3iVClass: a new classification method for Virtual, Augmented and Mixed Realities

Parveau, Marc; Adda, Mehdi

doi:10.1016/j.procs.2018.10.180

Cited by 30 publications

(21 citation statements)

References 9 publications

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“…Information refers to virtual objects being registered in time and space in the user environment. This allows the user to interact with real and virtual objects in the user environment [22].…”

Section: Definitionmentioning

confidence: 99%

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A Review on Mixed Reality: Current Trends, Challenges and Prospects

2020

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Currently, new technologies have enabled the design of smart applications that are used as decision-making tools in the problems of daily life. The key issue in designing such an application is the increasing level of user interaction. Mixed reality (MR) is an emerging technology that deals with maximum user interaction in the real world compared to other similar technologies. Developing an MR application is complicated, and depends on the different components that have been addressed in previous literature. In addition to the extraction of such components, a comprehensive study that presents a generic framework comprising all components required to develop MR applications needs to be performed. This review studies intensive research to obtain a comprehensive framework for MR applications. The suggested framework comprises five layers: the first layer considers system components; the second and third layers focus on architectural issues for component integration; the fourth layer is the application layer that executes the architecture; and the fifth layer is the user interface layer that enables user interaction. The merits of this study are as follows: this review can act as a proper resource for MR basic concepts, and it introduces MR development steps and analytical models, a simulation toolkit, system types, and architecture types, in addition to practical issues for stakeholders such as considering MR different domains.

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Section: Definitionmentioning

confidence: 99%

“…MR benefits: MR space provides many benefits in comparison to other computing ideas such as AR and VR ( Figure 3 and Table 1) [22,24]. Based on three main characters (Adopted from [22]). Table 1.…”

Section: Definitionmentioning

confidence: 99%

A Review on Mixed Reality: Current Trends, Challenges and Prospects

2020

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“…The underlying notion, which we draw upon here, is that an MR/ XR digital continuum goes from the 'real environment' (RE) end, where no digital immersion exists, all the way to the fully digitally immersive VR end, where digital immersion is at its full, as represented in Figure Today, state-of-the-art MR/XR literature currently expands the original digital continuum view -based on Milgram and Kishino (1994), to now consider MR/XR environments to include a multi-variety of dimensions, technological tools and platforms, and embodied user engagement modes, creating interconnected learning ecosystems (see, e.g. Chen and Fragomeni 2018;Parveau and Adda 2018;Mann et al 2018;Speicher, Hall, and Nebeling 2019). This new approach is being referred to as 'XR', where the 'X' means 'anything' reality, accounting for the existing technologies and denoting the imminently yet-to-come emerging digital affordances.…”

Section: Mixed Reality and Immersive Self-determined Learningmentioning

confidence: 99%

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Aguayo

Eames

Cochrane

2020

Research in Learning Technology

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In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.(page number not for citation purpose) learning practically anywhere in collaboration with anyone Pachler, Bachmair, and Cook 2010). They also promote innovative (Parsons 2013), inclusive (Traxler 2010) and transformative (Lindsay 2016) types of learning that challenge traditional teaching and learning approaches (Cochrane 2014;Merchant 2012). The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013;Luckin et al. 2010;Narayan and Herrington 2014).Recent mobile learning research has emphasised new patterns of connected social learning, and research into the transformative possibilities of digital tools (Cook and Santos 2016). We recognise that learning in the 21st century can occur practically anywhere at any time, in school and out, between students, teachers, non-formal educators and parents/adult learners. Twenty-first century learning outcomes also focus on enhancing access to knowledge and promoting organic and distributed social learning throughout the community, with an awareness that learning can be influenced by technological innovations and affordances (learning possibilities offered by technological tools) (Aguayo and Eames 2017b; Bull, Petts, and Evans 2008; Pachler, Bachmair, and Cook 2010). We also recognise that the sociocultural context provided by educational settings and those within them can build on, disrupt and challenge the personal constructs learners bring to those settings (Aguayo 2016; Rennie and Johnston 2004). A heutagogical approach mediated by mobile technologies could then act to create connections and reinforce lea...

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“…More recently, Adria (2019) explored MR from the perspective of creating social environments, with Gugenheimer et al (2019) identifying considerations for improving shared spaces using head-mounted displays (HMD). New definitions of MR have been proposed, including using immersion, interactions and information (Parveau and Adda 2018) and frameworks built on a number of environments, number of users, level of immersion, level of virtuality, degree of interaction, and input and output specific to senses (Speicher, Hall, and Nebeling 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments

Vasilevski

Birt

2020

Research in Learning Technology

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Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners' experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: 'Does applied mobile mixed reality create an enhanced learning environment for students?' The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required.

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3iVClass: a new classification method for Virtual, Augmented and Mixed Realities

Cited by 30 publications

References 9 publications

A Review on Mixed Reality: Current Trends, Challenges and Prospects

A Review on Mixed Reality: Current Trends, Challenges and Prospects

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments

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