Virtual Lab Using Markerless Augmented Reality

Abhishek, M.T.; Aswin, P.S.; Akhil, Nihal C.; Souban, Ali; K, Muhammedali Shafeeque; Vial, Alanna

doi:10.1109/tale.2018.8615245

Cited by 15 publications

(6 citation statements)

References 21 publications

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“…3D models gener-F I G U R E 2 Development process of AR learning system for an embedded system course. AR, augmented reality F I G U R E 3 Input/output pin schematic [6] ated from Maya software directly get imported into Unity workspace and, as per requirement scripts attached to these models [1,25,27].…”

Section: Design Prototypingmentioning

confidence: 99%

“…It has two scripting options, namely Microsoft Visual studio and Monodeveloper, which further supports C++ and C# languages. 3D models generated from Maya software directly get imported into Unity workspace and, as per requirement scripts attached to these models [1,25,27].…”

Section: The Proposed Learning Systemmentioning

confidence: 99%

“…The growth of these digital natives with digital devices makes them enter higher educational institutes with explicit expectations. Digital tools like mobile phones, tablets, computers, play stations, and electronic toys have entered into their daily routine [1]. They spent most of the time with these devices in different ways.…”

Section: Introductionmentioning

confidence: 99%

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Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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The Embedded system is the core unit of every digital device. The design and development of a new digital device or system require a good understanding of the embedded system embed in it. In the context of engineering education, learning embedded systems remains a challenge for the millennial. As, it involves the implementation of mathematics, programming, and working knowledge of electronic and electrical components rooted in it. Traditional teaching pedagogy has become less useful for new‐gen learners to satisfy their demand for knowledge of embedded systems. So, the teaching techniques have to be modified and equipped with the latest technological tools and practices. Augmented reality (AR) is emerging as a new technology in the field of engineering education. With the help of computer‐generated 3D data, animation, visual effects, and immersion, this technology has become more prevalent in the education domain to make complex concepts easier to understand. In this paper, an augmented reality‐based framework designed to teach embedded systems to engineering students. The proposed framework utilizes a tangible user interface comprising of AR markers, a USB camera, a display device, and the processing unit to give AR learning experience to the students. The system so developed tested for its usability with the faculty members of engineering education. Twenty faculty members, as participants, share their system usability experience and feedback using google form. The overall system usability score is 79.5%, which makes it suitable for further deployment on students for exploratory work.

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Section: Design Prototypingmentioning

confidence: 99%

Section: The Proposed Learning Systemmentioning

confidence: 99%

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Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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“…In [31], the authors present a markerless augmented reality (AR) virtual lab where the armature resistance of a DC motor is determined using a virtual environment. The lab was developed using Unity2018 and ARCore software development kit.…”

Section: Virtual Labs: Interactive Simulation and Immersivementioning

confidence: 99%

Virtual Lab Virtues in Distance Learning

Pereira

Soares

Costa

et al. 2021

Smart Innovation, Systems and Technologies

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Since the start of the COVID-19 pandemic, Portuguese schools have been closed twice. This fact causes teachers to quickly adapt the content of learning to the characteristics of distance learning. In some courses, this adaption is straightforward, although all activities on lab were limited to videos of experiments without any interaction by the students. These aspects could be very prejudicial to the learning process since the success of students in lab is proportional to the experimentation and training. To address this problem, a design science research-based project was launched to develop a prototype of a virtual lab that could allow the students the training that is as much as possible a replication of the real experiences' protocols. The preliminary results of the use of this virtual lab prototype were conducted by chemical teachers (as expert judgment). At the same time, we have implemented in the prototype checking points to give feedback to the student that are spread from the solid quantity calculation for the solution through the techniques of prevention of contamination of the solution in the process. Next step in this research will be the evaluation of vLab in large scale, addressing the evaluation of virtual lab versus real lab context, user friendly and early adoption of technology (students and teachers). Besides this, the prototype will still be developed to evolve for a virtual lab with haptics.

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“…for teachers to get students' attention and motivate them, while students get new tools to visualize their subjects and complex concepts (e.g. [5]), as well as to gain practical skills.…”

Section: Introductionmentioning

confidence: 99%

The Use of ARCore Technology for Online Control Simulations

Pohancenik

Matišák

Žáková

2020

Proceedings of the 2020 Federated Conference on Computer Science and Information Systems

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The paper describes an educational mobile application that controls the 3D model of towercopter using augmented reality for smartphones. It is developed using the ARCore technology that allows insertion of 3D objects into a real space via smartphone or tablet. The application serves as a simple guide for a real device which is placed in laboratory and enables to create simulations based on user input data. The application interface is connected with Scilab API simulation module that provides data for 3D model animations. Users can set their own controller parameters into the predefined control structures. Application is a part of virtual laboratory and can help students with understanding of problems connected with education process.

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Virtual Lab Using Markerless Augmented Reality

Cited by 15 publications

References 21 publications

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Virtual Lab Virtues in Distance Learning

The Use of ARCore Technology for Online Control Simulations

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