Augmented Reality-based Support System for Teaching Hand-drawn Mechanical Drawing

Horii, Hirosuke; Miyajima, Yohei

doi:10.1016/j.sbspro.2013.10.323

Cited by 17 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From the research of Hirosuke Horii and Yohei Miyajima [11], they developed using the ARToolKit SDK, it is not suitable for this research because the ARToolKit SDK limits to only 2D object tracking. The research of Maria Concetta Botrugno et al [12] developed using Wikitude SDK.…”

Section: Resultsmentioning

confidence: 99%

“…But to develop a stable AR application one needs to select a suitable development tool or Software Development Kit (SDK) to build a database with high quality and to optimize feature recognition. For example, an AR system for teaching hand-drawn mechanical drawing [11]. This system was developed using the ARToolKit SDK which overlays a mechanical 3D object recognized onto a cubic AR marker.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparative Study of an Augmented Reality Software Development Kit Suitable for Forensic Medicine Education

Tongprasom¹,

Boongsood²,

Boongsood³

et al. 2021

IJIET

View full text Add to dashboard Cite

In the process of creating an Augmented Reality (AR) system, there are various Augmented Reality Software Development Kits (AR SDK) available for development. Each AR SDK has different features. Therefore, a study has to be performed about which AR SDK is appropriate for implementation. This paper focuses on an AR system for Forensic Medicine education in Thailand, where drowning is one of the main causes of death. With the aim of a comparative study and selection, the AR SDK type suitable for use in creating an AR system for teaching Forensic Medicine is selected. The traditional teaching and learning method was studied. There were general requirements of SDKs which are recognition of objects in both 2D and 3D, recognition stability of immovable and movable markers, and supporting platforms both Android and iOS. It was found that Vuforia is an AR SDK suitable for use in Forensic Medicine education. Studying and comparing the various Vuforia feature types resulted in the image target and model target as appropriate methods for Forensic Medicine education in the case of investigating drowning.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparative Study of an Augmented Reality Software Development Kit Suitable for Forensic Medicine Education

Tongprasom¹,

Boongsood²,

Boongsood³

et al. 2021

IJIET

View full text Add to dashboard Cite

show abstract

“…Several applications have explored the use of multiple markers within a single application for educational purpose. In Horii and Miyajima (2013), six different markers are placed on each side of a cube and used in a mixed reality system that tracks a single marker based on the side that is in view. During use, the learner rotates the cube in order to individually view all six virtual objects.…”

Section: Reclassification Into Complex Categoriesmentioning

confidence: 99%

A reclassification of markers for mixed reality environments

Onime

Uhomoibhi

Wang

et al. 2020

IJILT

View full text Add to dashboard Cite

PurposeThis paper presents a reclassification of markers for mixed reality environments that is also applicable to the use of markers in robot navigation systems and 3D modelling. In the case of Augmented Reality (AR) mixed reality environments, markers are used to integrate computer generated (virtual) objects into a predominantly real world, while in Augmented Virtuality (AV) mixed reality environments, the goal is to integrate real objects into a predominantly virtual (computer generated) world. Apart from AR/AV classifications, mixed reality environments have also been classified by reality; output technology/display devices; immersiveness as well as by visibility of markers.Design/methodology/approachThe approach adopted consists of presenting six existing classifications of mixed reality environments and then extending them to define new categories of abstract, blended, virtual augmented, active and smart markers. This is supported with results/examples taken from the joint Mixed Augmented and Virtual Reality Laboratory (MAVRLAB) of the Ulster University, Belfast, Northern Ireland; the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste, Italy and Santasco SrL, Regio Emilia/Milan, Italy.FindingsExisting classification of markers and mixed reality environments are mainly binary in nature and do not adequately capture the contextual relationship between markers and their use and application. The reclassification of markers into abstract, blended and virtual categories captures the context for simple use and applications while the categories of augmented, active and smart markers captures the relationship for enhanced or more complex use of markers. The new classifications are capable of improving the definitions of existing simple marker and markerless mixed reality environments as well as supporting more complex features within mixed reality environments such as co-location of objects, advanced interactivity, personalised user experience.Research limitations/implicationsIt is thought that applications and devices in mixed reality environments when properly developed and deployed enhances the real environment by making invisible information visible to the user. The current work only marginally covers the use of internet of things (IoT) devices in mixed reality environments as well as potential implications for robot navigation systems and 3D modelling.Practical implicationsThe use of these reclassifications enables researchers, developers and users of mixed reality environments to select and make informed decisions on best tools and environment for their respective application, while conveying information with additional clarity and accuracy. The development and application of more complex markers would contribute in no small measure to attaining greater advancements in extending current knowledge and developing applications to positively impact entertainment, business and health while minimizing costs and maximizing benefits.Originality/valueThe originality of this paper lies in the approach adopted in reclassifying markers. This is supported with results and work carried out at the MAV Reality Laboratory of Ulster University, Belfast–UK, the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste-Italy and Santasco SrL, Regio Emilia, Milan–Italy. The value of present research lies in the definitions of new categories as well as the discussions of how they improve mixed reality environments and application especially in the health and education sectors.

show abstract

“…Horii and Miyajima presented an ARToolKit-based education system for visualizing and teaching mechanical drawing [32]. They used cubic ARToolKit markers where the user can watch the objects from different directions by rotating the cubic marker.…”

Section: Interactive Writing Boards and Technology-enhanced Learningmentioning

confidence: 99%

A Low-Cost Interactive Writing Board for Primary Education using Distinct Augmented Reality Markers

et al. 2019

View full text Add to dashboard Cite

Educational institutions demand cost-effective and simple-to-use augmented reality systems. ARToolKit, an open-source computer tracking library for the creation of augmented reality applications that overlay virtual imagery on the real world, is such a system. It uses a simple camera and black-and-white markers printed on paper. However, due to inter-marker confusion, if the marker distinctions are not ensured, the markers are often miss-recognized. This paper presents an ARToolKit-based Interactive Writing Board (IWB) with a simple mechanism for designing confusion-free marker libraries. The board is used for teaching single characters of Arabic/Urdu to primary level students. It uses a simple ARToolKit marker for the recognition of each character. After marker recognition, the IWB displays the corresponding image, helping students with character understanding and pronunciation. Experimental results reveal that the system improves students’ motivation and learning skills.

show abstract

Augmented Reality-based Support System for Teaching Hand-drawn Mechanical Drawing

Cited by 17 publications

References 2 publications

Comparative Study of an Augmented Reality Software Development Kit Suitable for Forensic Medicine Education

Comparative Study of an Augmented Reality Software Development Kit Suitable for Forensic Medicine Education

A reclassification of markers for mixed reality environments

A Low-Cost Interactive Writing Board for Primary Education using Distinct Augmented Reality Markers

Contact Info

Product

Resources

About