GAM730 Week 09:09 Literature Search – AR and MR (2016 – 2019)

Accessed 29/07/19 

YOUM, DONGHYUN, SEO, SANGHYUN and KIM, JUNG-YOON. 2019. ‘Design and Development Methodologies of Kkongalmon, a Location-Based Augmented Reality Game Using Mobile Geographic Information’. EURASIP Journal on Image and Video Processing2019(1), 1–11.

Abstract 

Augmented reality is a rapidly growing area of interactive design where it allows virtual contents to be seamlessly integrated with displays of real-world scenes. Along with the meteoric rise of smart mobile devices capable of producing interesting augmented realityenvironments, the field of interactive game contents has been explored. Pokémon GO, which is released by Niantic, is one of the representative game contents that are implemented using a location-based augmented reality (AR) technology. Even though it is implemented on the basis of the famous and powerful intellectual property (IP) which is Pokémon, the game can be said to be a good example that shows how location-based AR technology using mobile geographic information is being utilized. In the Korean game industry, however, AR-based games are not being paid much attention to. This paper aims at describing the current situation of and future prospects for AR technology and identifying location-based AR game development methods, problems, and improvements by investigating Kkongalmon. In addition, this paper presents efficient development methodologies including design guidelines, tools, and interfaces in AR applications using mobile geographic information. This will enable the improvement of understanding of user experience in mobile AR applications.


JO, DONGSIK and KIM, GERARD. 2019. ‘IoT + AR: Pervasive and Augmented Environments for “Digi-Log” Shopping Experience’. Human-centric Computing and Information Sciences 9(1), 1–17.

Abstract 

The current bare Internet of Things (IoT) infrastructure has recently been extended to include smarter and more effective user interactions. Individual or meaningful sets and groups of IoT objects can be imbued with data and/or content in a distributed manner and efficiently utilized by the client. This distribution makes it possible to scale and customize interaction techniques such as augmented reality (AR). This paper proposes an architecture for combining the AR interface with IoT for an improved shopping experience. The proposed architecture is distributed and therefore scalable such that any IoT product can be accessed on the spot locally without any server restriction and provide intuitive AR-based visualization and interaction for a flexible product trial in the showroom. We identify three key architectural components required to support such a seamless and scalable AR service and experience for IoT-ready products: (1) object-centric data management and visualization, (2) mechanism for accessing, controlling, and interacting with the object, and (3) content exchange interoperability. We illustrate the possible scenarios of shopping in the future with the interactive and smart digital information combined with the analog, that is, the real world. A proof-of-concept implementation is presented as applied to such a “digital–analog” style of shopping. In addition, its usability is experimentally assessed as compared to using the conventional control interface. Our experimental study shows that the subjects clearly experience higher usability and greater satisfaction with AR-interactive shopping, thereby demonstrating the potential of the proposed approach.


DA SILVA, MANOELA M. O., TEIXEIRA, JOÃO MARCELO X. N., CAVALCANTE, PATRÍCIA S. and TEICHRIEB, VERONICA. 2019. ‘Perspectives on How to Evaluate Augmented Reality Technology Tools for Education: a Systematic Review’. Journal of the Brazilian Computer Society 25(1), 1–18.

Abstract

Education has benefited from augmented reality’s (AR) potential to promote interactive experiences both inside and outside the classroom. A systematic review was conducted on how AR’s impact in the learning process has been evaluated. We selected papers from 2009 to 2017 in three databases, IEEE, ACM, and Science Direct, using an open-source crawler, and in one Brazilian Conference, SBIE. We followed the PRISMA protocol. Forty-five works were selected and used to extract data for our research. They were also analyzed according to quantitative and qualitative criteria. The results from all the papers are available in an online database. Results evidenced an increase in the number of papers evaluating the AR’s impact in education. They also showed that AR has been applied in different areas and contexts. Most papers reported positive outcomes as a result of AR insertion. However, most studies lacked the involvement of the teacher and the use of multiple metrics to evaluate educational gains.







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