Augmented Reality 3D Interactive Advertisements on Smartphones

Chehimi, Fadi; Coulton, Paul; Edwards, Reuben

doi:10.1109/icmb.2007.20

Cited by 13 publications

(5 citation statements)

References 17 publications

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“…As a result, based on the high success rate of selling product efficiently (Institute, 2004) in advertising using a multimodal interface this concept has received a very positive response from users. This could be due to the mobility and easy access of the product information (Chehimi et al, 2007). By carrying out this concept in prototype HuMAR application, the student's desire to learn is increased as he/she engages with the mAR technology.…”

Section: Functional Requirements Of the Prototype Humar Applicationmentioning

confidence: 96%

“…In solving the above mentioned learning problems, revising the subject matter more often by using Augmented Reality (AR) technology (Chehimi et al, 2007;Norman et al, 2012) is one possible method of learning that could alleviate the problem. Moreover, (Bergman et al, 2013) assert, in keeping longer information, repetition of knowledge must be practised (Bergman et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Utilising Mobile-Augmented Reality for Learning Human Anatomy

Jamali

Shiratuddin

Wong

et al. 2015

Procedia - Social and Behavioral Sciences

144

103

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Augmented Reality (AR) is a technology that augments reality with either two or three dimensional computer generated imagery (CGI), objects and/or information, and allows users to interact with them. AR on mobile devices are evolving and offer a great deal of potential in terms of learning and training. This paper discusses the development process of a mobile prototype learning environment that utilises mobile-Augmented Reality (mAR). The prototype is called the Human Anatomy in Mobile Augmented Reality or HuMAR, and the selected learning topic is the anatomy of the human skeletal structure. The main objective of HuMAR is to aid students and it could potentially enhance their learning process. There has been a report stating that there is a decline in retaining and generating long lasting information longer when learning the abovementioned topic. This paper describes the theory, concept, prototype development and results of HuMAR taken from a pilot test. The pilot test used the experimental method with science's students from three different universities. The objectives of the pilot test were to consolidate users' experience from a didactic and technical point of view. Based on the results of the pilot test, it is concluded that students were satisfied with HuMAR in terms of its usability and features; which in turn could have a positive impact in their learning process.

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Section: Functional Requirements Of the Prototype Humar Applicationmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Utilising Mobile-Augmented Reality for Learning Human Anatomy

Jamali

Shiratuddin

Wong

et al. 2015

Procedia - Social and Behavioral Sciences

144

103

View full text Add to dashboard Cite

show abstract

“…In a review of the work presented in 10-year ISMAR/ISAR/ISMR and IWAR conferences, Zhou et al (2008) divided such techniques into: sensor-based, visionbased, and hybrid. Since then, these techniques recognized by the tracking system were further refined and nowadays they can be divided into image-based, requiring the recognition of a 2D image/tag (Chehimi, Coulton, & Edwards, 2007). Locationbased is a standard version for outdoor AR experiences involving GPS to determine the user"s location (Chiang, Yang, & Hwang, 2014).…”

Section: Technology-related Aspectsmentioning

confidence: 99%

Augmented Reality Trends to the Field of Business and Economics: A Review of 20 years of Research

Roxo¹,

Liaad²,

Inesc-Tec³

et al. 2018

AJBR

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Augmented Reality (AR) is emerging as a technology that is reshaping the current society, especially the fields of Business and Economics (B&E). Therefore, the scientific studies produced on AR call for an interdisciplinary systematic review of the knowledge generated to structure an organized framework. Three main questions are addressed: How has the production of AR scientific knowledge evolved? What user-related aspects does AR affect? Also, which set of subtopics is associated with each motivation to develop an AR solution? The content of 328 papers produced between 1997 and 2016 in the field of AR is analyzed, unveiling 58 coding categories. There are 13 digital media characteristics that assume instrumental roles in addressing four major motivations to develop AR solutions. Technological topics dominate the research focus over behavioral ones. The investigations on AR in mobile displays show the highest increase. This research identifies the main scientific topics that have led researchers' agenda. Consequently, they contributed to develop and to adopt AR solutions and to forecast its future application in the organizations' strategies.

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“…AR mixes the virtual and real world by displaying virtual objects onto real images based on target triggers (markers) manipulated by users. Users can both visualize and interact with virtual objects (Chehimi et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen¹,

Wang

2015

J Sci Educ Technol

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Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of ''day, night, and seasons'' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

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Augmented Reality 3D Interactive Advertisements on Smartphones

Cited by 13 publications

References 17 publications

Utilising Mobile-Augmented Reality for Learning Human Anatomy

Utilising Mobile-Augmented Reality for Learning Human Anatomy

Augmented Reality Trends to the Field of Business and Economics: A Review of 20 years of Research

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

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