Nectar

Laviole, Jérémy; Thévin, Lauren; Albouys-Perrois, Jérémy; Brock, Anke

doi:10.1145/3234253.3234317

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…The difference of spatial augmented reality compared to other definitions lies in how it prevents the hardware from converging with the user through the use of mirrored rays, transparent screens, holograms or video projectors rather than hardware implemented on the head or body, glasses, or mobile devices (Lee et al, 2019). While this approach has it's strengths and limitations, the development of three dimensional thinking and spatial intelligence by spatial augmented reality is supported by many studies (Benko et al, 2015;Laviole et al, 2018;Rossi, 2018), indicating that augmented reality may also be used by distance learners to enrich creative thinking and imagination in this regard.…”

Section: Discussionmentioning

confidence: 99%

The Usability of Augmented Reality in Open and Distance Learning Systems: A Qualitative Delphi Study

2019

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The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the “how” of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.

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Section: Discussionmentioning

confidence: 99%

The Usability of Augmented Reality in Open and Distance Learning Systems: A Qualitative Delphi Study

2019

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“…Recent research has focused on utilising spatial AR to develop interactive and accessible educational maps for individuals with visual impairments. The researchers [57,58,68] explored the creation of prototypes that allowed VI users to interact with maps using audio descriptions, quizzes, and tactile elements. These studies emphasised the importance of involving the target population in the design process to ensure the accessibility and adoption of the technology.…”

Section: Educational Mapsmentioning

confidence: 99%

“…Research studies by [68][69][70] highlight the importance of multi-user XR and group work in educational settings, particularly for individuals with visual impairments. Ref.…”

Section: Multi-user Extended Realities and Group Workmentioning

confidence: 99%

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Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

Hamash,

Ghreir,

Tiernan

2024

Education Sciences

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Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines.

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“…In addition to wearables, there have been attempts to support the visually impaired with devices including for orientation and mobility training, such as augmented reality multi-sensory maps [8]; for navigation, including robot dogs [9]; and devices such as smart canes [10] for mobility support.…”

Section: Visually Impairedmentioning

confidence: 99%

Integrating Machine Learning with Augmented Reality for Accessible Assistive Technologies

Barakat

Hall

Keates

2022

Universal Access in Human-Computer Interaction. User and Context Diversity

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Augmented Reality (AR) is a technology which enhances physical environments by superimposing digital data on top of a real-world view. AR has multiple applications and use cases, bringing digital data into the physical world enabling experiences such as training staff on complicated machinery without the risks that come with such activities. Numerous other uses have been developed including for entertainment, with AR games and cultural experiences now emerging. Recently, AR has been used for developing assistive technologies, with applications across a range of disabilities. To achieve the high-quality interactions expected by users, there has been increasing integration of AR with Machine Learning (ML) algorithms. This integration offers additional functionality to increase the scope of AR applications. In this paper we present the potential of integrating AR with ML algorithms for developing assistive technologies, for the use case of locating objects in the home context.

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Nectar

Cited by 7 publications

References 18 publications

The Usability of Augmented Reality in Open and Distance Learning Systems: A Qualitative Delphi Study

The Usability of Augmented Reality in Open and Distance Learning Systems: A Qualitative Delphi Study

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

Integrating Machine Learning with Augmented Reality for Accessible Assistive Technologies

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