelberg: A Prototype for Immersive ARBased Didactic Narrative Interaction for Young Visitors to Cultural Institutions. Jason Reizner and Grit Gindler Real object mapping technologies applied to marine engineering learning process within a CBL methodology. Carlos Mora and

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Antonio González PBL methodologies with embedded augmented reality in higher maritime education: augmented project definitions for chemistry practices. Carlos Mora, Reyes Carrau and Beatriz Añorbe Competency based assessment using a Virtual Environment for Radiotherapy. David Flinton Augmented reality application for product concepts evaluation. Juan C. Arbeláez-Estrada, Gilberto Osorio-Gómez Educational Tourism through a virtual reality platform. Mario Martínez Zarzuela, Francisco J. Díaz Pernas, Sergio Martín Calzón, David González Ortega, Miriam Antón Rodríguez

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2013 International Conference on Virtual and Augmented Reality in Education Abstract Book VARE´2013: Introducing Virtual Technologies in the classroom ISBN: 978-9934-8271-1-2

Global Challenges and Innovative Technologies Geared toward New Markets: Prospects for Virtual and Augmented Reality Eberhard Blümel 1 Fraunhofer Institute for Factory Operation and Automation IFF, Sandtorstrassse 22, 39106 Magdeburg, Germany

Abstract Effective applied research is based on close collaboration between research and industry, which, taking the findings of basic research on customer demands as its starting point, creates new means to develop and market innovative products. What is more, growing demands for innovative and sustainable results of research and development are prompting the examination of global trends such as demographic change, growing megacities, rising energy consumption and increasing traffic and the resultant social challenges. These trends and increasing traffic in particular are giving rise to new fields of work, especially for digital technologies, as a social responsibility, e.g. on driver assistance and traffic control systems that increase safety. The social challenges are increasingly affecting markets and requiring new innovative products, efficient production processes and integrative forms of human resource development and training and qualification. The virtualization and digitization of objects and processes is becoming an enabler of the development of new strategies and concepts such as smart cities, green energy, electric vehicle networks, smart manufacturing and smart logistics. This paper examines means by which digital engineering and virtual and augmented reality technologies can support the creation of sustainable smart manufacturing and smart logistics processes as well as on-the-job training and qualification and knowledge transfer

Keywords: Virtual Reality, Augmented Reality, Digital Engineering, Global Trends, Social Challenges, Production, Logistics

Corresponding author. Tel.: +49-391-4090-110; fax: +49-391-409-093-110. E-mail address: [email protected]

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A Small-scale, Low-budget Semi-immersive Virtual Environment for Scientific Visualization and Research Emiliano Pastorelli1, Heiko Herrmann2 Department of Mechanics and Applied Mathematics, Institute of Cybernetics, Tallinn University of Technology, Tallinn, 12618, Estonia

Abstract The paper presents in detail the design and development process and reasoning behind the first Immersive Virtual Reality System in Estonia. Small--‐scaled (the whole system only occupies less than a 2 x 2 x 2 m cube), and built with a very low budget, the VE features three rear projection screens (122 x 92 cm), passive stereoscopy and magnetic tracking of the user plus interaction wand. Its peculiar size and shape address specific scientific visualization needs at the Institute of Cybernetics (mainly addressed at micro-‐structured materials visualization issues) and are the result of an attentive use of short-‐range projectors, mirrors and a self--‐ designed aluminum frame that allows the full system to be easily disassembled and transported. The system is empowered by a single graphic workstation with two 8--‐core CPU, 64 Gb of Ram and four Nvidia Quadro 4000 graphic cards (each one driving a pair of projectors plus a control display) [1]. The user point of view is currently handled through a low--‐cost electromagnetic tracker (3 sensors) accessed through a self--‐written VRPN server [2]. The wand is realized with a Wiimote device whose position and rotations are also tracked magnetically through one of the three sensors. The whole system is soon to be supported by an experimental self--‐developed Kinect--‐based low--‐cost optical tracking system.

Figure 1 : Design drafts of the Virtual Environment at the Institute of Cybernetics

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Emiliano Pastorelli, Tel.: +372-6204150. Fax. : +372-6204151. E-mail address : [email protected] Heiko Herrmann, Tel.: +372-6204228. Fax. : +372-6204151. E-mail address : [email protected]

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The system has been developed with a double aim. The first and most immediate one is to be employed in the visual problem--‐solving techniques and simulations for researchers of the University. This includes the use as a support teaching tool for physics and applied mathematics classes. The second aim is that, despite the limited size, the system features all the characteristics of a full--‐size CAVE [3] system, representing therefore a proper experimental setup to simultaneously develop VR applications and improvement on the system itself. One of its main objectives is indeed to open the way to research towards Virtual Reality in Estonia. Currently the system is mainly employing VRUI as a framework for development. Applications of ParaView (multi--‐purpose scientific visualization software), VMD (Visual Molecular Dynamics), jReality (Mathematical surfaces modeling) and several of the VRUI-‐based software are being studied and configured for practical application in research and education (the Institute is preparing a Scientific Visualization course mainly based on the VE). Keywords : Virtual Reality; Stereoscopics; Estonia; Scientific visualization; Semi-Immersive; Magnetic Tracking

References [1] VisPar System, Estonian HPC Wiki http://www.hpc.ee/wiki/doku.php?id=estside--‐2012:kybivispar [2] Russell M. Taylor II, Thomas C. Hudson, Adam Seeger, Hans Weber, Jeffrey Juliano, Aron T. Helser, “VRPN: A Device--‐Independent, Network--‐Transparent VR Peripheral System”, VRST'01 Proceedings of the ACM symposium on Virtual reality software and technology, pp. 55--‐61 ACM New York, NY, USA, 2001 [3] Carolina Cruz--‐Neira, Daniel J. Sandin, Thomas A. DeFanti, “Surround--‐screen projection--‐ based virtual reality: the design and implementation of the CAVE”, SIGGRAPH '93 Proceedings of the 20th annual conference on Computer graphics and interactive techniques, P 135--‐142, ACM New York, NY, USA ©1993

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Augmented Reality Aided Manufacturing Jozef Novak-Marcincin1, Jozef Barna, Miroslav Janak, Ludmila NovakovaMarcincinova Faculty of Manujfacturing Technologies, Technical University of Kosice, Bayerova 1, 08001 Presov, Slovak Republic

Abstract The purpose of the article is to introduce possibilities of manufacturing process by using special virtual tools from scientific field named augmented reality (AR) and their implementation on the real example from pruduct assembly area. After the introduction which sketch basic information about this mentioned scientific area, the first point quickly provides view on the current situation in AR of assembling processes. The following step is oriented on explanation of main philosophy of AR in order to apply their in the particular applications. The last part of article observes real examples of possibilities to create AR, not only by commercial software but also by virtual environment which is offered by open source platform. All these mentioned possibilities and examples are implemented in the special virtual environment of the AR, where engineers can see not only important information about an exact position and orientation of the single assembly items of the entire assembly structure but also necessary information about material, mass, special conditions etc. Assembling process of AR offers special kind of virtual tools which are used by engineering community and provides powerful elements and hardware equipment for creation of construction ideas which includes many assembling parts. Final assembling solution comprises all functional parts of assembly without montage mistakes. The assembling application of AR was developed to specify the exact position and orientation for assembling process by humane or robotic hand. The problem that must be solved during this visualization step is comprised of two underling causes. The first one has explanation in transformation processes of three-dimensional environment into two-dimensional image on the display. The main task of second one is necessary to knows exact position values of real basic coordinate system of general working table. Many companies use variable devices for observing an exact position of working area. These techniques can be divided into these main groups: • Motion capture by tracking sensors. • Motion capture by camera (markers, color). • Laser tracking. • Tracking devices. * Corresponding author. Tel.: +421-51-7723012; fax: +421-51-7733453. E-mail address: [email protected]

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While creating the application for utilization of elements of AR the main problem usually is the determination of position and orientation of working base that can be found in surface plane of working table, plane of referential object etc. These problems are usually understood in relation to static character of working base, what creates the assumption for utilization of AR based on markers in form of black and white referential marks. Our work presents movable working base for augmented reality. In this case there are known techniques as video tracking and optical motion tracking. Video tracking means utilization of database of known shapes and objects, what allows perception of bodies recorded by videosequence as objects with three spatial characteristic values. Other possibility is optical motion tracker for AR that works on the principle of following the reference points while evaluating their mutual position with purpose to get the idea of total orientation and position of observed system. All mentioned techniques are mostly based on utilization of commercially oriented tools, in area of hardware and software. In the paper presented the innovative solution for determination of position and orientation of working base with use of principles of Open Source philosophy. Device described in the article presents new variant that is not bounded to expensive hardware and subsistent software. Working base is not static. It allows the rotation around its own axis and at the same time also the tilting in all three directions of working space. Main part of working plane is situated at special gyroscopic head, while the tilting motions are realized with use of mechanism working on the principles of pantograph. Main motion of pantograph is controlled through step engines that are launched with software running in classical PC environment. Keywords: augmented reality; augmented reality aided manufacturing; augmented reality in education

References: [1] Ong, S. K.; Nee, A. Y. C.: Virtual and Augmented Reality Applications in Manufacturing. Springer-Verlag, London, 2004, ISBN 1-85233-796-6. [2] Vallino, J; Kutulakos, K. N.: Augmenting reality using affine object representations. Fundamentals of Weareable Computers and Augmented Reality. Barfield W. and Caudell T. (Ed.), Lawrence Erlbaum Assoc. Publ., Mahwah, 2001, p. 157-182, ISBN 0-8058-2901-6. [3] Ong, S. K.; Pang,Y.; Nee, A. Y. C.: Augmented Reality Aided Assembly Design and Planning, Innovation in Manufacturing Systems and Technology, Annals of the CIRP, Vol. 56, No. 1, 2007. [4] J. N. Marcincin, J. Barna, M. Janak, L. N. Marcincinova, V. Fecova: Utilization of Open Source tools in assembling process with application of elements of augmented reality, Proceedings of VRCAI 2011: ACM SIGGRAPH Conference on Virtual‐Reality Continuum and its Applications to Industry, Hong Kong, 2011, pp. 427‐430. [5] J. N. Marcincin, J. Barna, M. Janak, V. Fecova, L. N. Marcincinova, Composite lay‐up process with application of elements of augmented reality. The Engineering Reality of Virtual Reality, Vol. 8289, 2012, p. 1‐6, ISSN 0277‐786X. [6] J. Barna, J. N. Marcincin, M. Janak, L. N. Marcincinova, V. Fecova, J. Torok: Open Source Tools in Assembling Process Enriched with Elements of Augmented Reality. ACM International Conference Proceeding Series, Virtual Reality International Conference VRIC'12, Laval, 2012, paper code 91823.

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Increasing Reality and Educational Merits of a Virtual Game Hitoshi Nishizawa1, Kotaro Shimada, Wataru Ohno, Takayoshi Yoshioka Toyota National College of Technology, Eisei-cho 2-1, Toyota 471-8525, Japan

Abstract Linear algebra, especially vector equations in 3-dimensional (3D) space, was the least performed field of fundamental mathematics for engineering students of Japanese colleges. For most of them, symbolic representations in textbooks were too abstract, 3D graphic objects took too much time to draw on notebooks, and too few verbal explanations were given in the lectures. Because they didn’t feel the reality in vectors and didn’t connect symbolic vector equations with graphic representations in their mind, the learnt knowledge evaporated easily just after the exams. A virtual game with interactively changeable 3D graphics was developed to improve this situation. In the game, students’ avatars had graphic icons and characteristic vectors, the avatars fought each other in several kinds of battles, and the winners of the battles were calculated using a vector operation. The game was combined with a web-based learning system, where students could learn the connection between symbolic and graphic representations of lines or planes in 3D space interactively. The learning system kept each student’s learning point, and the point could be used advantageously in the battles. Young students felt some reality in the game, and had experiences of handling 3D graphic objects using vectors. They learnt how an inner product of two vectors decided the winners of battles graphically through the game. And interested students increased the amount of learning activities at out-of-class exercises. However, they testified that the game was too simple and had little space for them to devise their winning tactics. So we added several new features to the game for increasing reality of the battles and also deepening the relation to learning materials. Now, avatar’s graphic icon transforms several times according to the student’s learning point accumulated on the learning system. New rules of deciding winners in battles, which are related to other vector operations, are added. During the elongated battling duration, observing students have time to think of the connection of graphic and symbolic representations by themselves. The interactive worksheets on the web-based learning system were also improved. The new worksheets allow students to touch and move the 3D graphic objects directly with their mouse operations. Students’ reflections to the game and the learning system were collected through interviews to some students. And the effect on all the students was measured through their learning histories * Corresponding author. Tel.: +81-565-36-5852; fax: +81-565-36-5845. E-mail address: [email protected].

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on the system and the out-of-class exercises. Hand-written answer sheets of out-of-class exercises and tests were examined, and their scores were compared with the ones of former students. According to the interviews, the game and the learning system helped them to feel more reality in linear algebra and to start learning it meaningfully. Their written answer-sheets of exercises have fewer blank spaces and more explanations than the ones of former students. However, it is still on the way of analysis if the students increased learning activities on the web-based learning system or on out-of-class exercises, and if they scored higher at the exercises or tests. The analyzed result will be included in the paper, and presented at the conference. Keywords: Virtual game; Linear algebra; Engineering education

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Fast Authoring For Mobile Gamebased City Tours Dominik Grüntjens1, Stephan Groß, Daniel Arndt, Stefan Müller University of Koblenz-Landau, 56070 Koblenz, Germany

Abstract How to get knowledge about an interesting location when you are exploring as a tourist? Today the answer is easy: Use your smartphone! But using smartphones just as a search engine or app starter for wikipedia would be a waste of opportunities. The worldwide success of Geocaching shows that people want to explore new sites in a playful way. There are so many opportunities smartphones provide: You can show images, present gamebased riddles and tell a story about the locations. You can lead tourists on an interesting trail from station to station. The problem is that such apps are complicated to implement and need to be designed from scratch again and again. In this paper, we present a much easier way to create gamebased tours: an intuitive authoring tool for the creation of gamebased city tours all over the world for knowledge transfer and a rendering app for these tours on iOS. Furthermore, we created an XML schema (figure 3) for the exchange of such tours between the authoring tool and the iOS app. thus, the complete workflow to generate and play a gamebased city tour is covered by our work. We evaluated both the authoring tool and the iOS renderer with test persons. In 2011, Stier and Grüntjens presented a gamebased iOS app for the gamebased exploration of the german city Ratisbon at VARE 2011 (see [1]). This paper bases on the results of [1].

Figure 1: A tour generated with the authoring tool. The tour has an alternative path. The top part consists of a map, the bottom part represents the tour logic.

* Corresponding author. Tel.: +492612872733; fax: +492612872735. E-mail address: [email protected]; [email protected]; koblenz.de

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The authoring tool consists of two main parts: The map window provides a view on the geographic stations of the tour and the connections between stations. The story view allows to view the story of the tour. In both views, stations are a main part. In the map window, a station is a point with GPS coordinates, a radius, a type and a name. In the story window, the logic of the story stations is presented. The logic consists of the connections between stations and the attributes of stations.

Figure 2: The components of the whole system.

One can plan the tour on the map by just clicking on the map. A menu will open where you can chose which kind of station is to be added. On the other hand, you can build the story graph in the story window. Stations created in the story view will also be generated in the map view and can be placed there. If you click two stations consecutively, these two stations will be connected. The authoring tool is shown in figure 1. The tours allow tourists to explore new intersting sites in an exciting way and intend to transfer knowledge about the locations visited by tourists. On each station, images and questions can be presented to the tourists. This leads to knowledge transfer: Tourists get to know new facts about the locations they are visiting. Figure 1 shows the authoring tool. Figure 2 gives an overview over the complete system.

Figure 3: The XML schema we use for the export of a generated tour.

References [1] Stier, M., Grüntjens, D. Factors for Knowledge Transfer in Mobile Gamebased City Tours on Smartphones, Virtual and Augmented Reality in Education, Latvia, 2011

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New Strategies Using Handheld Augmented Reality and Mobile Learning-teaching Methodologies, in Architecture and Building Engineering degrees Ernest Redondoa1, David Fonsecab, Albert Sáncheza, Isidro Navarroa b

a ETSAB,Universitat Politècnica de Catalunya-BarcelonaTech, Avda. Diagonal 649, Barcelona 08028, Spain Arquitectura La Salle Barcelona, Universitat Ramon LLull, C/.Quatre Camins Camins 2 , Barcelona 08022, Spain

Abstract In this paper we present “ML-AR” Practice Modules, in the field of Architecture and Building Engineering. They are alternative to traditional courses which are taught over a semester. In this case we use a particular technology such as Augmented Reality (AR) adapted to the student learning flow, independent of the original contents of the course. While there’s the possibility that students who have enrolled do not have last generation mobile phones to carry out the experiences, it was decided to limit the experiments to specific groups within four areas of undergraduate and master. In each case, specific Mobile Learning (ML) practices have been carried out. We used for that Hand Held Augmented Reality, to overlap virtual models on real scenes. Each experimental group (EG) has been able to visualize a virtual model created by them or their teachers, in order to evaluate an architectural proposal, a project, or a construction detail, on site, as part of the contents of their own learning process. The result is an enriching experience from the point of view of education, as well as stimulating for young users of these technologies. Students without the required devices, still the ordinary course, configured the control group, (CG). The general hypothesis that links all experiments focuses on verifying the contribution of new digital and mobile technologies in the acquisition of new values and skills within a learning process. Virtual models generation and augmented scenes preview on site, provides evaluation tools for better assessment and knowledge of student’s proposals prior to any intervention, in addition, this kind of experiences, improve spatial abilities of students. Also the interaction with content, modifying and sharing their views on the network from the site itself, provides social skills focused on their specific area of teaching. In short, these kinds of experiences help to create a self-formative process, where devices and technologies are used close to the students, who show greater motivation and commitment in didactic contents generation. We are based on academic performance improvement assessment through study cases. Relationship between performance and usability is also evaluated by comparing the achievement of the overall objectives between the two groups (EG & GC). * Corresponding author. Tel.: +0034 93- 401-6384; fax: +0034 93-4016332 E-mail address: [email protected].

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The experiments carried out confirm our initial hypothesis, where Information and Communication Technologies (ICT) used in the web 3.0 environments, allow improving learning processes and reducing its temporality without previous experience at very low cost. All this thanks to the intuitive haptic interfaces from new mobile devices, and their graphics and geo-localization features, which are able to generate new visualization methods. AR Technology in this area is set as the clear evolution of the photomontage technique, with a long and tested tradition on architecture realm. In addition, Cloud computing development, which allows sharing applications and Internet services ubiquitously and in real time, creates a new paradigm of continuous training and self-learning though the use of AR technology. Keywords: Handheld Augmented Reality, Mobile Learning; Educational Research; Architectural Representation; User Experience.

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The Development of a Didactic Prototype for the Learning of Mathematics Through Augmented Reality Patricia Salinasa1, Eduardo González-Mendívilb, Eliud Quintero, Horacio Ríos, Héctor Ramírez, Sergio Morales a b

ITESM, Eugenio Garza Sada 2501 Col. Tecnológico, Monterrey 64849, México ITESM, Eugenio Garza Sada 2501 Col. Tecnológico, Monterrey 64849, México

Abstract The use of Augmented Reality environments favors the learning of calculus by developing spatial visualization ability in engineering students. This work applies AR technology in the educational process through a didactic prototype that promotes visualization skills related to the learning of mathematical content. An initial prototype has been designed and built with the purpose of arriving at 3 dimensional objects performing specific actions, in space and time, executed with 2 dimensional objects. The AR production of mathematical objects with which student may interact offers the opportunity to mentally record the process through which they are generated, favoring visualization skills. In the development of the prototype, there was a necessity to recognize both academic and technical participation, and in turn, give due importance to the integration of both sides, fusing the knowledge to form a transdisciplinary team. Organized in periodic meetings, the team gained strength throughout the presentation of academic content, as well as through the exchange of ideas to fully conceptualize the prototype. This included a discussion on the technological resources and their scopes attainable, and choices made by the team were supported with the ongoing project development evaluation reports. In the initial academic phase, an analysis of the first three college calculus courses was carried out. The objective was the identification of a transversal content suitable to be developed in AR environment. Once this content was established and discussed, the conceptualization of the prototype was carried out, identifying first the platform of technological and human resources available for the project. The technical phase was focused on developing the AR technology prototype around the didactic design concept. The adjustment decisions in this process were based around the academic-technical integration meetings. A pilot experience for exploratory purposes was developed with Mathematics I for engineering students during May 2013. The aim was to describe the actions the prototype encourages from the students and to capitalize these results to determine limitations and reaches of this first prototype, from a didactically and technically point of view.

* Corresponding author. Tel.: +52 (81) 8358-2000, ext. 5095; fax: +52 (81) 8328-4324. E-mail address: [email protected]

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The pilot experience confirms that AR technology in education increases the current motivation to learn by students. The complete work also allowed the formation of a research team which aims to study about the development of didactic resources that serve students in the learning of a visual and tangible mathematics. In this sense, the results of the exploratory study with the pilot experience will serve to get relevant information in order to go deeply into know about the features that the learning of mathematics is experiencing through the didactic use of the emergent technologies. Keywords: Mathematics; Calculus; learning; Didactic prototype; Augmented reality

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3D Outdoor Augmented Reality for Architecture and Urban Planning Arnis Cirulis1, Kristaps Brigis Brigmanis Virtual and Augmented Reality Laboratory, Sociotechnical Systems Engineering Institute of the Vidzeme University of Applied Sciences, Cesu str. 4, Valmiera, Latvia, LV-4200

Abstract The aim of this paper is directed in field of architecture and urban planning process improvement, by allowing more precise evaluation of new constructions and objects look and visual influence on environmental surrounding. Nowadays there are several solutions for city visualization in virtual reality which provide wide functionality, including spatial visualization. Despite all modern technologies, which provide photorealistic models on stereoscopic monitors and screens, it is still noticeable barrier among virtual buildings and buildings in real environment. To enhance the immersion level of urban planning solution, main task is to find a way how to use augmented reality to allow urban planning experts move around the city streets and project virtual three dimensional buildings, allowing to see real city and virtual buildings at the same time. Depiction of three dimensional (3D) data is crucial for urban planning stages and using AR technologies it is possible to achieve more precise evaluation of new constructions and objects look and visual influence on environmental surrounding. The main challenges of this paper and the project are depiction of bulky three dimensional objects in outdoor environment, buildings position detection that depends on participant's distance and viewing angle. Traditional approach with fiducial markers cannot be used; it is suitable for indoor solutions in short distances. Physical structure and immersion level also plays a role, professionals could have expensive head mounted displays (HMD) with AR support and wearable computer, common users can use tablets for more reasonable prices. GPS, electronic compasses and inertial sensors will be introduced as the most versatile devices set to provide virtual and real object tracking and placement capabilities in AR scenarios. Despite of some drawbacks of these technologies, worldwide practice indicates that most use occasions in public and professional domains have GPS and other local sensor related technologies. Most commonplace in public obtains AR applications developed for urban exploration, museums, travel and history, shopping, customer service, safety and rescue operations, moving and decorating home. As a platform for experiments, new pilot product City 3D-AR is developed. The main goal of City 3D-AR pilot product is to provide 3D object placement in real space, using GPS longitude and latitude coordinates. Viewers or participants GPS coordinates are measured all the time, to support participant's movement and automatic 3D objects transformations, rotations and scaling according to new angle and distance of a view. Live video stream is provided from * Corresponding author. Tel.: +371 28301333 E-mail address: [email protected]

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integrated tablet video camera or two cameras in HMD case, where separate cameras are used for each eye to support stereoscopy. GPS sensor is used for participant's location calculation in 3D space, because in current version is assumed that single 3D object (building) is still, but participant can change location. Digital compass is used for sight direction detection and field of view calculations, but gyroscopic sensor for tablet or viewers head orientations. Database of 3D objects is necessary to provide an ability to change different architectural buildings in chosen spot. The solution is still far from a real use for professional application and validation under urban planning requirements is continuing, but these are perspectives for the nearest future. Also software modules set developed and merged, serves as an experimental platform for future work, to ascertain actual and effective use cases, considering viewing distance, movement speed, density of buildings, performance issues and models complexity. Keywoards: Virtual reality (VR); augmented reality (AR); markerless tracking; urban planning.

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Markerless outdoor AR-RFID solution for logistics Egils Ginters, Arnis Cirulis1, Gatis Blums Sociotechnical Systems Engineering Institute of the Vidzeme University of Applied Sciences, Cesu str. 4, Valmiera, Latvia, LV-4200

Abstract The essence of logistics is to control the object from it is point of origin till it reaches the consumer. This manner of control helps to reduce the total cost of goods and satisfy consumer needs. This control helps reduce the total cost of goods and satisfy consumer needs. The use of Radio Frequency Identification, further in the text referred as RFID, in logistics process helps to identify each individual object and track their location. RFID technology is able to determine the location of the object in the process of transfer and storage shelf. Combining all the benefits of RFID technology, RFID can help to improve logistics processes by as much as twenty percent. Combining all the benefits of RFID technology, RFID can help to improve logistics processes by as much as twenty percent. RFID technologies are able to determine the identity of an object from a distance using radio waves. As RFID is able to identify each object individually, RFID can be connected to augmented reality. Augmented reality in the real environment can be supplemented with computer data. For example, by reading the RFID tag, which is located on the packaging of the object and with the help of augmented reality it can be shown what is inside the package. To achieve that, a machine that is able to present existing environment is needed, RFID tag reader and software that is able to complement the existing reality with computer components. Despite the advantages author have mentioned, such communications are limited to the reading distance. The problem addressed in this paper. RFID tag data can be read only from a certain distance and the video camera must be able to see tags or any other kind of marker precisely to be able to successfully design the 3D graphics. Such RFID technology solutions are very handy tracking objects indoors but their outdoor tracking capabilities are impaired by distance so they can only be used within certain length. Providing such RFID solutions and augmented reality in an outdoor environment, workers need to use a variety of additional sensors. To create a theoretical model of outdoor markless systems we must take a closer look at RFID hybrid technology. These technologies through the global positioning system are able to determine the exact location of the tag and the tag identifier from relatively great distance. It allows for augmented reality to design computer based elements on the tags location, using global positioning system data and the perceived environment. The objective of this paper is to identify and explore the applicability of RFID hybrid technology in augmented reality - providing marker-less outdoor AR - RFID systems viability * Corresponding author. Tel.:+371 28301333; E-mail address: [email protected]

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in logistics. In this system function of the marker is replaced by global positioning system location data which will determine the location where the data is displayed. Augmented Reality RFID identifier information will determine exactly which element will be used in system. Augmented Reality RFID identifier information will determine exactly which element will be used in system. To achieve this goal the following objectives must be completed:   

To achieve this goal the following objectives must be completed; Supply information on augmented reality applications in logistics; Develop a theoretical framework for RFID hybrid system with augmented reality; Methods describe in paper:

 

Study of the available information for theoretical material analysis; Using a theoretical model to describe the hybrid RFID technology, augmented reality and the use of these components in creation of marker-less systems in logistics.

Keywords: Augmented reality (AR); Radio-frequency identification (RFID); logistics, markerless tracking.

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Force Feedback in String Based Haptic Systems Csaba Antonya1 Transilvania University of Brasov, 29 Eroilor Blvd, Brasov 500036, Romania

Abstract Virtual reality systems and real time simulations have advanced significantly over the last decade and are used in novel industrial applications. Technical advances have led to the development of novel visualization systems, but in many cases visualization does not provide all required output. Bringing the output of the simulation closer to the user, force feedback or haptic output devices must be used. Several generic haptic devices are available on the market with different degrees of freedom (3 or more), using mainly serial or parallel robotic chains, but custom haptic devices are more suitable for specific applications. String based haptic systems present also some advantages: the work-spaces are much larger, inertia is almost nonexistent, they do not cover the field of view, and can be adapted in different visualization systems. Because of the string, it is possible to perceive in the same location the visual and haptic information. This co-location is a significant factor in improving interaction performance in a 3D environment, for tasks requiring accuracy and rapid motion in user interaction. The chosen structure for the force feedback device is tension based and characterized by 3 degrees of freedom (force-feedback only) and 6 degrees of freedom (force and torque feedback). This system is called in the literature SPIDAR (SPace Interface Device for Artificial Reality) or SPIDAR-G and allows users to interact with virtual objects by manipulating a central grip located in the centre of the device frame. Force feedback is achieved by controlling tension in the strings that connect the grip and the electric motors located at the corners of the frame. In the virtual environment the virtual tool’s position is established from its real counterpart. A computer program is responsible for the virtual scene management as well as for the haptic feedback generation. During the operation of the program, the controller of the electric motors permanently reads data from the transducers and sets the string forces to convincingly create sensations associated with forces. The key issue is the real time computation of the haptic feedback is the speed of obtaining the correct tension forces. Feelings in general are not easy to simulate by computer technology. Haptic information can be distorted by incorrect distribution of the tension forces in the strings. But achieving the optimal solution is subject to the local conditions and speed cannot be foreseen. In this paper a new method is suggested, in which the number of computation step is fixed and the amount of calculation is low and always limited. * Corresponding author. Tel.: +40-268-418967; fax: +40-268-418967. E-mail address: [email protected].

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Improving the computational speed will help to increase the fidelity of the haptic feedback, thus giving users a more realistic interface. A high rate of update increases the frequency of aliased harmonics of the generated forces, so that it can better mechanically filter them, allowing a wider bandwidth of force response. The advantage of the method presented for the computation of the string forces is that the optimization cycle is eliminated and the number of computational steps is reduced and can be foreseen in every case. Keywords: force feedback; haptic; virtual reality; optimization; string

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Real NC Control Unit and Virtual Machine to Improve Operator Training Franziska Pürzel1, Philipp Klimant, Volker Wittstock, Michael Kuhl Chemnitz University of Technology, Professorship for Machine Tools and Forming Technology, Virtual Reality Center Production Engineering, Reichenhainer Str. 70, 09126 Chemnitz, Germany

Abstract Currently, to learn how to operate a machine tool – either because it is a new technology or machine or because someone is undergoing vocational training – is a mix of theoretical lessons and hands-on training at the real machine. For the hands-on training a real machine with the right setup has to be available. And even if that is realizable, it is not (or only with great effort) possible to show every detail of the process or of the machine and to let every student practice as long as he or she needs. That is where the virtual reality (VR) technology steps in. With this technology it is possible to visualize realistic, 3D (stereoscopic) scale one to one models, e.g. of different types of machine tools. In addition to the static geometry, it is possible to visualize the whole manufacturing process, to take the machine or components apart, to insert cutting planes or just to walk around the machine and zoom inside. This provides a very good insight into the machine and helps the trainer/teacher to better explain the different functionalities. Furthermore the VR machine model, compared to a real machine, allows quick and easy changes of the setup and the components of the machine, if for example a new manufacturing technology was developed. Those are great advantages; but do they compensate the extra effort (money and time wise) for creating the VR model and is it sufficient just to use a digital model for training purposes? We think the advantages of the VR technology and of hands-on training on real components should be combined. Therefor we propose to use a combination of a real NC control unit and a virtual machine model (NC-VR coupling) for the main part of the training. This paper will describe how such a coupling works and how it can be used for training of machine operators and NC programmers. In terms of operator training the coupling between a real NC control unit and VR machine model has a lot of advantages. First of all, the training process can be started when the machine is not yet delivered or commissioned. Second, for regular revision trainings, the real machine does not have to be taken out of the production process. Nevertheless, the training can use a scale one to one representation of the machine controlled by the real control unit. For training of NC programmer, the NC-VR coupling can be used to test hand-written NC programs – always before they are run on the real machine and especially for education * Corresponding author. Tel.: +49-371-531-37528; fax: +49-371-531-837528. E-mail address: [email protected].

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purposes when trainees have to learn how to write such a program. In addition to test handwritten NC programs, the trainees can also see the results of their inputs on real NC control unit (in terms of the resulting work piece geometry or possible crashes) at a scale one to one model of the machine tool. This testing can be done without risking a machine crash and without using the capacity of a machine in production. Keywords: Virtual Machine; Operator Training; Virtual Reality; NC Program

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Tutorial 2.0 on Technical Drawing 3D and Visualization Juan López de Herrera1, Tomás Herrero-Tejedora, Enrique Pérez-Martína, Miguel Ángel Conejo-Martína, Juan Luis Martín-Romeroa, Jesús Velasco-Gómezb a

Technical University of Madrid (UPM), Department of Cartographic Engineering, Geodesy and Photogrammetry – Technical Drawing, Ciudad Universitaria, 28040 Madrid, Spain Technical University of Madrid (UPM), Department of Engineering Survey and Cartographic, ETSI Topografía, Geodesia y Cartografía, Universidad Politécnica de Madrid, Campus Sur, Carretera de Valencia, km 7, 28031 Madrid, Spain

b

Abstract In recent years, the continuous incorporation of new technologies in the learning process has been an important factor in the educational process [1]. The Technical University of Madrid (UPM) promotes educational innovation processes and develops projects related to the improvement of the education quality. The experience that we present fits into the Educational Innovation Project (EIP) of the E.U. of Agricultural Engineering of Madrid. One of the main objectives of the EIP is to "Take advantage of the new opportunities offered by the Learning and Knowledge Technologies in order to enrich the educational processes and teaching management" [2]. Our research group Geovisualization, Special Areas and Heritage (GESyP) works to progress in the introduction of the knowledge and skills specific to the Technical Drawing and Display with accessible electronic formats, in order to facilitate the acquisition of general and specific skills [3]. The subject of Graphic 3D Representation and Visualization (G3DRV) has a workload of 4 ECTS (European Credit Transfer and Accumulation System). The 2.0 Tutorial objectives are as follows:  To encourage the student to study and apply the G3DRV in the area of agricultural engineering.  To integrate the student's G3DRV training and evaluation in cross-disciplinary skills, by introducing active learning techniques in order to develop and evaluate generic and specific competences.  To guide the student in the area of Cartographic Engineering, Geodesy and Photogrammetry, as well as its close relationship with Science and Related Techniques for its potential development and application in this engineering area.  To design an interactive graphic material that can support teaching G3DRV subject, as well as self-learning in the virtual platform Moodle and other educational virtual environments 2.0 [4].

* Juan López de Herrera. Tel.: +34 91 3365427; fax: +34 91 3365406. E-mail address: [email protected].

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There has been a prior analysis of the acquisition of similar skills in other subjects offered by UPM and other universities. Further to the selection of the content for the tutorial, new resources and teaching materials have been developed. Different examples in animated 3D formats, accessible and can be manipulated have represented. Processes as "reverse engineering" is to obtain information or a design from a product accessible to the public, in order to determine of what is made, what makes it work and how was it manufactured.

Fig.1. Virtual model 3D and image

Fig.2 Virtual mode used in augmented reality

The environment of augmented reality (AR) has been used to incorporate virtual information into the existing physical information. The student interacts with physical objects; the computer projects additional information about them and also captures the relative to the environment. As markers has been used open source QR (Quick Response code). It has been generated content in the area of the Aurasma software. This software uses an advanced technology of image recognition on which is superimposed multimedia elements: animations, video, 3D models, etc.

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Ultimately, this tutorial 3RGV helps learning outcomes described in the teacher guide for this subject to be acquired through collaborative learning procedures that evolve continuously in environment 2.0. Therefore, to be added to the Personal Learning Environment (PLE) of each participant they endure over time. Keywords: web 2.0; learning; tutorial; augmented reality; visualization; Social Networks.

References [1] Cobo, C, Moravec, JW. Aprendizaje Invisible. Editorial UBe. 2011 http://www.invisiblelearning.com/es/ [2] Herrero Tejedor, TH, Conejo Martín, MA, Pérez Martín, E. Tutorial de Dibujo Topográfico. Sistema de Planos Acotados. I Congreso Internacional sobre aprendizaje, innovación y competitividad (CINAIC); 2011, p. 577-581 [3] Varela-Candamio, L, García-Älvarez, MT. Analysis of Information and Communication Technologies in Higher Education: A Case Study of Business Degree. International Journal of Engineering Education Vol. 28, No. 6, pp. 1301–1308, 2012 [4] Barros, B, Lopez, R, Collaborative Learning Concept Implementation through Web.2.0 Tools: The Case of Industrial Engineering Fundamentals’ Discipline. International Journal of Engineering Education Vol. 29, No. 1, pp. 205–214, 2013 [5] Martínez-Mediano, C, Lord, SM. Lifelong Learning Competencies Program for Engineers. International Journal of Engineering Education Vol. 28, No. 1, pp. 130–143, 2012

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Augmented User Interface Javier Mayáns-Martorell1 Universidad Politécnica de Valencia, Camino de Vera s/n, Valencia 46022 Spain

Abstract This paper presents a collection of new Augmented Reality interfaces based on Processing. In this research, the augmented object is the user him/herself, without the need to wear any kind of marker since his/her own face is detected. Once this task is done, different simulations of interfaces are created depending on the purpose of each approach. This brings a vast range of new possibilities in which a user’s information can be sorted and accessed. Besides the interfaces, we consider other kinds of approaches with an artistic nature. A total of seven applications are designed, according to two aspects: two as technical approaches, four with artistic considerations and a last one which is a combination of technical and artistic. In the first ones, personal data can be searched such as professional information, first aid help, legal data or medical information. In the artistic approach, several concepts are studied: privacy, interpersonal communication issues or the link between identity perception and face features. A group of people, including medical professionals, tried these interfaces and evaluated them as feedback for the research. Finally, some conclusions are presented and further work possibilities are suggested. Keywords: Augmented reality; interface design; personal data; face recognition.

* Corresponding author. Tel.: +34-638-738.841 E-mail address: [email protected].

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An Interactive Mobile Augmented Reality Magical Playbook: Learning Number With The Thirsty Crow Azfar Bin Tomia, Dayang Rohaya Awang Ramblib1 a,b

Universiti Teknologi PETRONAS, Bandar Sri Iskandar, Tronoh, 31750 Perak, Malaysia

Abstract This paper presents the development of an interactive mobile augmented reality magical playbook for preschool children in learning numbers using an old folklore literature, The Thirsty Crow, via mobile augmented reality application and interactive physical book interface design. Augmented Reality (AR) refers to a technology that gives the ability to the user the sense of the real world while interacting with the virtual and physical object. Mobile refers to portability usefulness of the application itself, thus mobile AR application can be referred as a portable AR application. The real world can be enhanced by AR through augmented virtual object into real environment and providing some additional information for users. By applying this concept to AR storybook, the physical book (the real world) will be enhanced by augmenting the virtual object (3D models, animations, and sounds) viewed over a mobile device. This paper specifically highlights an innovative development of the interfaces for providing an AR storybook that enhanced story reading and learning experience for preschool children via mobile AR application and highly interactive physical book interface design of the AR book. Findings from the initial observational study based on developed prototype are also presented. For future work, there will be a series of interactive mobile AR magical playbook using other old folklore story. Keywords: Augmented Reality; mobile AR application; interactive physical book; preschool storytelling

* Corresponding author. Tel.: +60-195-721-995. E-mail address: [email protected].

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Kinesthetic Learning Applied to Mathematics Using Kinect Néstor Adrián Rodriguez Ayala1, Eduardo Gonzáles Mendívil, Patricia Salinas, Horacio Rios Instituto Tecnologico y de Estudios Superiores de Monterrey, Av. Eugenio Garza Sada 2501,Monterrey , Nuevo León, México

Abstract Mathematics is one of the main courses in any educational level, learning the basics of this area is essential for any student. But along time Teachers have found several factors that takes the pupil attention away. Here is where Kinesthetic Learning have proven to be a determinant factor on learning this courses, with the inclusion of mechanical, and virtual devices is possible to extend the pupil knowledge, minimize distraction and gain focus on difficult topics and practices. In the past few years, technology have become an important part of the educational system in many countries, in most cases the school or university requires the student to bring a laptop or mobile device to school, but in most cases this devices becomes the main distraction. But it’s possible to take the student to a next level where the mobile device or laptop become part of the lectures in an interactive way, making the student take part of the course, making gestures, movements and manual exercises with the computers , allowing them to experience the education in a different way. The purpose the present research is to demonstrate that kinesthetic learning offer a new experience in education, allowing better understanding of mathematical concepts, graphs and formulas and allow the student to take action in the learning process. Trying to find a viable way to implemented the kinesthetic learning, several test where held containing elements of augmented reality, the results of this demonstrate that AR provides a huge boost on the learning curve but is limited by the “marker” and the amount of movement , here is where Kinect comes in. Kinect is a device development by Microsoft, originally designed for the Xbox 360 but later adapted for PC usage. Kinect is able to provide skeletal tracking, audio recognition and provide the developer with a depth camera and a normal camera and is able to capture movement up to 2 people simultaneously. With this capacity the Kinect makes a perfect hardware piece for Kinesthetic learning, now the main objective is to develop a set of tools involving augmented reality and virtual reality for the * Corresponding author.Tel +52-811-577-8960 E-mail address: [email protected]

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understanding and learning of mathematics for College students, the project is divided in two parts: a mobile part using AR and a Classroom application with the Kinect. The selected topic for the first application in Kinect is the Position Vs. Time graph, with and extended functionality to generate graphs for the velocity and acceleration of a particle in any time, the solution is to develop a software that allows the Kinect to capture the movement and gestures of the students, process them in the desire way and generate and output for the graph. After several test and improvement the software successfully proven to be a valuable part in the learning process, the students were able to replicate with their hands the movement implicated on the generation of several kinds of graphs, the software after the capture process generates several graphs and show them to the students providing a fine understanding. Keywords: Augmented Reality; Virtual Reality; Kinect; Mathematics; Kinesthetic; Learning;

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Virtual Reality Use in Architectural Design Studios: A case of studying structure and construction Wael Abdehameed1 University of Bahrain, PO Box 32038, Isa Town, Bahrain

Abstract This research benefits from applying XML algorithms in the micro-simulation function inside a virtual reality platform, the Virtual Reality Studio program. The researcher has developed XML algorithms in the micro-simulation function to present and visualise any scenario of construction process and to easily apply any possible changes in the proposed scenario. The newly developed potentials of this VR function use are employed in an architectural design studio, particularly in the areas of exploring and selecting the structural system, Figure 1 and Figure 2. The main objective was to investigate how and to what extend students would benefit from applying the developed function potential in the structural studies of their architectural design projects. The hypothesis was that this function potential would assist students to have more understanding of the structural system under investigation and evaluation, which would simultaneously be beneficial in the architectural design level. The students used the VR program during their design process in the stage of proposing the structural system. This research with its application focuses on introducing an effective tool for the students to select and visualise a structural system. A questionnaire was designed and distributed to the students to record their opinions. The questionnaire responses have indicated various venues, more than included in the hypothesis. The research aims at: 1- Investigating the role of micro-simulation, and how it can be applied in construction visualization with different scenarios, 2- Using construction visualisation in the area of architectural design education, and 3- Analyzing the collected data to have dependable conclusions. The research methodology is to use quantitative and qualitative analysis to investigate the effectiveness of a Virtual Reality function as an educational tool in the architectural design studio.

* Corresponding author. Tel.: +973-39940429; fax: +973-17680843 E-mail address: [email protected], [email protected] .

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The research introduces an educational use of VR visualization potentials other than what are currently used. The research concludes concrete results of the VR use in the architectural design studio, and proceeds further to open new research venues.

Figure 1, Two images of one design model showing the structural system

Figure 2, A screenshot showing the XML algorithms window and micro-simulation window.

Keywords: Virtual Reality ; Design Studio; Architectural Education; Micro-Simulation.

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The Importance of Geometry Combined with New Techniques for Augmented Reality. Karle Olaldea1, Beñat Garcia b, Andres Secoc a

b

Dpto. Expresión Grafica y Proyectos de Ingenieria, Escuela de Ingenieria de Vitoria-Gasteiz, University of Basque Country, UPV/EHU,c/ Nieves Cano 12, Vitoria-Gasteiz. Spain. Dpto. de Ingeniería Minera y Metalurgia y Ciencia de los Materiales, Escuela de Ingeniería de Vitoria-Gasteiz, University of Basque Country UPV/EHU, c/ Nieves Cano 12, Vitoria-Gasteiz, Spain c Dpto. Proyectos e Ingeniería rural, U. Pública de Navarra, Campus Arrosadia s/n 31006 Pamplona, Spain.

Abstract From the field of the "Geomatics Engineering", better known as "Topographic Engineering" and other fields as "surveyors", has always driven the knowledge of our environment in order to capture it on a support then allow other users to work, taking decisions on where you've never been, and are known early nautical charts, the world map, the cartographic maps of cities and countries, orthophotos and more recently around the digital medium, satellite images, google earth, ... Augmented reality allows us to make visible developing products that take years but it was very difficult to bring them to the general public (requiring knowledge of cartographic techniques, knowledge of graphic expression, heritage documentation methods, ....) in this article want to show the techniques that allow us to make measurements of complete geometric precision to ensure that the final product is not only attractive but strictly accurate to the real model. We explain how we use robotic total stations with reflectorless measurement, centimeter GPS, 3D scanner, close range photogrammetry, all so that our model is strictly accurate. There are models that have intrinsic value in their own actions, no escape ancient Egyptian pyramid is not enough just to model it in an attractive way, but measurements have to be geometrically accurate if you want to test any hypothesis about their mathematical knowledge, astronomical, etc. ... For all this we believe that both techniques can support each other in achieving the best possible models, augmented reality will showcase showing geometrically exact elements obtained with geomatics techniques that can be displayed to the general public or even to researchers who know they are working real and exact values (an archaeological dig, a pyramid, a sculpture, caves, ...). Keywords:Augmented reality; geometry; geomatics.

* Corresponding author. Tel.: +34 945 01 41 38 E-mail address: [email protected]

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Exploratory study on collaborative interaction through the use of Augmented Reality in science learning Wannisa Matcha1, Dayang Rohaya Awang Rambli Computer and Information Science Department, Universiti Teknologi PETRONAS, Tronoh, Perak, 31750, Malaysia

Abstract This paper reports the exploratory finding based on the participants’ behaviors while interacting with Augmented Reality based system in group learning environment. Technology was long used to enhance group learning which is known as Computer-Supported Collaborative Learning (CSCL). Recent research in this area showed that technology somehow interfere the collaborative learning process which are the communication and interaction of group members. Therefore, as suggested by many researchers, introducing back the physical interaction could reduce these obstacles. Augmented Reality (AR) is the technology whereby the physical and virtual objects can be co-existed in real time. The physical can be used to interact with the system. However, literatures showed relatively low in numbers of the paper that explore the interaction and communication process which occurred while using AR to support group learning. Therefore, this paper is aimed to fulfill that gab. Conducting experiment in electricity learning was used as a case study. Eight groups of two students were participated in this study. The primary data used in this study is from the observation by using video recording to capture the data as well as the survey questionnaire on the user awareness of communication and interaction. The video were then annotated and coded to extract information by using Actogram2 software. Results showed that several types of natural interactions were exhibited. Both verbal and non-verbal communication cues were extracted from the video recorded. Physical objects were main interacting material that group members referred to and used in their experimentation. These results suggested the important of designing the physical object in collaborative AR based system. Besides the observation, survey questionnaire also showed that participant did aware of their partners’ interaction and communication. Therefore, it revealed that AR could offer natural like collaboration. This study showed positive evidence to strengthen the raised conjuncture that AR could be one of the effective tools to support collaborative learning. Keywords: Augmented Reality; Education; Computer-Supported Collaborative Learning; Learning Process

* Corresponding author. Tel.: +60-195-721-995 E-mail address: [email protected]; [email protected]

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Augmented Reality Application for the Maintenance of a Flapper Valve of a Fuller-Kynion Type M Pump Luis Eduardo Garzaa,b1, Gabriel Pantoja a,b, Pablo Ramíreza,b, Hector Ramírez a,b Nestor Rodrígueza,b, Eduardo González a,b, Raúl Quintal c, Juan A. Pérez c b

a Tecnológico de Monterrey, Ave. Eugenio Garza Sada #2501 Sur Col. Tecnológico, Monterrey 64849, México Centro de Innovación en Diseño y Tecnología, , Ave. Eugenio Garza Sada #2501 Sur Col. Tecnológico, Monterrey 64849, México c Cementos Mexicanos S.A.B. de C.V., Av. Independencia #1150 Ote. Col Cementos, Monterrey 64520, México

Abstract The overall purpose of this project is to test the impact and potential benefits of Virtual and Augmented Reality technologies (AR&VR) to improve maintenance operation in industrial equipment. The main function for a Flapper valve of a Fuller-Kinyon type M pump is to prevent that the air generated to convey the bulk material through a conveying pipe flows inside of the material chute through the rotatory feeder. If this will occur, the material flow will decrease or even stop, causing a reduction of the pump capacity. Thus, it is necessary to maintain calibrated each flapper valve in the plant. This process of maintenance is done once a month, or when necessary, and it needs the pump to be shut down, taking up to four hours to finish the complete process. For this reason, an augmented reality application is being developed, aiming to reduce the consumed time by the maintenance process. Using this application, it is expected to dedicate less time training the new personnel responsible for the maintaining process, displaying tridimensional models, animations, images and text information that would simplify the instructions shown in a printed manual and adding an interactive environment between the users and the information displayed. A mobile device either a tablet or a smartphone is to be used as the hardware that will run the application, allowing the user to take it right to the working area, either in a workshop or directly in field. The information displayed includes CAD models of the pump and its components as well as animations illustrating the instructions to follow in each step of the process. Also, the right tool to use in each step will be indicated following by security warnings when needed. This project was developed according to the collaboration cathedra between CEMEX and ITESM, following the LEAD methodology developed by CEMEX to support the project administration, the general process development was constructed from knowledge and experiences gathered among the different previous AR projects developed at ITESM. This information has been studied and "best practices" has been noted, learned and established to develop and implement AR. Keywords: Augmented Reality; Virtual Reality; CAD models; maintenance process; mobile devices

Corresponding author. Tel.: Tel.: +52-811-599-8553 E-mail address: [email protected]

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A Mobile Solution to Enhance Training and Execution of Troubleshooting Techniques of the Engine Air Bleed System on Boeing 737 Horacio Riosa, Eduardo Gonzáleza1, Ciro Rodrigueza, Hector R. Sillera, Manuel Conterob a

Tecnológico de Monterrey, Av. Eugenio Garza Sada 2501 Col. Tecnológico, Monterrey 64849, México b I3BH. Universitat Politècnica de València, Camino de Vera, s/n Valencia 46022, España

Abstract The process of troubleshooting an aircraft engine requires highly skilled and trained personnel who must be able to respond effectively to any circumstance; therefore, new methods of training to accelerate the cognitive process of technicians must be integrated in the industry. In this matter the Augmented Reality technology represents an innovative tool that can ensure the efficient and correct transfer of knowledge. The numbers of errors during maintenance tasks can be reduced, AR provides information that is generally not easily available during maintenance operations because, in general, the troubleshooting process for airplane engine is a highly complex task and the diagnosis of a failure is critical for the passengers’ safety. This research focuses on training and execution of tasks where an aviation technician must be familiarized with a wide variety of technical data, physical components of mechanical systems and the regulations that must be followed to release an airplane for flight, the specialist must develop a correct mind map of the system and should be able to troubleshoot if necessary. The case of study is the 737 Engine Bleed Air System that is designed to provide engine compressed air to air conditioning pack with the purpose of air pressurization during flight; engine air from the compressor is used, from the 5° and the 9° stage in a safe an economical way, knowledge of the correct function of the components will increase safety and considerably reduce cost of maintenance operations. The purpose was to develop an ergonomic tool than improves the cognitive process of technician during training for the troubleshooting techniques of the aircraft, but it also can be used to the everyday task by capturing the know-how and helpful tips from more experienced operators. The Fault Isolation Software was developed by an iterative process that made it possible to easily accommodate changes and also receive feedback from the airline, ensuring the introduction of the tools to the field. A mobile solution that functions on regular tablets was delivered to enhance the troubleshooting techniques and maintenance procedures of the Engine Air Bleed System, the software can function on two aspects for training and in situ operations. A commercial aeronautical training kit was used to validate the Fault Isolation Software; the results showed that the augmented

* Corresponding author. Tel.: +52-811-181-1986 E-mail address: [email protected]

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reality technique takes 17% less time and a quality increment of 24% for this complex assembly system. Keywords: Augmented Reality; Troubleshooting; Aircraft; Complex Assembly

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Experiencing Augmented Reality as an Accessibility Resource in the UNESCO Heritage Site called "La Lonja", Valencia. Marina Puyueloa1, José Luís Higónb, Lola Merinoa, Manuel Conteroc b

a Escuela Técnica Superior de Ingeniería del Diseño, Universitat Politècnica de València UPV, Valencia, Spain Escuela Técnica Superior de Arquitectura de Valencia, Universitat Politècnica de València UPV, Valencia, Spain c I3BH, Universitat Politècnica de València UPV, Valencia, Spain

Abstract This Paper presents the design of an Augmented Reality application for the Gothic Silk Market Building called the "Lonja de la Seda" in Valencia (UNESCO Monument Heritage Site, 1996) and the results of the experiments carried out "in-situ" to observe its usability as an accessibility resource. The objective of this project has been to use and validate Augmented Reality (AR) as a tool to increase the accessibility to the contents of this monumental setting. This application aims to resolve the perception issues derived from poor lighting, the distance in relation to the multiple details, access, etc. This Paper is based on two hypotheses: the first highlights the importance of experimenting with this technology in real contexts of interest for the community, thus reaffirming the concept of situated learning. The second aims to verify the viability insofar as it performs a non-intrusive application in a protected monumental context, and it is sufficiently user-friendly and intuitive so that visitors may use and understand it in an autonomous and efficient way. The first section of this Paper describes the methodology, the model selection criteria the design and requirements of the system's components, as well as the on-site implementation. The created AR system provides the user with 9 elements of the building with different impact and complexity, which are handled with easily identified marks, as the sole use interfaces required. These marks make it possible to combine different levels of approximation to specific details and observe them as one wishes from different perspectives. The main focus of the research is constituted by the direct observation of the visitors' interaction with the system in this exceptional real environment. Finally, the results are presented in relation to the proposed hypotheses, obtained from the Surveys completed by the visitors after having used the AR application as an accessory in their visit to the monument. This Survey evaluates the use of the technology in this architectural setting, the handling of the application, the visitor's interest in the observed details, the contribution of this resource to the * Corresponding author. Tel.: 34-96-3879501; fax: 34-96-3877509 E-mail address: [email protected]

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accessibility and their general opinion. The importance of this Paper consists in the fact that it shows how systematic research makes it possible to confirm the relevant aspects for the implementation of a virtual technology such as AR in a monumental setting. In this case, the use of AR confirms the established hypotheses regarding their contribution in the context of situated learning, which assumes that this process occurs more efficiently in a real context and it becomes a major part of the basic knowledge associated with this learning. It also confirms the need for simplification in the execution of the experience especially if the aim is to promote the accessibility and the autonomy of the user. Accordingly, it highlights the design's role in the aesthetic quality of the marks configuration, since they constitute the primary stimulus of the communication with the system and facilitate the active selection of the contents to be viewed. Furthermore in this project, the use of AR transcends its own specific functions to favourably create a renewed image of the monument, the active perception of this site as well as the receptiveness of user groups who do not frequently use these types of technologies.

Keywords: Accessibility; Heritage sites; Vitual Reality; Augmented Reality; Interactivity; Interface design

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The Development of Augmented Reality Systems in Informatics Higher Education Ilana de A. Souza-Concilio1, Beatriz A. Pacheco Computers and Informatics Faculty, Mackenzie Presbyterian University, Rua da Consolação 930, São Paulo-SP, 01302-907, Brazil

Abstract This article aims to show the interest of students from four undergraduate courses (Bachelors of Digital Design, Multimedia Production, Information Systems and Computer Science) to develop and use AR for many different applications. The proposal is to evaluate the students' level of knowledge on the subject, their interest in the use of this technology and their intention to develop such systems. This survey also evaluates their opinion about the educational impacts of augmented in terms of increasing the content understanding and retention in memory, as well as promoting greater motivation and collaboration. For this research, it was necessary to create an online questionnaire that allowed us to do a survey of interests, challenges and motivations of students from four different undergraduate courses in the development of Augmented Reality applications. There were fifteen (15) questions approaching two perspectives: to analyze the student's knowledge and interest in the development and use of Augmented Reality tools and to evaluate their point of views about the benefits of AR in the teaching and learning process. Thirty six (36) students completed the questionnaire, 18 in the Design area (9 from Multimedia Production and 9 from Digital Design) and 18 in the Computer area (9 from Computer Science and 9 from Information Systems). The selection of these undergraduate courses was done because they all explore human and programming aspects following the current technological and technical trends of development. Regarding the results, it is possible to conclude that the actions that enable greater understanding of the technology in these redoubts and that provide learning, may result in significant increase in the existing number of AR developers, since the interest of students is high. Several students of Computer and Design areas have interest in the development of AR systems, but the complexity of programming languages and systems architecture become common challenges.

* Corresponding author. Tel.: +55-11-2114-8301; fax: +55-11-2114-8301. E-mail address: [email protected].

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It can be seen in their statements a concern with the need to refine the technology, bringing closer, in fact, virtual to real, with an effective sense of immersion. It is also possible to notice that the experience is an important and constant factor in the statements of the students, and there is still in a small part in the students, the idea that such experiences are exclusively individual. The results also show a strong tendency to the use and development of AR applications in games and entertainment field, and as expected, it is possible to confirm the influential impact of mobile devices in this generation of developers. It is evident the consensus on the importance of this technology in the teaching-learning process, facilitating the understanding of complex issues, providing greater content retention and increasing users' motivation and interest. However, it is not clear the use of AR as a means to promote collaborative work. Finally, although Digital Design, Multimedia Production and Information Systems courses do not focus on the development of systems, most students show interest in this activity, as well as Computer Science students. Keywords: Mixed/Augmented Reality, Higher Education, Undergraduate Students, Application Development.

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Authoring Software for Augmented Reality applications for the use of maintenance and training process Hector Ramireza 1, Eduardo Gonzalez Mendivila, Pablo Ramirez Floresa, Manuel Contero Gonzalezb a

Inst. Tecnológico Estudios Superiores de Monterrey, Av. Eugenio Garza Sada #2501 Sur Col. Tecnológico, Monterrey, CP 64849, México b Universidad Politecnica Valencia, Camino de Vera 46022, Spain

Abstract Augmented Reality (AR) in the last decade has increased the popularity on various areas, such as education, advertising, maintenance, marketing and entertainment. On the area of maintenance and education specially we have been researching the benefits of the use of augmented reality bring us, and we have discover that the transfer of knowledge is faster than the traditional methods, and help to companies to train their employees faster and better. Many of the AR applications are custom made to the client needs, and to make an application of AR involves different types of skills such as programming, designing, modeling, animating, texturing. Given the high cost of these or the lack of some of these abilities, the need of programs of “authoring” has increase these applications permit to the users create AR process using just the GUI without having learn how to program. This papers describes the program developed “ManAR” an authoring program that permits the user to create an AR process for maintenance and training. The application permit to companies to create process assisted by augmented reality to train and use on the field. The application links tridimensional models to a mark, and make use of pictures, texts and videos, to enhance the experience, and finally visualize the final product on tablets. Also other benefit is to access relevant information such as times, errors of the employees to improve AR process or to know how the users are progressing with their training. Keywords: Augmented Reality; PLM, Authoring; Maintenance

* Corresponding author. Tel.: +52-811-209-0205 E-mail: [email protected]

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Explora México: A mobile application to learn Mexico’s Geography. Pablo Ramíreza,1, Hector Ramíreza, Luis Díaz Infantea, Jose Manuel Lópezb, Jordi Rosquillasc, Ana Lucia Villegasa, Diana Santanab, Diego de la Vegab a

Inst. Tecnológico Estudios Superiores de Monterrey, Av. Eugenio Garza Sada #2501 Sur Col. Tecnológico, Monterrey, CP 64849, México b IDEA Group, Ricardo Margain #575 Edificio C, Parque Corp Sta. Engracia, Garza García N.L, C.P. 66267, México c Soluciones EXA, Sinaloa #106-B, Col. Roma Norte, México D.F, C.P. 06700, México

Abstract The goal of this project was to create a mobile app (named Explora Mexico) for 9 to 10 years old children as an additional learning tool to develop multiple intelligences through gamification techniques. The content to develop such learning activities was taken from the official curricula from SEP (Secretaría de Educación Pública, Public Education Bureau) 4th grade elementary level Mexico’s Geography book grouped in 5 learning units (fig 1). I. In search of Mexico

IV.

Economic diversity

II. Natural diversity

III.

Population diversity

V. The Mexico’s challenges

Fig 1: Learning units for 4th grade basic school, SEP.

* Corresponding author. Tel.: +52-818-349-2580, E-mail address: [email protected]

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We considered our target audience to illustrate this app, a couple of characters, a young eagle and a young snake (fig. 2) were developed to make it friendlier. They are fellow adventurers through this learning journey. The young eagle, as a freedom symbol, becomes the mentor while the young snake represents the child´s fellow and provides feedback during the learning adventure.

Fig. 2: Fellow adventures in Journey.

The learning activities were developed keeping in mind the Constructivism theory with the objective to develop multiple intelligences according to Howard Gardner’s theory. Geography learning provides an excellent opportunity to develop spatial, naturalistic and interpersonal intelligences (fig. 3). Furthermore it provides appropriated feedback to the student after answering a question; this is an important process especially when the answer is incorrect because the child is allowed to learn by getting constructivist feedback. As a result the student is able to analyze, interpret and evaluate the answer. Explora México is based on the expected learning objectives established on the Geography syllabus using still and animated images, audio and videos to present dynamic, creative and interactive learning scenarios and situations. Explora México consists in 450 multiple choice questions in order to have more than one correct answer in the advanced levels.

Fig. 3: Sample of learning activities.

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Many gamification techniques were considered to engage and motivate the child, each correct answer gives bonus coins which later can be trade for Mexico stickers and augmented reality (AR) car game (fig 4); such stickers and gaming accessories are registered in the child’s adventures book (fig 5). Mexico’s stickers and the AR game become a great motivation to the child who becomes eager to collect more coins by answering more questions; it is also a great activity to support and according to Garner’s theory to develop kinesthetic intelligence.

Fig. 4: Augmented Reality Game.

Fig. 5: Adventurers book.

This project was developed in collaboration with Instituto Tecnológico y de Estudios Superiores de Monterrey, IDEA Group, and Soluciones EXA, under the general collaboration agreement promoted by the interactive media cluster of Nuevo Leon, state government of Mexico. Keywords: Augmented Reality; Virtual Reality; CAD models; maintenance process; mobile devices

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Towards VR-based systems for school experiments Anton Sigitov1, André Hinkenjann2, Thorsten Roth3 Hochschule Bonn-Rhein-Sieg, Institute of Visual Computing, Grantham-Allee 20, 53757 Sankt Augustin, Germany

Abstract It is a challenging task to teach children appropriately knowledge about our world, the universe and complex processes of life, because many of the scientific processes and their correlations span multiple layers, some of them impossible to perceive with basic human senses. In order to visualize these, some kind of approximated models and descriptions are used. On top of that an observer should possess the ability to think abstract in order to understand this transferred knowledge. Such an abstract thinking is usually just what makes it difficult for children to master science. At this point the utilization of novel technologies like AR or VR could be helpful. Nowadays AR and VR-systems are of importance because of their potential to make work easier, make complex things better understandable and engineering and experimentation costs lower. They have already found their place in many different domains like medicine, automotive industry, mechanical engineering, pilot training and so on. In these areas they are primal used as part of experimental platforms for training and engineering. Devices like Microsoft's Kinect have brought the mentioned technologies also into the living room and have shown a high rate of acceptance by many people. Usage of these technologies at schools can change the learning process in a positive way, because they will make it possible for teachers to visualize the theoretical models more clearly and also allow students/pupils to experiment with these models in different ways, thereby making them more understandable. However, the design of AR and VR-based systems for school experiments is still a big challenge, because of factors such as cost, usability, robustness, healthiness, maintainability. All these factors must be considered not only during the device selection phase but also during the implementation of interaction techniques and the whole software system in total. It is also important that the system supports a wide range of experiments from different scientific areas to make it worth investing in for schools. In this paper we present the steps towards a well-designed concept of a VR system for school experiments in scientific domains like physics, biology and chemistry. The steps include analysis of system requirements in general, analysis of school experiments and analysis of input and output devices requirements. Based on the results of those steps we show some kind of taxonomy of school experiments and provide a small comparison between several currently 1

Anton Sigitov. Tel.: +49-2241-865-266; fax: +49-2241-865-8266 E-mail address: [email protected] André Hinkenjann. Tel.: +49-2241-865-229; fax: +49-2241-865-8229 E-mail address: [email protected] 3 Thorsten Roth. Tel.: +49-2241-865-277; fax: +49-2241-865-8277 E-mail address: [email protected] 2

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available devices which can be used for building such a system. We also compare the advantages of VR and AR systems in general to show why, in our opinion, VR systems are more preferable for schools. Keywords: VR-based systems; Edutainment; School experiments; Interaction devices;

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Fun Learning with AR Alphabet Book for Preschool Children Dayang Rohaya Awang Rambli, Wannisa Matcha*, Suziah Sulaiman Computer and Information Science Department, Universiti Teknologi PETRONAS, Tronoh, Perak, 31750, Malaysia

Abstract This paper describes the design and evaluation of an AR alphabet book, an Augmented Reality based book for teaching the alphabet to preschool children. Used together with camera and computer, children could view the superimposed virtual alphabet in a fun and interactive manner using the pattern markers as an interaction tool. Generally, teaching young children could be difficult this is due to the focus of young children is different from elderly since they could only focus on something for short period of time. Introducing the fun and interactive learning could grab the attention therefore enhance teaching and learning for young learner. Fun-learning emphasized interactive learning through play, songs; dance, drama and the use of information and communication technology (ICT). Researches showed that fun learning also increase the ability to memorize and understanding of the user. Flashcard is one of the learning approaches to teach children the alphabet. The tangible manner of flashcard introduce the interaction of learning therefore it could create the joyful learning. However, the potential of flash-card could be further enhance through the use of AR technology. Therefore, introducing the use of AR could encompass fun learning since AR offer rich media learning. Besides displaying each alphabet upon presentation of its corresponding pattern marker, children have the options to see 3D models of objects that begin with each alphabet character. Additional book features includes pattern markers for children to view animation of how each letter is drawn and jigsaw puzzle game for each letter to test children understanding. An informal study was conducted among 15 preschool children aged between 5-6 years old to examine user perception of the book. The preliminary results indicate the children reacted positively towards the books; most reported they like and enjoy using the AR book. Observation of the children behaviors during study corroborates this finding. Most students requested to use the AR book repeatedly. These results suggest the potential of AR book as a tool to create fun learning environment especially for preschool children. Furthermore, the brief interview with the teacher of the preschool also suggested that the system seem to grab the attention of the children. Keywords: Augmented Reality; Education; Alphbet Learning; Fun Learning.

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Applications of multi-touch augmented reality system in education and presentation of virtual heritage Matej Novotnýa,1, Ján Lackoa,b, Martin Samuelčíka a

b

VIS GRAVIS, s.r.o., Jána Stanislava 29, Bratislava 841 05, Slovakia Faculty of Informatics, Paneuropean University, Tematinská 10, Bratislava 851 05, Slovakia

Abstract Applications of augmented reality have a great immersion potential for education, edutainment or cultural heritage presentations. The combination of intuitive and playful interaction with multi-faceted presentation options proved to be an effective mixture that attracts viewers to educational or cultural content. The existing solutions use various approaches to content presentation. Usually they employ a single scene in which the artificial objects are presented. This limits the presentation to a single context. However, many application could take advantage of multiple contexts for display of the same object: e.g. geographical context of an event and historical context of an event, illustrative picture of a body versus and a medical scan of a body etc. We introduce a multi-touch augmented reality system (MARS)[1, Figure 1] using two display units for showing two contexts of the same object(s). One of the displays serves as primary context and hosts a multi-touch surface for user input. The second display shows a camera feed of user interacting with the primary context and replaces the primary context in real-time by the secondary context and adds the augmented reality presentation of the object(s).

Image 1: Setup of Multi-touch augmented reality system

The combination of augmented reality and multi-touch interaction has been experimented with previously. Benko et al. [2, 3] used to create an augmented reality system and explore the * Corresponding author. Tel.: +421-948-220-314. E-mail address: [email protected] .

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options of using gestures and touch to interact with the system. Head-mounted displays were also used by Dedual et al. [4], focusing mostly on the hardware/software solution. Collaborative cooperation on a multi-touch table top extended by mobile augmented reality was presented by Na et al. [5], again exploring mostly the technology of the devices. Wei et al. [6] created a system that uses a second display as a supplement to the table top touch display. Our multi-touch augmented reality system is used for interactive presentation and education in cases where two contexts help the understanding of spatial and/or temporal relations. We created an application for history education which combines historical maps as a primary context with 3D representation of historical buildings in the secondary context (Figure 2.) This proved to improve the understanding of spatiotemporal relations. The users were able to observe the changes in 3D buildings as well as changes in the historical maps.

Image 2: Visualization of cultural heritage data using MARS system

In another application, we used our system for interactive presentation of cultural heritage. The primary context displays digitized archaeological sites, the secondary context shows the digital reconstructions of 3D objects contained within the site. These two contexts are linked in terms of touch-based spatial navigation (pan, rotate, zoom) and spatial changes in one contexts are transferred in real-time to the secondary context. Users operation our system reported a better understanding of the relations between displayed objects and the site as well as between different displayed objects. Further possible applications of our system include education and presentation in the field of medicine (combination of volume visualization and RTG/CT/MRI data), geography (different types of maps), meteorology (different types of atmospheric attributes) or others. Keywords: augmented reality; multi-touch; education; virtual heritage;

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References: [1] Novotný, M., Lacko, J., Samuelčík, M., MARS: Multi-touch augmented reality system and methods of interaction with it, Information Technology Applications. Issue 2. Year 2012. ISSN 1338-6468. PanEuropean University Bratislava, pp. 30-37 [2] Benko, H., Ishak, E.W., Feiner, S., Cross-dimensional gestural interaction techniques for hybrid immersive environments, Proceedings of IEEE Virtual Reality VR 2005, March 2005, pp. 209-216 [3] Benko, H., Ishak, E.W., Feiner, S., Collaborative Mixed Reality Visualization of an Archaeological Excavation, Proceedings of the 3rd IEEE/ACM International Symposium on Mixed and Augmented Reality ISMAR ’04, 2004, pp. 132-140 [4] Dedual, N., Oda, O., Feiner, S., Creating Hybrid User Interfaces with a 2D Multi-touch Tabletop and a 3D See-Through Head-Worn Display, Proceedings of the 2011 10th IEEE International Symposium on Mixed and Augmented Reality, ISMAR '11, pp. 231-232 [5] Na, S., Billinghurst, M., Woo, W., TMAR: Extension of a Tabletop Interface Using Mobile Augmented Reality, Transactions on Edutainment I, Springer-Verlag Berlin, 2008, pp. 96-106 [6] Wei, D., Zhou, S.Z., Xie, D., "MTMR: A conceptual interior design framework integrating Mixed Reality with the Multi-Touch tabletop interface", Proceedings of the 2010 9th IEEE International Symposium on Mixed and Augmented Reality, ISMAR '10, pp.279-280.

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How to Save Expert Knowledge for the Organization: Methods for Collecting and Documenting Expert Knowledge Using Virtual Reality Based Learning Environments Tina Haasea1, Wilhelm Termathb, Marcel Martschc a Fraunhofer Institute for Factory Operation and Automation IFF, Sandtorstr. 22, 39106 Magdeburg, GERMANY Berufsforschungs- und Beratungsinstitut für interdisziplinäre Technikgestaltung e.V., Max-Greve-Straße 30, 44791 Bochum, GERMANY cOtto-von-Guericke Universität Magdeburg, Lehrstuhl für Fachdidaktik technischer Fachrichtungen, Magdeburg, GERMANY b

Abstract The current demographic development will lead to changing working conditions. Leaving experts and skills shortage are two of the aspects organizations will actively have to work against in the next years. The paper at hand presents methods for the collection of expert knowledge within the company and how to document these information, widely independent from individuals, within a technology based learning environment, using virtual reality technologies and other media. Expert knowledge is often tacit knowledge, what means that the experts are not aware of owning this special knowledge. The extraction of tacit knowledge requires methods that are based on stories. The experts are going to tell stories from experiences in their work life. Beyond facts these stories also include tacit knowledge driven by emotions. One of the narrative methods presented in the paper will be the »Triad Interview«. The triad interview results in an audio sequence that will be transliterated and analyzed using content analysis methods. As the documentation of expert knowledge within texts is not very sustainable (high effort for searching information, limited connectivity of novice employees to documented texts …) other methods for the documentation of expert knowledge are required. The area of use that is focused in this paper is the maintenance of technical devices. It is characterized by the usage of visual representations like 2d-drawings and a high degree of problem solving competence, required for failure analysis. Virtual reality based learning environments allow the documentation of stories and can so keep the narrative structure of the knowledge that is required to transfer tacit knowledge. The paper presents the »working process analysis «that is used for extracting the relevant information of a working process. The method of the »complete action«, widely used in vocational education, is applied to the virtual learning tasks. The paper will present the design of the several phases and their benefit for the learning process. * Corresponding author. Tel.: +49-391 40 90 162; fax: +40 391 40 90 115. E-mail address: [email protected]

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Finally the results and experiences from an evaluation study within the organization will be presented. A high acceptance of the technology, even among the experienced users at age of 50 and older was one of the results. Besides, the evaluation has revealed the necessity of restructuring the curricula that goes along with the changing role of the trainer. Keywords: Virtual Reality; Expert knowledge; Triad interview; Knowledge documentation; Collecting knowledge; Tacit knowledge

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3D Reconstruction & Traditional Illustrations, a Non-Invasive Resource for the Practice and Teaching of Conservation and Restoration of Cultural Heritage Ovidia Soto-Martín1 Pre-doctoral researcher, Facultad de Bellas Artes, Universidad de La Laguna, Santa Cruz de Tenerife 38009, Spain

Abstract Photogrammetry is the practice of determining the geometric properties of objects from pictures. Currently there are several techniques of photogrammetry, both in two and three dimensions that can also be used with video instead of images. This paper seeks to bring traditional reconstruction techniques (through technical illustration) with new photogrammetric techniques focusing on Altarpieces restoring. At the time of undertaking a study of morphological, structural and therefore the conservation status of an altarpiece to assess their possible intervention, the conservator-restorer needs to know the details of the piece. Photogrammetric reconstruction provides data in scale and in a more visual and clear way (especially for future professionals we teach today). Altarpiece is the architectural structure, painting and sculpture, which stands behind the altar in Catholic churches. The etymology of the word comes from the Latin retro tabula ("behind the altar"). To designate the same term is often used the expression "pieza de altar" (altarpiece) or Italian “Pala d’altare”. For altarpieces, it is not possible to get a 360º reconstruction due to its architectural structure itself, forcing it to rest on the wall of the building where it is hosted. In these cases, we can only access to the area of the bank and obtain two-dimensional images from it. These two-dimensional images can create a misconception of the location and composition of the work in its original context due to the distortion created by the lens when there isn’t enough distance to get the pictures. Using Infographics specific software, it is relatively easy to create a three dimensional image from a series of snapshots of the object from different points of view. Thereby, we obtain a coordinate network with the main points in three dimensional space but, what about the backside? This will be carried out by traditional illustrations. The standard methodology for Photogrammetry is: a. camera calibration * Corresponding author. Tel.: +0034 661950281 E-mail address: [email protected]

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b. data collection c. image rectification d. drawing e. export to different formats With this proposal, we will see how making little changes we can get good results in 3D modelling, which subsequently will improve the perception of the object and thus its dissemination and understanding.

Figure 1. 3D model with illustrations

The results obtained with this approach are much more objective and accurate in identifying the elements, materials, and changes in altarpieces and in the work for the restorer. The application of three-dimensional image illustrations opens endless possibilities when it comes to show the viewer the status prior to the restoration work. One of them is the Augmented Reality as a platform to broadcast both a specialized audience and to future professionals. Thanks to this technology it is possible to observe an earlier stage of the work, or elements that have disappeared by means of virtual reconstruction.

References: [1] Portalés, C., Lerma, J.L. and Navarro, S., 2009. Augmented reality and photogrammetry: A synergy to visualize physical and virtual city environments. ISPRS Journal of Photogrammetry and Remote Sensing: In Press, DOI:10.1016/j.isprsjprs.2009.10.001. [2] Zöllner, Michael; Keil, Jens; Wuest, Harald; Pletinckx, Daniël: An Augmented Reality Presentation System for Remote Cultural Heritage Sites. In: Debattista, Kurt (Ed.) u.a.: VAST 2009. VAST-STAR, Short and Project Papers Proceedings. Msida : University of Malta, 2009, pp. 112-116 [3] Cocucci, Alfredo Elio.: Dibujo científico. Manual para biólogos que no son dibujantes y para dibujantes que no son biólogos. Sociedad Argentina de Botánica. Cordoba, 2000.

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Teaching Methodology for Virtual Reality Practical Course in Engineering Education Polina Häfner1, Victor Häfner, Jivka Ovtcharova Karlsruhe Institute of Technology, Zirkel 2, Karlsruhe 76185, Germany

Abstract Virtual reality is widely used in the industry and is becoming more and more affordable for end users. At the same time higher education students want to be well-prepared for their professional life and expect more courses with practical application of theoretical knowledge acquired during their studies. Moreover, they benefit greatly when having the possibility to improve their soft skills. This paper presents the teaching methodology for a practical course in virtual reality for graduate and undergraduate students. The course design focuses on learning about virtual reality by simulating interdisciplinary industrial projects and it aims at developing skills such as methodical approach to practical engineering problems, teamwork, working in interdisciplinary groups and time management. In addition the paper discusses the importance of the course design, task specification and work group composition for a successful realization of the course and refers to some project examples from the past three years.

Keywords: virtual reality; higher education; teaching methodology; practical course; interdisciplinary student project;


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Virtuality Continuum´s State of the Art Héctor Olmedo1 Universidad de Valladolid, ETSII, Campus Miguel Delibes s/n, Valladolid, CP. 47001, Spain

Abstract In order to have a better and global knowledge of the possibilities for implementing applications based on Virtual Reality, Augmented Reality and Mixed reality, a state of the art is presented in this paper. The purpose of this state of the art is making easier for new researchers or developers knowing the situation and capabilities of these technologies. From the definition of the Virtuality Continuum concept introduced by Paul Milgram, applications are grouped in those using Virtual Reality, others applying Augmented Reality techniques and the ones based on a Mixed Reality. After presenting the Virtuality Continuum concept and its parts, each of these groups of applications are introduced. Aspects discussed are history, components needed, standards related, hardware implied and software tools available. For development of Virtual Reality applications like first person shooter videogames, visualization and interaction devices and special software will be needed. Visualization can be projector based, using head-mounted displays, supported by onboard systems or implemented on browser-based systems. For more immersive systems, devices as CAVE are used. Hardware used can be specific for these applications or based on computer platforms or videogames consoles. Software needs includes development frameworks, browsers, authoring tools, and several software libraries. Augmented reality applications like the ones developed for marketing will need visualization devices, special software and hardware. But capture devices and activators too. Computer vision based Augmented Reality applications can be marker systems based or marker less systems based. Also there will be applications that use tracking and geolocation. Visualization will be projector based, using head-mounted displays or just with a browser. Hardware used nowadays is based on low cost microprocessor development boards, videogame devices, smart phones and tablets but also still PCs and laptops are used. There are everyday more and more software providers that offer development frameworks, browsers, authoring tools and software libraries. Mixed Reality will include everything that is not only Virtual Reality nor Augmented Reality applications. For example and application developed for giving a virtual scene for broadcasting the weather forecast with a real human over it. The sectors where these technologies are applied and the services offered will be also pointed. We will group them in: Industrial production systems, Training simulators, Cultural heritage and Centers like museums or thematic parks. Several examples of projects and real applications * Corresponding author. E-mail address: [email protected].

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from business and academia will be given. A discussion about the required profiles for working with these technologies will be made including institutions giving related subjects and consortiums supporting development and standardization of these technologies. At the end conclusions will be given with every reference used. With everything, ideas for improving these technologies and the correspondent applications could be suggested to the reader. Also a prediction of the future of the applications related with the Virtuality Continuum will be made that could be contrasted with the real situation in a very few time.

Keywords: Virtual Reality; Augmented Reality; Mixed Reality

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STATBOX Concept For Simulation Of Urban Phenomena Kaspars Cabsa1, Marita Cekuleb, Irina Baltmaneb b

a Riga Technical University, 1 Kalku Street, Riga LV-1658, Latvia University of Latvia, Institute of Geodesy and geoinformation, Raina boulv. 19-408, Riga LV-1586, Latvia

Abstract An urban environment is a dynamic system which is constantly changing in terms of space and time. There are two dimensions in any urban environment – the physical dimension and the functional dimension. All of the structures of an urban environment interact and people are the intermediaries in this process. The spatial structure of cities has been studied from various perspectives by architects, urban planners, environmental scientists, economists, geographers etc. Constant monitoring that is based on remote sensing, spatial statistics, simulation etc., is needed to make ongoing note of transformation in the various types of land use that exist, populations movement and business environment. Many authors stressed that using the GIS technology, the spatial features of geographic data can be introduced in the simulation and GIS, spatial analyze play an important role in the development of geosimulation models. The integration of the virtual reality technology with a 3D dynamic data model will gives a realistic representation and visualization of the real world. Such complex accessibility for the user with an excellent interaction and manipulation capabilities of the virtual environment will be used in different kind of projects connected with simulating urban phenomena or pedestrian/crowd movements. System consists of the STATBOX units, comprising of video data storage. Data collected by STATBOX units is sent to the Main server, where the video data is processed to generate classified information. Based on generated statistical data, as well as information on the location of the STATBOX units, GIS models of territory, the geosimulation model is automatically prepared. Model is adequate to real world - no deep knowledge on the simulation techniques is needed to use proposed system. Data, collected by system can be done for a longer period of time and is more accurate than manual data collection. This paper presents example of pedestrian movement in open area - park using STATBOX concept in statistical data collection, in movements simulation and analyze. Prototype of Riga central park performance model is used as an example of STATBOX using in data collection and simulation process. Basement for the model development are GIS system * Corresponding author. E-mail address: [email protected]

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with integrated ortofoto map, digital rout map, database of business activities, digital plan of landuse. Result is geosimulation model adequate to pedestrian movement, ready for further experiments. The system was created for different kind of users, like businessmen/ investors, researchers, state and municipal institutions. The main target groups are SMEs because they are more flexible and more often take decision to change location than large companies. Keywords: pedestrian movements; GIS; geosimulation; spatial analyze

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Virtual Business Support Infrastructure for Entrepreneurs Sarma Cakulaa, Andra Jakobsoneb, Jiří Motejlekc1 a

c

Faculty of Engineering, Vidzeme University of Applied Sciences, Cesu 4, Valmiera, LV-4201, Latvia b Faculty of Natural and Social Sciences, Liepaja University, Liela 14, Liepaja, LV-3401, Latvia Faculty of Economics, Technical University of Liberec, Studentská 2, 461 17 Liberec 1, Czech Republic

Abstract In the knowledge economy nowadays, a physical working space is less valuable than virtual networks and business clusters. Science/technology parks and innovation centers, virtual incubators and business information centers could be a far more convenient way to support start-ups in the process of transferring business ideas, challenges and innovative technologies into competitive profitable businesses that create wealth. Presence and cognition technologies play an important role in the knowledge management process, helping entrepreneurs learn and solve lots of different problems more effectively. In this regard, it is very important to figure out the most effective technological solutions and principal directions for implementing work-based learning strategies in the learning process. The work with knowledge implies creation of content: generation of a new knowledge in order to stimulate the development of innovative processes. The goal of the paper is to get a new perspective view and understanding of the development of virtual business support infrastructure is facilitated in order to develop a network of innovative SMEs, foster communication, collaboration, individual's motivation and exchange of experiences of SMEs. This paper describes the theoretical principles of information flow modelling in network of collaborative and innovative SMEs with a practical example of a virtual business support infrastructure. The research idea is to describe the principles of a system focusing on an online support system for entrepreneurs, cognition technologies that influence development in each individual to ensure sustainable entrepreneurship. WBL is used as a tool to achieve the goal of internalizing knowledge by experience in the workplace. For an employee, it is an opportunity to learn and possibly obtain a higher degree and collaboration with colleagues, while for an employer a way to increase the power of the company thanks to better-qualified staff and business partners. The result of the research is the analysis of the virtual business support infrastructure, improved quality of knowledge flow, and recommendations for developing work-based learning with regard to the encouragement of efficient knowledge management in entrepreneurship for common aims. Keywords: presence and cognition technologies; work-based learning; knowledge management; sustainable entrepreneurship

* Corresponding author. Tel.: +371 26369002; fax: +37163424223. E-mail address: [email protected].

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Application of Virtual Reality Techniques in Design of Ergonomic Manufacturing Workplaces Damian Grajewskia, Filip Górskia1, Przemysław Zawadzkia, Adam Hamrola a

Poznan University of Technology, Chair of Production Management and Engineering, Pl. M. Sklodowskiej-Curie 5, Poznan PL60-965, Poland

Abstract This paper presents possibilities of application of the immersive VR and the haptic technologies during the complex process of design and virtual prototyping of the manufacturing workplaces characterized with a high level of ergonomic quality. Two case studies are presented: a workplace for stud welding and a set of two workplaces, for hole drilling and manual assembly. In the first case study, haptic device with force feedback effect was used to improve ergonomics of main operator activities. In the second case study, immersive approach was used, namely Head-Mounted Device, tracking and gesture recognition systems, to test and improve ergonomics of the whole workplace. Application of VR techniques allows to present the virtual prototype of the workplace in its real operation environment, limiting the need for use of real mock-ups. Therefore, Virtual Reality allows to conduct a number of analyses related to designed prototypes, such as: dimensions of devices and possibilities of adjustment to height of the human operator, and arrangement of control and signaling devices according to the rules of ergonomic design. To conduct these analyses, full interaction between user and workplace must be programmed, including collision detection, kinematics of the devices and possibilities of activating their various functions in relation with other objects in the virtual scene. Keywords: virtual reality; haptic devices; workplace design; ergonomics;

* Corresponding author. Tel.:+48-61-665-2708; fax: +48-61-665-2774. E-mail address: [email protected].

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Virtual 3D Atlas of a Human Body – Development of an Educational Medical Software Application Adam Hamrola, Filip Górskia1, Damian Grajewskia, Przemysław Zawadzkia a

Poznan University of Technology, Chair of Production Management and Engineering, Pl. M. Sklodowskiej-Curie 5, Poznan PL60-965, Poland

Abstract Virtual Reality techniques have gone through a significant metamorphosis since the last decade, from simple entertainment applications to dedicated engineering tools, decision-making support systems or advanced training systems. Possibility of use of functionally and graphically advanced programming environments in connection with various peripherals brings users unique possibilities of interaction with virtual worlds. Advanced vision systems and tracking devices bring high level of user immersion into virtual environment, which is further expanded by haptic devices giving the user a sense of touch. Vast potential of VR systems and theoretically unlimited range of possibilities of creation of virtual worlds makes VR a perfect tool for development of interactive training systems, which ensure both realism and safety of trained persons. Aeronautical and military industry have already appreciated these possibilities, using VR techniques to build specialized simulators, where each exercise can be performed countless times and situation can be thoroughly analyzed. Virtual training allows to work out appropriate habits, reflexes and reactions and allows to examine objects contained in the training scene in a better way than traditional educational methods. Thanks to these advantages, application of Virtual Reality techniques in medicine deserves a particular attention. For years, more or less advanced solutions used in education of students and doctors have been built. They can not only supplement, but even substitute traditional teaching methods. In a virtual world, interview with a patient can be simulated, as well as laboratory examination or even certain operations, e.g. palpation, needle pricking or even laparoscopic operations. Three-dimensional, fully interactive anatomy and physiology atlases are theoretically simpler from a technical point of view, but necessary nonetheless. A case of such an application is a main subject of this paper. The paper presents a process of building a prototype of an educational application for teaching anatomy with elements of physiology, with use of a Virtual Reality environment. Preparation of mesh models of individual human organs is described, along with further visualization techniques, which were used to ensure a proper level of a visual representation. Stages of user interface preparation are also described – both visual and functional aspects covered – with a detailed review of a visual programming process, which was used to obtain a logical structure of connections inside the VR environment. Process of preparation of dynamic graphical data – namely animation of the pulmonary alveoli – and integration it with the virtual environment is * Corresponding author. Tel.: +48 61 665 2708; fax: +48 61 665 2774 E-mail address: [email protected]

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also presented. The final application can be used in a number of ways, including large-screen stereoscopic projection with on-screen graphical user interface and single-user immersive stereoscopic projection using a head-mounted device with an optical tracking system. To create such a complex application, an interdisciplinary team was required. The team involved in creating the application consisted of graphic designers, Virtual Reality programmers and specialists from a medical university, who were consulted on each stage of the application development. The application was presented to representatives of medical universities. Results of assessment of the application advantages and disadvantages at the current stage of development allowed to formulate several directions of further advancement. Keywords: Virtual Reality; immersion; 3D human anatomy; human body atlas

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Multimedia Information Resource «The Church of the Savior on Ilyina Street in Novgorod the Great» Tatyana Laska, Sergey Golubkov, Irina Tsimbal,Yulia Petrovaa1 a

Saint-Petersburg State University, Faculty of Arts

Abstract Rapid development of information technologies, related equipment and software makes it possible to achieve significant results in cultural heritage preservation. In recent times not only abroad but also in Russia more and more efforts and funds are allocated for development of cultural preservation innovative projects, which are aimed at establishing of information sources, virtual museums and large-scale educational portals where Internet-users could find information on different museums from many of Russian regions. Multimedia resources combine several advanced technologies: the technology of augmented reality (AR), GPS-navigation and recognition of QR-codes. These technologies are supported by smart phones on the basis of iOS and Android platforms and can be available in Android Market and the App Store as the most common products. One of such resources developed in recent years is about a unique world-famous church located in Novgorod the Great. The Church of the Savior on Ilyina street – is located in Novgorod the Great, built in 1374. It is the only church in the world, where we can see the frescoes of the hand of Theophanes the Greek. The churched was decorated with frescoes in 1378. Painting of the church has not been completely preserved. Its greater part was destroyed due to numerous fires and repairs. But even small remaining pieces make it possible to appreciate general plan of the whole ensemble and unique style of Theophanes the Greek. Nowadays these pieces are the only in the world which can represent monumental work of Theophanes the Greek. Multimedia informational source is based on historical materials. It includes not only information on the Church of the Savior on Ilyina but also historical and cultural background of that period. One of the most important results of this project is so-called «e-passport» of the object. It is a number of architectural drawings developed on the basis of exact architectural and geodesic measurements. Images from archival photos and preserved painting fragments including original textures are superimposed on these drawings. Three-dimensional model of the monument can be now implemented with the use of finalized drawings. Keywords: multimedia; church; ancient;fresco; e-passport; augmented reality.

* Corresponding author. E-mail address: [email protected]

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The New Dimension in a Calendar: The Use of Different Senses and Augmented Reality Apps. Karle Olaldea1, Imanol Guesalaga b a

Dpto. Expresión Gráfica y Proyectos de Ingeniería, Escuela de Ingenieria de Vitoria-Gasteiz, University of Basque Country, UPV/EHU, c/ Nieves Cano 12, Vitoria-Gasteiz. Spain. b CEO, Otzarreta Comunicación, Avd. Bizkaia, 31, 20800, Zarautz, Gipuzkoa. Spain

Abstract Augmented reality has arrived, bringing infinite possibilities. This communication tool is applicable to any market or product and is key to understanding the new dimension that print communication is taking on. Augmented reality is capable of recreating a whole virtual universe from a print, to the point that in the not-sodistant , future, printing and augmented reality will not have reason to exist without each other. We are at a turning point, where how we communicate is changing, growing, evolving and opening up new channels of expression. Through the augmented reality applications, print communication takes on a new dimension, grows and is enriched to generate a virtual universe aimed at covering new needs in infinite areas and markets. Two parallel worlds, digital communication and print communication that now converge and are mutually enriched. This year our calendar does an about turn to offer something totally new. Month by month we have conceived a unique calendar so that each print is an exclusive and surprising experience. The prints contain different icons that tell us about new printing experiences. These icons show us whether the print is treated with AUGMENTED REALITY or with different textured finishes, which take printing to another dimension, interacting with our senses. Touch: Explore and discover the print, where you see this icon. Experience the possibilities we can offer through touch. SIGHT: An exclusive example of a textured finish that glows in the dark. SMELL: Find the textured surface and gently rub your finger on it. The print gives off a pleasant smell of grass. Keywords:Augmented reality; calendar; senses; photography.

* Corresponding author. Tel.: +34 945 01 41 38 E-mail address: [email protected]

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Virtual Worlds. Opportunities and Challenges in the 21st Century M. Montserrat Acosta Gonzáleza1, Belén San Nicolás Santosb, Adrián Rodríguez Vargasb, Jorge Martín-Gutiérreza, Alberto Rodríguez Orihuelab a

Dept. Expression Graphic in Architecture and Engineering, Universidad de La Laguna, Campus Anchieta, La Laguna, 38071, Spain b Teaching Virtual Center, Universidad de La Laguna, Campus de Guajara, La Laguna, 38204, Spain

Abstract The virtual worlds’ platforms are no new technologies on their own although their implementation and use of virtual worlds in higher education are considered new as a support to certain teaching activities. The universities frequently ignore several important facts about these technologies and that’s why an implementation process should be put together for helping the academic institutions to ensure the correct path towards success in these education technology projects. This work belongs to an educational innovation project held at La Laguna University where teaching experiences have been performed into a 3D virtual world web environment. We are already aware as teachers that actual media have altered how information is presented and how students interact with that information. This paper describes the experience of atRAe research group about how virtual worlds provide a mechanism to incorporate constructivist, experiential, and student-centered learning practices into classrooms. The authors discuss the challenges and the benefits of using virtual worlds in education as well as some implications for the future of education. The virtual worlds allow the addition of space elements as well as movement and physical presence. They can also introduce elements and tools in virtual environments as teaching support. The students enter the 3D world from a desktop computer. Teaching in a four-walled classroom is quite different from online teaching through web pages so these experiences difer greatly from teaching in a virtual world. Our experiences have allowed various student-faculty interactions. In this project we have performed the online teaching methodology. The virtual world created offers three main features: •

Persistence: 3D space simulation.

• Physical activity: The users access the program through an interface which simulates the first person physical environment over the computer screen where the user appears as an avatar. * Corresponding author. Tel.:+34-922-319-871; fax: +34-922-319-870. E-mail address: [email protected]

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• Interactivity: It already exists in the computer, but may be remotely accessed by large groups of people simultaneously making them able to interact between themselves.

This project is born from the need of bringing the student closer to the new online communication possibilities, allowing him to become an avatar and perform remotely those activities which were traditionally only available in-person. It also allows teaching the new creative educational trends to the student while developing his learning. We have created the ‘ULL virtual world’ where theoretical classes, seminars and tutorials have taken place already. The faculty involved considers that this experience provided new technical knowledge and set a long distance face-to-face new methodology. The students have also felt motivated using a tool they sympathize.

Figure. “La Laguna University” virtual world

Keywords: Virtual worlds; On-line teaching; Engineering education; Computer Aided Design.

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Interactive Tourist Guide: Connecting Web 2.0, Augmented Reality and QR Codes Eulalia Rodriguez Fino1a, Mª Dolores Meneses Fernandezb, Enrique Armas Davarac a

Dpto. Expresíon Gráfica en Arquitectura e Ingeniería. Universidad de La Laguna. Campus Anchieta, La Laguna, 38202, Spain b Dpto. Ciencias Información . Universidad de La Laguna. Campus Guajara, La Laguna, 38202, Spain c .Hanson Freeopen. Creative advertising.Santa Cruz de Tenerife, 38002, Spain

Abstract This paper introduce the design and implementation of a tourist guide using the combination of three technologies for visiting two of the most important routes in a World Heritage city. The application based on augmented reality will show a video to the user including 3D animations with a route across town displaying all historic buildings. The most emblematic buildings of the city were pictured and modelled and afterwards, a walking tour was designed across the historic site having in mind the interest that culture tourism may have and the impact that this tourism has about World Heritage cities. On the other hand, the tourist map of the city incorporates images of emblematic buildings to visit in any of the two proposed routes. Each image has a QR code which gives access to both textual and multimedia information through a website created for this project. The user will be guided across the tour through the augmented reality application of upon arrival at each building he will be able to access all the information available on the website by scanning the QR code with his smartphone.

Figure. QR map, smartphone map capture, website image. Key Keywords: Tourist Guide, Augmented Reality and QR Codes

* Corresponding author. Tel.: +34 922 319882; fax: +00 922 31 98 70. E-mail address: [email protected]

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Integrated Course Manual (ICM) with Visualization Technologies, Augmented Reality and QR codes María Dolores Meneses Fernándeza1, Jorge Martín-Gutiérrezb, Eulalia Rodríguez Finob b

a Dept. Ciencias de la Información, Universidad de La Laguna, Campus de Guajara, La Laguna, 38204, Spain Dept. Expression Graphic in Architecture and Engineering, Universidad de La Laguna, Campus Anchieta, La Laguna, 38071, Spain

Abstract In this paper, the authors show a system which combines several resources and contents used at a course or subject. Our worked example belongs to higher education as the material and resources as well as the theoretical and practical contents of both subjects belong to the third course of the Journalism degree. The aim is making both studying and learning easier by integrating everything usable into a single resource -called Integrated Course Manual- which contains all text, contents, photographs, infographics, diagrams, slides, web and videos that constitute the theory and practice of each subject. The integration of different media and resources from disperse locations is based on the use of Augmented Reality and QR codes. There are two display technologies which students will study as a part of the syllabus or programme of these subjects, so they will be using them during the whole study. The presentation which better suits this purpose is the Integrated Manual FlippingBook publisher technology, therefore its use will be just online, but can also be downloaded as a pdf (portable document format). As it’s already known, the student loses FlippingBook feature interactivity through simple pdf files; however he or she will be able to print the manual for working on paper, always referring to the interactive and multimedia full version which is available online. This version can also be linked in the virtual classroom course. Authors choose not to publish this paper in conference proceedings. (work in progress). Keywords: Augmented Reality, QR code, learning, study manual, higher education, Journalism.

* Corresponding author. Tel.:+34-922-319-871; fax: +34-922-319-870. E-mail address: [email protected]

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Using IPhone Camera in Photomodeler for the 3D Survey of a Sculpture as Practice for Architecture´s Students A. Sanjuan Hernán-Péreza1, M. García Domingueza, C. Roca Gonzáleza, A. Palomino Martínb a

Dto. Cartografia y Expresion Grafica en la Ingenieria, 35100, LasPalmas de Gran Canaria, Univ. de Las Palmas de Gran Canaria, Spain b Dto. Educacion Fisica, 35100, LasPalmas de GranCanaria, Universidad de Las Palmas de Gran Canaria, Spain

Abstract The introduction in the market of portable devices with digital cameras with enough resolution makes rethink to photogrammetric people use them to obtain a 3D model with acceptable precision for technical jobs. If we add that the practice most students have this kind of device makes photogrammetry can be available at any time by the rise in no time. Keywords: 3D Model; Photogrammetric; iPhone Camera

* Corresponding author. Tel.: +34928451873. E-mail address: [email protected]

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Splicing of Concurrent Upper-Body Motion Spaces with Locomotion Christos Mousasa,b, Paul Newburya, Christos-Nikolaos Anagnostopoulosb,1 b

a Department of Informatics, University of Sussex, Falmer House, Brighton BN1 9QH Department of Cultural Technology and Communication, University Hill, Mytilene 81100, Greece

Abstract In this paper, we present a motion splicing technique for generating concurrent upper-body actions occurring simultaneously with the evolution of a lower-body locomotion sequence. Specifically, we show that a layered interpolation motion model generates upper-body poses while assigning different actions to each upper-body part. Hence, in the proposed motion splicing approach, it is possible to increase the number of generated motions as well as the number of desired actions that can be performed by virtual characters. Additionally, we propose an iterative motion blending solution, inverse pseudo-blending, to maintain a smooth and natural interaction between the virtual character and the virtual environment; inverse pseudoblending is a constraint-based motion editing technique that blends the motions enclosed in a tetrahedron by minimising the distances between the end-effector positions of the actual and blended motions. Additionally, to evaluate the proposed solution, we implemented an examplebased application for interactive motion splicing based on specified constraints. Finally, the generated results show that the proposed solution can be beneficially applied to interactive applications where concurrent actions of the upper-body are desired. Keywords: character animation; concurrent actions; inverse pseudo-blending; motion editing; motion synthesis, motion splicing

* Corresponding author. E-mail address: [email protected] ; [email protected] ; [email protected]

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Comparative Analysis Between Training Tools in Spatial Skills for Engineering Graphics Students Based in Virtual Reality, Augmented Reality and PDF3D Technologies Martín-Gutiérrez, J.a, García-Domínguez, M.b1, Roca-González, Cb., Sanjuán-HernanPérez, A.b , Mato-Carrodeguas, C.b a

Universidad de La Laguna, Escuela Superior de Ingeniería Civil e Industrial. Campus de Anchieta, 38206 La Laguna, Tenerife. Spain bUniversidad de Las Palmas de Gran Canaria, Dpto. Cartografía y Expresión Gráfica en la Ingeniería. 35017 Las Palmas de GC. Spain

Abstract One of the skills that all engineering professional must develop very extensively in the course of its formation is the mental management of the threedimensional reality in which they develop their professional actions. This competence is called Spatial Skill, a cognitive skill that, with the proper training, can be improved. We have developed a series of learning activities for students to acquire, develop and improve their levels of spatial skill and, for this purpose, we have structured a training with Virtual Reality (VR), Augmented Reality (AR) and PDF3D technologies. In this paper we collect the experience carried out to compare these three technologies together with the intention of finding out which one(s) of them provides best results as a training tool and improved the academic performance of students in the subjects of Engineering Graphics. The experience was carried out at the School of Industrial and Civil Engineering of the University of Las Palmas de Gran Canaria, during the academic course 2012/2013 on the subject of Graphic Expression of the first year of graduate in degrees of Industrial Technologies Engineering, Industrial Design and Product Development Engineering, Naval Technology Engineering, Chemical Engineering and Industrial Management Engineering. Keywords: Virtual Reality; Augmented Reality; PDF3D; Spatial Skills; Rate of Return; Success Rate

* Corresponding author. Tel.: +34928451968; fax: +34928451873 E-mail address: [email protected]

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Adding Physical Properties to 3D Models in Augmented Reality for Realistic Interactions Experiments Nicolas Imberta, Frederic Vignata, Charlee Kaewratb, Poonpong Boonbrahmb,1 a

Grenoble INP Génie Industriel - 46, avenue Félix Viallet - Grenoble, France 38031 School of Informatics, Walailak University, Nakorn si Thammarat, Thailand 80161

b

Abstract Augmented Reality is the combination of virtual objects (created by computer i.e. video, texts or 3D computer models) overlay on top of real world image. Applications of Augmented Reality can be ranged from advertising, edutainment, education, engineering, medicine to industrial manufacturing. In basic applications, like in advertisement or games, users only see the actions or interact with part of the screen designed for initiate some actions. In order to make users have realistic experiences, the interaction amongst virtual objects in Augmented Reality must be restricted to the law of Physics. Virtual objects can have their own dimensions, volumes or weights. When interaction between virtual objects occurred, the collision for example, they should not penetrate each other. The objects will react to each other by the law of Physics. With this concept, all kinds of experiments can be tested or practiced without spending a lot of fortunes with the real setup ranging from simple science experiment, medical training or even assembly process of equipment. In this research, Unity 3D game engine is used on Vuforia platform. Unity is a fully integrated development engine for creating games and other interactive 3D content and Vuforia platform make it possible to write a single native application that runs on almost all smartphones and tablets. To test the concept, 8 pieces of virtual 3D puzzle modules were created using 8 markers. Each virtual module was assigned with physical properties such dimensions, shapes and positions. When assemble the puzzle, each piece of the marker must be able to move around so that the virtual modules can fit to each other. By lifting and rotating the markers, the virtual module will snap with the other proper virtual part, forming virtual 3D puzzle. The virtual module will not penetrate each other because they have their own territory due to their dimensions. With this experiment, users will have a realistic feeling on assembling the virtual model. The concept can be implemented for experiments that are dangerous or expensive to setup. Experiments related to interaction between objects such as physics and chemistry experiments, engineering and medical training are the main targets for using this kind of technology. Keywords: Augmented Reality, Physical Properties, Realistic Interaction

* Corresponding author. Tel.: +66-81-891-5172; fax: +66-75-67-2205 E-mail address: [email protected]

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An Augmented Reality Based Mobile Software to Support Learning Experiences in Computer Science Courses Utku Kosea,1, Durmus Koca, Suleyman Anil Yucesoyb a

Usak University – Directorate of Computer Center, Usak University, 1 September Campus, Usak, 064200, Turkey b Usak University – Usak Vocational School, Usak University, 1 September Campus, Usak, 064200, Turkey

Abstract Augmented Reality (AR) includes many advantages that enable designing and developing more effective solutions to improve life standards. Because of this, AR has a wide range of fields in which it can be used to perform some solutions or innovative approaches for especially realworld based problems. In this context, education field is one of these fields in which the AR related applications are often performed. More specifically, the e-learning technique in the education field is one of the most remarkable application areas within today’s AR oriented solutions. When the subject is examined in the context of e-learning solutions, it is also a remarkable aspect to provide effective solutions via e-learning applications, for improving learning experience on abstract or technical courses. Developments and improvements within e-learning technique have an important role on ensuring better educational processes and improving the associated literature. Because of this, researchers have been in a remarkable effort to examine and apply this technique from different perspectives. Objective of this study is to improve educational processes in abstract or technical courses, by providing a mobile Augmented Reality (AR) tool. Briefly, this tool is a mobile software system, which aims to provide a supportive, e-learning material for students. By using the tool, students can view 3D animations, and special-made videos to have more idea about a course subject, or have a chance to improve their knowledge on the related course content. In order to achieve this, students are enabled to use mobile device camera interface on special signs placed in course books or any other supportive, physical materials that are given by course lecturers. Additionally, it is also possible to watch course materials after focusing on some physical objects in the real-life. Consequently, the software tool has aimed to ensure an effective learning experience by employing advantages of mobile devices and forming interactive sessions between virtual and real environment. Importance of the study is associated with research efforts, which are performed to evaluate effectiveness of using AR for improving learning experiences among abstract or technical courses, which are known as difficult courses among students. It has been tried to find out if usage of AR based educational approaches can give a rise to better learning experiences for especially difficult courses. It has been important to also find out if intersection of both virtual * Corresponding author. Tel.: +90532 590 83 26 E-mail address: [email protected]

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and real environment forms a better way for learning rather than using other e-learning approaches. In order to provide an applied evaluation process to obtain scientific findings, the mobile software system has been used along one term in especially abstract and technical courses of Computer Science based departments. In this sense, some students from Computer Engineering, Computer Education, and Computer Technologies departments of different universities have taken active part in the evaluation processes. Findings obtained via experimental and surveybased evaluation sessions show that the designed mobile software system has improved students’ academic achievements and ensured an effective way, which makes it simpler, and more enjoyable to learn abstract, technical subjects related to the Computer Science field. Keywords: augmented reality; e-learning; mobile software; computer science

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Mobile Serious Game using Augmented Reality for Supporting Children’s Learning about Animals Mario Martínez Zarzuela1, Francisco J. Díaz Pernas, Leire Barroso Martínez, David González Ortega, Miriam Antón Rodríguez University of Valladolid, Signal Theory and Communications and Telematic Engineering Department, Valladolid, Spain

Abstract Augmented Reality is now getting more important every day, also due to the new era of smartphones and tablets. These devices, together with Android and iOS Operative System, the most used nowadays, will define a new way of seeing, thinking and understanding the reality. This is changing our everyday life, not only in technical fields, but also in medical or educational. Focused on education, AR could act as a mental test which would use fun as a way of training. This type of applications are also known as Serious Games, more with educational than entertainment purposes.

In this paper, it is introduced a new mobile Augmented Reality Serious Game application for children and handicapped people that helps to improve their skills and acquire new knowledge. Besides, this could be used to ameliorate the basic senses of the human being to interact with the environment.

The application, built on a zoo, is divided in scenes, each of them with a different purpose depending on, in this case, the animal selected in the main scene. Each scene has a task or question related to a different animal including a basic knowledge related to it, and also with distracting elements in order to test the concentration of the user. Moreover, each task or question has to be solved within a given time, what makes the test a bit more complicated for the user.

Among the differents types of AR, the most prevalent is the one with markers. The markers help the device to positionate virtual objects on it, combinating both user’s realities. The marker is created on Vuforia’s web page application. Having features points is the most important thing for a marker. The more, the better the 3D objects will be positioned on.

The application has two more basic things: AR camera for Augmented Reality and a directional light to illuminate the scene. This will help us to visualize all the 3D objects set on the marker. * Corresponding author. E-mail address: [email protected]

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There are many differents software to develop an application with all of these features: AR, Android or iOS and based on a Serious Game. After some researches, the most suitable one is Unity 3D editor, the ultimate tool for video game development. Together with JavaScript programing language and Android/iOS SDK, Unity 3D will make of this game engine an easy tool to work up applications with Augmented Reality and markers.

Also, to develop 3D elements, the software selected was Cinema 4D which offers advanced options to create the perfect models as well as animations for them. Apart from that, Cinema 4D is perfectly integrated with Unity 3D, what makes very easy to work with both.

After developing the application, it is time to test it. It was tested with the target group of people, as it is mentioned above. The results of the testing part were successful from both parts. The game fulllfils the objectives of educational and entertainment purposes, making users time a time to learn and have fun.

Keywords: Augmented Reality; Serious Games; Mobile devices

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Learning Analytics Framework for Educational Virtual Worlds Beatriz Fernández-Gallego, Manuel Lama1, Juan C. Vidal, Manuel Mucientes Centro Singular de Investigación en Tecnoloxías da Información (CiTIUS), Universidade de Santiago de Compostela, Spain

Abstract This paper presents a learning analytics framework for 3D educational virtual worlds that focus on discovering learning flows and checking its conformance through process mining techniques. The core of this framework is an Opensim-based virtual world platform, known as OPENET4VE, that is compliant with the IMS Learning Design specification and that has the ability of monitoring and registering the events generated by students and teachers. Based on these event logs, process mining algorithms automatically extract the real learning flow of the course, allowing teachers to introduce changes in the learning flow initially proposed. Keywords: Learning analytics; Process mining; 3D Educational Virtual Worlds; IMS Learning Design; Petri nets.

1

Corresponding author. Tel.: +34 8818 16427; fax: +34 8818 16405.

E-mail address: [email protected].

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Considerations on Designing a Geo-targeted AR Application Jose Rodriguez-Rosa1, Jorge Martín Gutiérrez1 1

Vicerrectorado TIC, Universidad de La Laguna, Spain

Abstract When designing an AR application for mobile devices there are some factors to take into account such as gyroscope drift and device orientation, compass noise and six axis or accelerometer and GPS sensors accuracy. This work focuses on Geotagging Augmented Reality applications. We expose the procedure followed to design an AR framework almost from scratch. We also from the architectural design point of view. We have also detailed the technical difficulties encountered during the development of the application and how they were addressed. Finally we propose some guidelines and recommendations for future work and improvements which can also be seen as a common pattern design for Geotagging AR applications. Keywords: Geotargeting, AR, Sensors, Gyroscope, GPS, Tracking

1

* Corresponding author. Tel.: +34 22 319035 E-mail address: [email protected], [email protected]

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Improving Spatial Skills: An Orienteering Experience in Real and Virtual Environments With First Year Engineering Students Cristina Roca González a1, Jorge Martín-Gutiérrez b, Melchor García Domínguez a Alejandra Sanjuán HernanPéreza, Carmen Mato Carrodeguasc a

Universidad de La Laguna, Escuela Superior de Ingeniería Civil e Industrial. Campus de Anchieta, 38206 La Laguna, Tenerife. Spain. bUniversidad de Las Palmas de Gran Canaria, Dpto. Cartografía y Expresión Gráfica en la Ingeniería. 35017 Las Palmas de GC. Spain. cUniversidad de Las Palmas de Gran Canaria, Dpto. Didacticas Especiales.35004 Las Palmas de GC. Spain.

Abstract In this work we present the results obtained from an experience performed with freshmen students of the Industrial Engineering degree at Las Palmas de Gran Canaria University aiming for improvement of their spatial abilities. The work linked to spatial abilities show a great lack of uniformity according to the adopted terminology as a consequence of different approaches, researchers’ field of study and the research’s scale. But all research agree on the relationship between a high level of spatial ability and the possibility of success in certain professional careers and university degrees such as engineering which is our actual case. The pilot study described in this paper, aims to improve the Spatial Orientation component of spatial abilities and for this we conducted two experiences or trainings based on orienteering sports: one was performed in a real environment meanwhile the other took place in a virtual environment. The results show that this component can be trained and improved in both environments without finding any significant difference between both types of training. Keywords: Spatial abilities; Spatial orientation; Environmental scale; Orienteering; Virtual worlds

* Corresponding author. Tel.: +34928451958; fax: +34928451873 E-mail address: [email protected]

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Study on Parents’ Acceptance of the Augmented Reality Use for Preschool Education Antonia Cascalesa, David Pérez-Lópezb, Manuel Conterob1 b

a Universidad de Murcia, Avda. Teniente Flomesta 5, 30003 Murcia, Spain Instituto de Investigación en Bioingeniería y Tecnología Orientada al Ser Humano (I3BH), Universitat Politècnica de València, Camino de Vera s/n, 46022 Valencia, Spain

Abstract Parental influence on children’s development is commonly accepted as essential, while the way how parents affect preschool students’ information and communication technology (ICT) use at school needs a further exploration. This exploratory study is aimed to contribute to a better understanding of parental influence on children’s Augmented Reality (AR) use at preschool education by analyzing interview data collected from parents whose children have worked at school with both; AR didactical resources and traditional didactical resources. The study identified and organized parent´s perspective into five components: motivation, knowledge, reading and writing, creativity and degree of satisfaction. The relationships among these components were often complex with intriguing similarities and differences among the participants. According to parents, the findings suggest that there are a lot of benefits in using a technological competitive tool based on AR: the integration of several components in order to achieve a common goal, the possibility of managing the execution of the exercises in several contexts, or the system availability.

Keywords: Parental perspectives; augmented reality; preschool students; knowledge; degree of satisfaction.


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Three-Dimensional Interactive Virtualization of University Buildings and Spaces Pedro Sánchez Luis1, Walkirio Iván González González2 EUAT – Universidad de La Laguna, Avda. Angel Guimerá Jorge s/n, La Laguna 38204 - S/C. de Tenerife, Spain

Abstract Generically, virtual reality can be immersive (computer-generated three-dimensional environments, manipulated by special devices such as helmets or gloves) or non-immersive. The interaction system implemented in this project is based on non-immersive. Thanks to common peripherals such as a keyboard, a mouse, or a mobile screen, we can access, deepen and interact with our Virtual University in a practical, simple and effective way, experiencing what you would perceive if you were really there. Through the project at hand, real scenes created virtually by computer are provided with additional data, obtaining a browsable virtual environment, which allows managing and cycling through all spaces and university aspects respectively. This pilot project aims to implement, virtually and three dimensionally, buildings and areas of the University of La Laguna through the use of ICT, in turn providing them with an interactive character of consultation and / or management of services and resources, intuitively and also in a novel way. The aim is to facilitate access to university facilities by using a web application and providing a simulated spatial view of the physical reality, as if we were actually there, providing users with any kind of difficulty (disability, language skills etc. ...), an accessible interaction with the University of La Laguna. The user can access, discover, or find out about elements in different areas, intuitively exploring the different university centers, student residences, sports and cultural facilities, movable property (such as paintings, sculptures or textiles, etc.)., according to their needs, and also see their particular characteristics. It is possible to see the aspect as well as status or characteristics. Furthermore, you can explore the different elements and spaces of the University of La Laguna by accessing, among others, the classroom to know the status, capacity, security or facilities. It is also possible to see the dependencies of the different centers of the ULL, such as secretariat or front office, management, study rooms, delegation of students, libraries, etc. .., departments, teachers’ offices to contact, or to access educational materials. Also timetables, telephone numbers or other aspects or organizational data related can be found. 1

Corresponding author. E-mail address: [email protected]

2

Corresponding author. E-mail address: [email protected]

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As a pilot project the implementation of the University School of Technical Architecture has been started, including all spaces and / or units that comprise it, inserting subsequently all accurate interactive information as well as all dynamic elements required for display and use, using accessible IT tools. The slogan "LEARN TO VALUE", one of the objectives of the Forum on Cultural Heritage of the City of San Cristobal de La Laguna, is totally relatable to the potential of our project, to provide a direct way the perception of our most immediate University environment. We propose that a picture is worth a thousand words, and an interactive three-dimensional space virtualization is worth a thousand pictures. Keywords: Virtual Reality; Virtual University; University Management; Multimedia

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Adventure with David Vogelberg: A Prototype for Immersive AR-Based Didactic Narrative Interaction for Young Visitors to Cultural Institutions Jason M. Reiznera1, Grit Gindlerb a

Faculty of Computer Science and Languages, Anhalt University of Applied Sciences, D-06366 Köthen, Germany b Children, Adolescents & the Media Master Program, University of Erfurt, D-99089 Erfurt, Germany

Abstract The imminent arrival of immersive Augmented Reality (AR) systems based on head-mounted, transparent optics poses a profound paradigm shift in the ways in which narrative and filmic content will be produced and consumed. The physical and conceptual separation of content from the reality transpiring behind it, as presently afforded by the tangible compartmentalization of an opaque screen, will cease to be relevant in a world where ‘real’ and ‘virtual’ audiovisual stimuli co-exist in the same context of attention simultaneously. As with previous cutting-edge consumer technologies, the eventual adoption and everyday use of immersive AR systems by children and young adults can be assured, however the potential pedagogic and developmental effects of this medium on youth present a litany of questions that are yet to be explored. Additionally, while a multitude of solutions currently exist that use conventional screen-based AR to mediate didactic information in cultural institutions such as museums and public galleries, these systems are impeded by their dependence on a secondary display surface that requires external involvement and concentration to operate. Built upon a hardware setup based on the Meta Spaceglasses platform, Adventure with David Vogelberg is a prototype immersive AR environment and learning system situated within the controlled physical space and traditional didactic setting of a museum, enabling the ongoing development and consequent evaluation of interactions between primary school-aged youth and David Vogelberg, a hybrid museum guide and narrative companion, as well as one of the world’s first specialized AR children’s characters.

1

Corresponding author Tel.: +49 (0)160 302 22 20 E-mail address: [email protected]

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Real object mapping technologies applied to marine engineering learning process within a CBL methodology Carlos Efrén Mora Luis1, Antonio Manuel González Marrero Maritime Engineering Department (La Laguna University), Vía Auxiliar Paso Alto, 2, 38001, Santa Cruz de Tenerife, Spain

Abstract The proper operation and maintenance of marine systems require give specific instructions and descriptions focused on the parts of any device. This is usually taught by the use of texts and figure descriptions, but the learning process is not as immersive as reality itself. The use of augmented reality over real objects with mobile devices can change this learning process into a more immersive and engaging experience for the students. This technology permits the use of instructional information like texts, videos and 3D virtual objects even with animations over real elements. This powerful tool lets the student recognize any drawings and real objects in one step, and also any specific operating and/or maintenance instructions can be given. For creating these augmented reality experiences we pretend to use metaio Creator combined with metaio Toolbox. Metaio GmbH firstly released this free app on October 2012 in the Apple App Store. It lets capturing a real object (mapping) in order to easily create augmented realty experiences using real objects as references. On a first instance, we pretend to map objects like valves, pumps and other piping elements, so small groups of students will be able to observe and study this objects through their own mobile devices using a QR code for object recognition. The understanding of every object by every group of students becomes their challenge. First every group will have to discuss every relevant aspect they have discovered: working principles, operating and maintenance. Secondly they should discuss their results with other team members. Finally they will explain what they have learned to their instructor using the same AR technology. Keywords: Augmented Reality in education; Challenge Based Learning; Real objects mapping; Marine Engineering training.

1

Corresponding author. Tel.: +34-922319000, ext 6245; fax:+34-922319831 E-mail address: [email protected].

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PBL methodologies with embedded augmented reality in higher maritime education: augmented project definitions for chemistry practices Carlos Efrén Mora Luisa, Reyes Carrau Melladob, Beatriz Añorbe Díazb 1 a Maritime Engineering Department (La Laguna University), Vía Auxiliar Paso Alto, 2, 38001, Santa Cruz de Tenerife, Spain b Organic Chemistry Department (La Laguna University), Avda Astrofísico F. Sánchez, s/n, 38071, La Laguna, Santa Cruz de Tenerife, Spain

Abstract One essential factor when developing a project based learning (PBL) program is giving the required resources leading the student’s learning process. We want our students do their own research and obtain the proposed competences, but reaching this objective require a proper project definition, giving appropriate resources and information access. Small questions are also usually proposed for a better project orientation. On a first stage, we are focusing our efforts on augmented project definitions for chemistry practices (density and viscosity) for higher maritime students. Augmented reality can be used for accessing to virtual materials even when outside the laboratory. These mainly consist on 3D models of objects and devices used for measuring, manipulate or processing, and video contents explaining related concepts and other relevant information. Students can study and manipulate fragile and expensive stuff, like viscometers through their mobile device, and watch video demonstrations with another device when working in small groups, while a third student annotates concepts, ideas and procedures on a virtual shared mental map. Augmented materials will be used in a mobile collaborative environment, so mobile devices like smartphones tablets and iPads are a key factor for a better and a more engaging experience for our students. Visualizing augmented contents on virtually any mobile device will be possible by the use of Junaio as it runs on iOS and Android, so we have decided to use Metaio Creator and export as AREL packages to a Metaio server. At the end of these experiences, we expect to obtain better grading results compared with other learning methods. Keywords: Augmented Reality in education; Challenge Based Learning; Real objects mapping; Marine Engineering training.

1

Corresponding author. Tel.: +34-922319000, ext 6245; fax:+34-922319831 E-mail address: [email protected].

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Competency Based Assessment Using a Virtual Environment for Radiotherapy David Flinton1 City University London, UK. EC1V 0HB

Abstract Virtual reality in the form of VERT (Virtual Environment for Radiotherapy) has been used for radiography training since 2007. The system is a back projection system that allows the user to work within a 3D radiotherapy treatment room interacting with the room via a machine hand pendant which allows full control of the unit as in real life. With the demands within the profession and Higher Education both constantly changing we have to constantly re-evaluate our teaching and assessments in order to give the students the best learning experience whilst measuring their competencies against set professional criteria. Method: The study was a mixed methods design consisting of a randomized crossover study of 52 subjects undertaking the Radiotherapy programme at City University who were asked to undertake a simulated electron setup on both VERT and a phantom in a radiotherapy treatment unit. This was followed by focus group interviews to consider the student’s perspective of using VERT in this way. Subjects also completed an immersive tendencies questionnaire and presence questionnaires. Results: The results presented are from an interim analysis based on their first setup. Results indicate significantly better performance on the real treatment unit (5.23) compared to VERT (3.62) p