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Augmented Reality (AR) : The power to learning with edutainment !

Augmented Reality (AR) : The power to learning with edutainment !

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Published by Dr Dheeraj Mehrotra
Augmented Reality (AR) : The power to learning with edutainment ! A sharing by Dr. Dheeraj Mehrotra towards Quality Literacy For All.
Augmented Reality (AR) : The power to learning with edutainment ! A sharing by Dr. Dheeraj Mehrotra towards Quality Literacy For All.

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Published by: Dr Dheeraj Mehrotra on Feb 25, 2014
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04/16/2014

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Augmented Reality – The new learning HUB ! 
Dr. Dheeraj MehrotraAR or the Augmented Reality
 is the new phase in town with reality super-empowered with virtual world in combine. As the researchers say, the capsule of learning encapsulates sense of interface with multiple vistas of innovation with pride. Here comes a new trend of the grandfather of Virtual Reality, the coinage is Augmented Reality (AR). n a layman!s voice, the "Augmented Reality,! is a concept which combines the real and the virtual, giving people a view of reality which has been twea#ed, enhanced or augmented. $he utility is with the usage of smart phones. $he ca#e comes via smart usage of %mart &hones for the smart generation of today. $he delivery of digital learning at pace in the classrooms of today has paved a reverberating demand to e'plore anything of innovation and desire to generate a - onder of onders within the classrooms of today.
The Evaluation of AR
 Although augmented reality may seem li#e the stuff of science fiction, researchers have been building prototype system for more than three decades. $he first was developed in the *+s by computer graphics pioneer van %urtherland and his students at Harvard niversity. n the *+/s and *+0s a small number of researchers studied augmented reality at institution such as the .%. Air 1orce!s Armstrong 2aboratory, the 3A%A Ames Research 4enter and the university of 3orth 4arolina at 4hapel Hill. t wasn!t until the early *++s that the term 5Augmented Reality 5was coined by scientists at 6oeing who were developing an e'perimental AR system to help wor#ers assemble wiring arnesses. n *++ developers at 4olumbia niversity develop "$he $ouring 7achine! n 8* 7$ came up with a very compact AR system #nown as 57$hrill9. &resently research is being done in developing 6AR% (6attlefield Augmented Reality %ystems) by engineers at 3aval Research 2aboratory, ashington :.4. f late the revolution has paved over scores of software to supplement the AR in action. $he showcases and road shows are clubbed in con;unction with AR to ma#e the same an event of fun, frolic and participatory. $he simple sound byte with a video can be shared at the youtube presence of the
Mahindra U"#$$ Augmented Reality at Auto E%&o '$(' at htt&))www.youtu*e.+om)wat+h,v-iA'ElU/012 
t very rightly ;ustifies
 
that Augmented Reality (AR) is a term for a live direct or indirect view of a physical, real-world environment whose elements are augmented by computer-generated sensory input, such as sound or graphics.hat some may call an <unsurprising< /*= of * to 8>-years-olds own smartphones, so why aren<t teachers utilising these in the classroom or campus? AR shouldn<t be another monster under the bed (or des#), says
3udy Blo%ham
 @ used intelligently, it provides new ways for learners to access content and #nowledge.$he time demands and so does the scenario. s the use of these devices going to detract from the learning process or contribute to future wor#place s#ills? %hould teachers be using techniues such as augmented reality (AR) to engage students and develop their s#ills for the modern world? ell,  say <yes<, uotesB 6lo'ham.$he beauty lies in the output which is generated. As per the researchers, AR allows people to add digital content to printed material, geographic locations and ob;ects. $hen using a smart device or tablet, viewers can scan an ob;ect and the digital content will appear. $he digital information can range from a lin# to a website, an invitation to ma#e a phone call, a video, a C: model or any other supported digital information. $he #nowledge base po#es of the co-e'istence of this practice with the march of time.  AR provides a more effective way to enable learners to access content. A <DR code< is simply a short cut to a R2 @ it has no other meaning in its own right. 7any AR platforms use a visual browser to recognise an image. $here is no need to add a special symbol to trigger the content. A simple image based e'ample is li#e below,
 
 
45R6789
 AR system trac#s the position and orientation of the user!s head so that the overlaid material can be aligned with the user!s view of the world. $hrough this process, #nown as registration, graphics software can place a three dimensional image of a tea cup, for e'ample on top of a real saucer and #eep the virtual cup fi'ed in that position as the user moves about the room. AR systems employ some of the same hardware technologies used in virtual reality research, but there!s a crucial differencesB whereas virtual reality brashly aims to replace the real world, augmented reality respectfully supplement it. $he trigger can be a source of information in its own right, it can give a clue about what the e'tra content may be, yet also still provide a message for anyone unable to access the e'tras. t may sound far-fetched, none the less, Augmented Reality is in, for educational purposes which can be simply defined as an interactive C: environment which lin#s physical reality and the virtual world by Radio 1reuency dentification (R1:). $he ultimate is that, the Augmented Reality will be widely used within the near future. n the words of V Rao, Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or E&% data. t is

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