An Investigation into Augmented Reality, Assessing its Potential for

Aiding Visualisation in Technical Subjects

Michael Bourke G00315030

Submitted for the B.Sc. (Hons) in Education (Design Graphics and

Construction)

to

Galway-Mayo Institute of Technology, Letterfrack

Research Supervisor: Mr. Anthony Clare

Readers: Dr. Pauline Logue Collins & Mr. Thomas Sheppard

Programme: B.Sc. (Hons) Design & Technology Education

Module Title: Dissertation

Date Submitted: 11th, April, 2017

 PLAGIARISM DISCLAIMER

STUDENT NAME: MICHAEL BOURKE

STUDENT NUMBER: G00315030

PROGRAMME: B.SC. (HONS) DESIGN & TECHNOLOGY

EDUCATION

YEAR: 4TH YEAR

MODULE: DISSERTATION

ASSIGNMENT TITLE: AN INVESTIGATION INTO AUGMENTED

REALITY, ASSESSING ITS POTENTIAL
USE IN TECHNICAL SUBJECTS FOR
DESIGN BASED PURPOSES

DUE DATE: 3rd - APRIL - 2017

DATE SUBMITTED:

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2
TITLE
An Investigation into Augmented Reality, assessing its Potential use in Technical
Subjects for Communication and Design Based Purposes.

ABSTRACT
The purpose of the following dissertation is to investigate Augmented Realities
Potential use in technical subjects. The areas that will be investigated are aiding in
developing design ideas in the design process and investigating how augmented
reality can be used to assist students who have difficulty visualising 3-D models. The
text offers a clear definition of augmented reality while also identifying augmented
realities relationship with virtual reality, its history of and how augmented reality and
virtual reality have been utilised in both industry and education to help the reader
understand the technology and its possible potential. Then follows a series of
hypotheses of augmented realities possible applications in technical subjects. These
hypotheses have then been applied and tested to identify weather or not these
hypotheses are either true or false using secondary research gathered through student
surveys and conducting interviews with experienced educators of technical subjects
(results of these can be found in the appendices). This dissertation then provides
concise instructions for technical teachers regarding what software and applications
that can be used to apply Augmented reality in the classroom, while also providing
information in relation to finance.

3
KEY WORDS
Augmented Reality, Technical Education, Visualisation and Communication

ABBREVIATIONS
ICT Information & Communications Technology

AR Augmented Reality

VR Virtual Reality

VE Virtual Environment

MTW Materials Technology (Wood)

TG Technical Graphics

CS Construction Studies

DCG Design & Communication Graphics

CAD Computer-Aided Design

PC Personal Computer

HMD Head Mounted Display

4
 CONTENTS
PLAGIARISM DISCLAIMER......................................................................................2

Title................................................................................................................................3

Abstract..........................................................................................................................3

Key Words......................................................................................................................3

Abbreviations.................................................................................................................4

Table of Figures..............................................................................................................7

Introduction....................................................................................................................8

What is Augmented Reality (AR)..............................................................................9

Proposed Applications..................................................................................................11

The Difference Between Augmented Reality & Virtual Reality..............................12

Example to Augmented Reality to Assist Understanding (Pokmon GO)...............12

Discussion Areas......................................................................................................13

Augmented Realities Potential in Technical Education...........................................13

History of Augmented Reality......................................................................................15

Morton Heiligs Sensorama .....................................................................................15

Ivan Sutherlands Sword of Damocles.....................................................................16

Augmented Reality Applications IN INDUSTRY.......................................................18

Aircraft Manufacture................................................................................................18

IKEA Catalogue App................................................................................................18

Sports Broadcasting..................................................................................................19

Augmented Realities Current use in Education..........................................................22

5
 Medicine...................................................................................................................22

Theories That Support Augmented Realities Use in Education..................................24

Augmented Reality Books.......................................................................................24

Motivation................................................................................................................25

Visual Learners.........................................................................................................25

Collaborative Learning.............................................................................................26

Why Augmented Reality is Suitable for use in Education...........................................28

Affordability of Devices...........................................................................................28

Applications in Technical Subjects..............................................................................29

AR Books.................................................................................................................29

The Design Process..................................................................................................30

User Guide on How To Use Augmented Reality in Technical Subjects......................31

Solidworks................................................................................................................31

Augment...................................................................................................................31

eDrawings.................................................................................................................32

Conclusion....................................................................................................................34

Bibliography.................................................................................................................36

6
 TABLE OF FIGURE
Figure 1: Pokmon Go (Red Bull, 2016).....................................................................13
Figure 2: Heilig's Sensorama (Source: Inventor VR, 2016).........................................15
Figure 3: Sutherlands Sword of Damocles (Source: Smart 2.0, 2016).......................17
Figure 4: Samsung Gear VR (Source: Ir.Net, 2017)....................................................17
Figure 5: Ikea Catalogue App (Source Ikea.Info, 2016)..............................................20
Figure 6: Nfl AR 10 Yard Line (Source: Pinterest, 2017)............................................21
Figure 7: AR In Swimming Broadcasting (Source: Cloudinary, 2016).......................22
Figure 8: Laparoscopic Surgical Procedure Using AR (Source: Healio, 2017)...........24
Figure 9: Global Marker on a AF Worksheet...............................................................37
Figure 10: Objects Side by Side...................................................................................38
Figure 11: Front Elevation...........................................................................................38
Figure 12: Front Elevation...........................................................................................40
Figure 13: End Elevation..............................................................................................40
Figure 14: AR Representation of a Project...................................................................43
Figure 15: Representation of a Project Using Rendering Tools on Solidworks...........43
Figure 16: Comparing Proportions of a Project...........................................................44
Y

7
INTRODUCTION

Since the beginning of time, humankind has sought to alter and improve their

environment. (Craig, 2013, p. 2). Therefore, design and communication of designs

plays such an important role as if it is not planed and implemented correctly one may

be left with an undesirable end product. Design is a key element of DCG, MTW and

Construction Studies with all subjects requiring students to complete a project using

the design process. The department of education stated in their latest subject

inspection report that the aim of the subjects is to encourage students to develop the

ability to solve practical problems in an innovative and creative manner through the

application of appropriate knowledge and skills by devising and executing solutions in

a systematic manner through the mechanism of the design process (The Department

of Education, 2008).

However, communicating our design ideas or complex 3-D objects can sometimes

cause difficulty, depending on an individuals ability to visualise a design or 3-D

model. Although we can use words, dialogue, images and sketches to communicate

how a design or 3-D object appears, could a more accurate representation be achieved

using augmented reality? and how can this be used by teachers if this is to be true?

This is the hypothesis that will be questioned as part of this dissertation.

In conjunction with this we have seen rapid progression of technology in recent times

with a huge amount of development taking place in Information Communication

Technology (ICT). Perhaps incorporating augmented reality into the way, we teach

has been avoided up to this point due to this point due to technological restrictions.

8
However, things do appear to be changing in the classroom and adaptations are being

made due to the quality of ICT constantly improving due to more funding being

allocated to schooling systems for ICT and technological advancements. (Bruton,

2017)

WHAT IS AUGMENTED REALITY (AR)

The first question you may be asking yourself is what is AR? Well the term AR is said

to be first coined by Tom Caudell and David Mizell (Furht, 2011, p. 4). However,

the concept has been with us since Ivan Sutherland invented the first head mounted

display in 1966 (Furht, 2011, p. 4).

Augmented Reality offers the magic effect of blending the physical world with the

virtual and brings applications from your screen into your hands (Jens Grubert and

Dr.Raphael Grasset, 2013, p. 2). One definition of the technology describes AR as

an upgrade of Virtual Reality (VR) where synthetic stimuli are superimposed onto

real-world stimuli. These integrated stimuli affect users directly or via a display,

allowing them to perceive otherwise invisible information (Matjaz Mihelj, Domen

Novak, Samo Begus, 2015, p. 9).

A common misconception made by people is the AR and Virtual Reality (VR) are the

same technology but Azuma provides a clear difference between VR and AR stating

that,

VR is a variation of virtual environments, or virtual reality as it is more

commonly called. While immersed the user cannot see the real world around

him. In contrast AR allows the user to see the real world. Therefore AR

supplements reality, rather than completely replacing it (Azuma, 1997, p. 2).

9
AR thus also faces challenges which are not present in VR and the VE. For instance,

although AR needs to show fewer virtual objects it must regularly refresh them as

well as synchronise the real and virtual images with minimal delays (Matjaz Mihelj,

Domen Novak, Samo Begus, 2015, p. 196). If there are quite evident delays the

augmented image will appear be unrealistic to the surrounding environment and can

also appear out of proportion.

Unlike VR, several AR applications also requires a marker of some sort. While QR

codes are probably the most common form of marker-based AR, other forms exist as

well (Albright, 2017). AR markers are used to achieve more accurate graphics while

marker less AR typically uses the GPS feature of a mobile device or tablet to locate

and interact with AR resources (Albright, 2017).

This is essentially what allows users to view computer generated images in a real-

world environment. This holds quite prosperous potential for applications of the

technology in technical subjects because objects can also be viewed to scale and in

colour when using applications such as eDrawings or Augment (Augment, 2016)

(eDrawings, General questions about eDrawings, 2016).

10
PROPOSED APPLICATIONS

Could this technology allow MTW and Construction Studies educators to leave the

idea of modifying our physical environment by the waste side and allow them to

design by first modifying our virtual environment before making adaptations to our

physical environments. This is beneficial to us because when artefacts are made of

physical materials, it requires significant effort and time to make alterations (Craig,

2013, p. 14). Unlike in the physical environment this can be done in the virtual

environment with minimal effort, be less time consuming and have little to no cost

besides purchasing an application for a tablet or smartphone (Craig, 2013, p. 14).

AR also has the same potential to reduce costs in technical drawing subjects such as

DCG and TG as well as potentially aiding students who have difficulty visualising 3-

D objects from different points of view. This is because of how expensive plastic 3-D

models for DCG and TG are as they range in price between 52.92 to 356 on one of

Irelands leading provides for TG and DCG equipment (SG Education, 2017).

Therefore, the expense of these models could be removed if students had accesses to a

device which had an augmented reality application such as eDrawings or Augment.

This dissertation will look to explore the area of ICT with its primary focus on AR,

investigating its suitability and application in teaching designed elements of technical

subjects and for communicating complex 3-D shapes. The subject areas that will be

assessed include Materials Technology (Wood), Technical Graphics (TG)

Construction Studies (CS) and Design & Communication Graphics (DCG).

11
THE DIFFERENCE BETWEEN AUGMENTED REALITY & VIRTUAL REALITY

It can be quite difficult to understand the difference between AR and VR. However,

Ronald T. Azuma identifies key differences between both in his paper named A

Survey of Augmented Reality stating the following:

AR is a variation of the Virtual Environment (VE). VE technologies compactly

immerse a user in a synthetic environment around him. While immersed, the
user cannot see the real world around him. In contrast, AR allows the user to
see the real world, with virtual objects superimposed upon or composited with
the real world. Therefore, AR supplements reality, rather than completely
replacing it. (Azuma, 1997, p. 2)

AR thus also faces challenges which are not present in VR and the VE. For instance,

although AR needs to show fewer virtual objects it must regularly refresh them as

well as synchronise the real and virtual images with minimal delays (Matjaz Mihelj,

Domen Novak, Samo Begus, 2015, p. 196). If there are quite evident delays the

augmented image will appear to look unrealistic to the surrounding environment and

can also appear out of proportion.

EXAMPLE OF AUGMENTED REALITY (POKMON GO)

A primary example of augmented reality used today by the gaming community is

Pokmon Go. Pokmon Go is a augmented reality smartphone game that lets people

catch Pokmon (Denham, 2016) in the game the Pokmon are represented by

virtually developed images in the users physical environment. The gamer views the

Pokmon through their smartphone in their physical environment. With the objective

of the game is to simply to catch all 151 of the universes creatures (Steelman,

2016).Figure 1: Pokmon Go as it is being used where one of the characters is

superimposed onto the users physical environment.

12
 Figure 1: Pokmon Go (Source Red Bull, 2016)

https://www.mobipicker.com/pokemon-go-gen-2-update-new-incense-
trading-system-legendary-pokemon-confirmed/

DISCUSSION AREAS
To help develop a deeper understanding of AR this document will indicate where AR

originated from and how it has been and is still being used in industry and education

today. This dissertation will provide an understanding of why AR works in education

as well as identifying ways in which AR can be applied in the classroom to aid

students and teachers of technical subjects. In conjunction with this secondary

research conducted while on Teaching Practice (TP) will be used to assess its viability

in the classroom and data will be gathered through interviewing people involved in

technical education gathering data regarding their opinion of the technology while

also conducting surveys with students who used the technology. Lastly this

dissertation will identify suitable apps which allow the user to use AR in the

classroom while identifying important aspects in relation to these apps such as

costing and suitability.

13
AUGMENTED REALITIES POTENTIAL IN TECHNICAL EDUCATION

So how does AR relate to education of the technical subjects? Well in theory both

students and teachers could develop virtual 3-D models using CAD software such as

Solidworks which all technical teaches will be familiar with as it is part of the DCG

curriculum. These Solidworks models then can be viewed as it appears in the real

world using augmented reality applications such as Augment or eDrawings. This

in turn would provide students with a computer generated 3-D design, to scale which

can be viewed from all points of view in motion of 360. This therefore would lead to

a better understanding and evaluation of the concept (Harris, 2011). It is also

identified by Harris that AR would allow students to be more active in their learning

and the interactive environment would increase learners understanding of 3D models

(Harris, 2011).

14
 HISTORY OF AUGMENTED REALITY

MORTON HEILIGS SENSORAMA

AR and VR are not new technologies and there use dates to the mid-20th century.

According to literature published by Borko Furht: Virtual Reality dates to the 1950s

when Morton Heilig, a cinematographer, who thought of cinema as an activity that

would have the ability to draw the viewer into the onscreen activity. (Furht, 2011, p.

4). It did this by taking in all the senses in an effective manner. In 1926 Heilig built a

prototype of his vision, which he described in 1955 as the cinema of the future named

the Sensorama (Furht, 2011, p. 5). This was referred to as the first Immersive

simulation (Turi, 2016). Figure 2: Heilig's Sensorama bellow shows the Sensorama

as it is being used.

Figure 2: Heilig's Sensorama (Source: Inventor VR, 2016)

15
 HTTPS://WWW.ENGADGET.COM/2014/02/16/MORTON-
HEILIGS-SENSORAMA-SIMULATOR/

IVAN SUTHERLANDS SWORD OF DAMOCLES

The Sword of Damocles invented by Ivan Sutherland (Zelkowitz, 2009) see Figure 3:

Sutherlands Sword of Damocles was the first head mounted display (HMD) device

that resembles current VR products such as the Samsung Gear which is represented in

Figure 4: . The Sword of Damocles was revolutionary for its time as it was the first

device to track user head movement which is key to ARs success and it also had

the ability to produce both augmented and immersive displays (Zelkowitz, 2009, p.

66). However, the technology was critiqued due to lag between tracking head

movements and updating visuals. Consequently, causing users to become nauseated

after only short periods this seems quite ironic as The Sword of Damocles translates

in English to a closely impending disaster (Knot, 2014).

http://mashable.com/2012/09/24/augmented-reality/#OCpBeyirgkqj

16
 Figure 3: Sutherlands Sword of Damocles (Source: Smart 2.0, 2016)

http://www.roadtovr.com/new-gear-vr-for-galaxy-s6-and-s6-edge-goes-
on-sale-may-8th-in-u-s-pre-orders-start-tomorrow/

Figure 4: Samsung Gear VR (Source: IR.Net, 2017)

17
 AUGMENTED REALITY APPLICATIONS IN INDUSTRY AND MEDICAL
EDUCATION

AIRCRAFT MANUFACTURE

The first use of Augmented reality in industry dates to the 1992 when the term was

first used by Tom Caudell and David Mizell (Furht, 2011, p. 4). The pair worked

developing applications for aircraft manufacture at Boeing (Geroimenko, 2014, pp.

81-82). Caudell and Mizell worked producing an

alternative to the expensive diagrams and marking devices then used to guide
workers on the factory floor. They proposed replacing the large plywood
boards, which contained individually designed wiring instructions for each
plane, with a head-mounted apparatus that would display a plane's specific
schematics through high-tech eye ware and project them onto multipurpose,
reusable boards. Instead of reconfiguring each plywood board manually in
each step of the manufacturing process, the customized wiring instructions
would essentially be worn by the worker and altered quickly and efficiently
through a computer system. (Rauterberg, 2002, p. 39)

Therefore, by introducing AR into industry these two men made the working process

more understandable for works, reduce the carbon footprint and it also has the

potential for reducing cost over a period.

IKEA CATALOGUE APP

In 2014 Ikea also jumped onto the AR bandwagon with the release of their 2014

IKEA Catalogue App for iOS and Android devices. A smartphone or tablet camera is

used to zone in on an orange cross to the bottom right of selected product pages.

(Ridden, 2014) This allows the user to see how a piece of furniture will look in their

own home looking through their smartphone/tablet. According to Ikea 14 percent of

its customers end up taking home furniture which turns out to be the wrong size for its

18
intended location (Ridden, 2014). Figure 5 shows how the application is used to

visualise furniture in the users own home. A key element of design is proportions and

AR allows people to view their furniture and other objects in its intended location

before committing to purchasing a product. Could this technology be used in a similar

fashion in MTW and CS to prevent projects being designed out of proportion and

therefore not fit for purpose?

FIGURE 5: Ikea Catalogue App (Source Ikea.info, 2016)

http://newatlas.com/ikea-augmented-reality-catalog-app/28703/#gallery

SPORTS BROADCASTING

Additional applications of AR in industry can be found in sports broadcasting where it

is used as a means of visual communication. AR has been widely implemented across

a range of sports to help assist fans in gathering information visually (Williams,

2016). AR was first used in sports broadcasting by Sportvision in 1998, in a NFL

broadcasting. The technology was used to cast the first down virtual yellow first down

marker during a live NFL game so it could be seen on the views screen. This apparent

19
in Figure 6 bellow. The real-world elements are the football field and the players,

and the virtual element is the yellow line, which augment the image in real time

(Gregory Kipper & Joseph Rampolla, 2013, p. 59).

Figure 6: NFL AR 10 Yard Line (Source: Pinterest, 2017)

http://2.bp.blogspot.com/-
GCLhRGqbnaU/VdGK7WCGlLI/AAAAAAAATjc/eSW0so39zzE/s1600
/BLOG_sea-2.jpg

Similarly, to the way AR is used in NFL broadcasting it is also used in swimming

broadcasting. Swimming telecasts often add a line across the lanes to indicate the

position of the current world record holder as a race proceeds to allow viewers to

compare the current race to the best performance (Gregory Kipper & Joseph

Rampolla, 2013, p. 59). As you can see in Figure 7 the yellow line represents the

world record time in compassion to the other swimmers. This identifies that ARs

ability to communicate with people visually which would have otherwise not have

been possible without AR technology. Hence this then could be a beneficial

technology to communicate concepts to students visually in technical subjects.

20
 Figure 7: AR In Swimming Broadcasting (Source: Cloudinary, 2016)

http://res.cloudinary.com/lmn/image/upload/e_sharpen:150,f_auto,fl_loss
y,q_80/v1/gameskinnyc/l/e/d/ledecky-8f48a.jpg

21
AUGMENTED REALITIES USE IN MEDICAL EDUCATION
ARs potential has been utilised in the medical industry educating students in a range

of different ways. With all the capabilities of modern medicine there are still some

features that doctors and surgeons can detect with the naked eye that they can see with

an MRI or CAT scan. This type of information, combined with the ever-growing

number of medical sensors can be combined and rendered, in real time and overlaid

on a real patient (Gregory Kipper & Joseph Rampolla, 2013).

This essentially provides the user with a visual representation of what lies beneath the

skin of the patient in greater detail laid over the patient in the real environment. This

subsequently then provides a more understandable representation then printed scan

results. An added benefit is that the graphic representation is also available in colour

rather than standard black and white scan results (Gregory Kipper & Joseph

Rampolla, 2013).

Another example of AR being used in medical industry is in educating students on

laparoscopic surgical procedures otherwise known as keyhole surgery. The system

uses 3D visualisation and depth extraction from laparoscopic images, to display a

merge of real and synthetic images in the surgeons video-see-through head-mounted

display (Fuchs, 2006, p. 4). This then allows the surgeon to assist student surgeon

during surgery on a patient. A graphic of this can be seen in Figure 8. So one my ask

themselves, could this technology be used in a similar fashion to aid students

completing problems in technical drawing subjects such as DCG and TG assisting

students with difficult questions.

22
 Figure 8: Laparoscopic Surgical Procedure Using AR (Source: Healio, 2017)

https://www.google.ie/search?
q=laparoscopic+surgical+procedures+augmented+reality&rlz=1C1CHBF
_enIE713IE713&espv=2&biw=1536&bih=779&source=lnms&tbm=isch
&sa=X&ved=0ahUKEwjKn-
3SxavQAhWpKcAKHbUGBxgQ_AUIBigB#imgrc=oMOzo0ZmUfEF9
M%3A

23
THEORIES THAT SUPPORT AUGMENTED REALITIES USE IN EDUCATION

The potential for AR to influence and improve education is tremendous (Gregory

Kipper & Joseph Rampolla, 2013, p. 19). This is because AR allows people to

consider areas that may not otherwise been accessible due to restricted location

(Gregory Kipper & Joseph Rampolla, 2013, p. 79). As we all know it can be difficult

and expensive to bring students out of the classroom to experience leaning in an

active, practical way. However, AR has the potential to bring the outside world into

the classroom for the benefit of students.

AUGMENTED REALITY BOOKS

One way which AR is currently being used in education is augmented reality books,

not only do these books let the reader view restricted areas in AR it also has the

potential to allow the reader to visit a different period. AR Books are books which

offer students 3D presentations and interactive learning experiences through AR

technology (Phil Diegmann, Manuel Schmidt-Kraepelin, Sven van den Eynden &

Dirk Basten, 2015, p. 1544) and these are generally viewed using a PC, mobile or

tablet devices.

The first augmented reality book was developed in France by a company called

Dokeo. (Total Immersion, 2009) The purpose of the book was to engage young

readers by offering a new twist on their encyclopaedia (Total Immersion, 2009). The

encyclopaedia was named the Comment Ca Marche? Which translates to how it

works. The encyclopaedia consisted of special pages that would come to life, each

time with a different Augmented Reality themed scenario. For example, on one page a

24
helicopter emerges out of the page and lands on the hand of the reader (Total

Immersion, 2009).

25
MOTIVATION

Motivation will increase when using AR, because AR promotes intrinsic motivation.

Proof of this can be found in a study conducted by the University of Cologne,

Germany. In this study two groups students were observed.

1. Studied using AR technologies

2. Studied using traditional resources such as text books and copy books.

The study found that Participants using the AR appeared much more eager at the

beginning of each session compared with the non-AR group and students have been

satisfied and motivated by these new methodologies, in all cases. (Phil Diegmann,

Manuel Schmidt-Kraepelin, Sven van den Eynden & Dirk Basten, 2015, p. 1544).

This study also reveals that AR used in education provided an increase in attention,

concentration and satisfaction (Phil Diegmann, Manuel Schmidt-Kraepelin, Sven van

den Eynden & Dirk Basten, 2015, p. 1544). This is due to students learning in a more

active, visual appealing environment.

Published literature also suggests that AR appeals to the education approach that

students learn the most when they take control own learning and interact with the real

and augmented environments (Gregory Kipper & Joseph Rampolla, 2013, p. 19)

By allowing a students control of their learning we promote intrinsic motivation.

Intrinsic motivation plays a vital part in an individual's choice to take on challenges,

and keep working on them until completion (Baranek, 1996, p. 9). According to

Wang & Palinscar an increase in students sense of personal control can lead, in turn,

to greater self-responsibility, achievement motivation and learning (Paul Cooper &

26
Donald McIntyre, 1996, p. 22). In technical education students can possess this

control by choosing their own designs, modelling them using Solidworks and then

viewing them AR using eDrawings or Augment.

VISUAL LEARNERS

The acronym VARK stands for Visual, Aural, Read/write, and Kinaesthetic sensory

modalities that are used for learning information (VARK, 2016) The use of AR in

education supports the needs of visual learners. Visual learners are those who learn

best through what they see (Clare, & Chris, 2017) and by introducing visual aids

such as AR CAD models it is easy to suggest that students who like to learn in this

way will have more opportunity to succeed. A general characteristic of a visual learner

is a student who prefers to learn by remembering diagrams and pictures (RMIT,

2016). AR supports the needs of these students as it can provide 3-D representations

of models, diagrams and objects that the learner can view from any angle or point of

view.

COLLABORATIVE LEARNING

AR is also a way in which collaboration can be introduced into education.

Collaborative learning can refer to any instructional method in which students work

together in small groups to achieve a common goal (Prince, 2016). There are a huge

number of befits of incorporating collaborative learning into lessons. Here are a range

of examples why having students working in groups effects learning in a positive

manner according the University of Sydney:

Students are encouraged to become active rather than passive learners by

developing collaborative and co-operative skills, and lifelong learning skills.
It encourages the development of critical thinking skills.
Students can learn from and to teach each other.

27
 Deep rather than surface approaches to learning are encouraged.
It facilitates greater transfer of previous knowledge and learning.
The focus is on student centred approach to teaching and learning, and
assessment (The University of Sydney, 2015)

Likewise, with AR, multiple people can view and interact with the same digital

object, each from their own point of view. (Craig, 2013, p. 241) Therefore in theory

students can work in collaboration using AR. For example, when doing this in design

and make activities they can critique size and dimensions of projects developed using

Solidworks before making the project when it may be expensive and time consuming.

This would work in similarly to the way in which Ikea shoppers use the Ikea

catalogue app to assess how a piece of furniture would look in their own home.

28
 USER GUIDE ON HOW TO USE AUGMENTED REALITY IN TECHNICAL
SUBJECTS

As stated above my research has brought me to the conclusion that the best way to use

AR in the classroom is by creating models in Solidworks as this is a CAD modelling

device already being used by students and teachers in second level education. These

CAD models can be viewed in AR using applications such as eDrawings and

Augment when saved as a eDrawings or Augment compatible files. Here are some

instructions of how to download the software needed to use these applications as well

as some helpful hints and tips.

SOLIDWORKS

It is quite apparent that being able to use Solidworks is a crucial part of your DCG

Project as it is the CAD modelling program used to produce an artefact designed by

students and to model an artefact which already exists to demonstrate students

competence using the program (School, St Colmcille's Community, 2016).

Additionally, in several schools Solidworks is introduced to students in previous years

meaning that junior cycle students from TG will also be competent using the program.

Therefore, Solidworks will already be available in schools to use for CAD design and

students will be competent using the program.

AUGMENT

Augment is a mobile app that lets you and your customers visualize your 3D models

in Augmented Reality (AugmenteDev, 2012). Augment is the leader in augmented

reality (AR) product visualization, offering technology that allows brands to showcase

29
their products in an ultra-realistic way for retailers and manufactures. (Augment,

2016)

This is the most cost effective way to view CAD models in AR as the app is free to

download on IOS and android devices. However, a free plugin must be downloaded to

convert Solidworks files to files that are compatible with the Augment app.

To download the plugin, you can simply visit the Augment Help Centre (Augment,

2016) web page. Here you will a link to download the plugin. Once downloaded you

must follow the steps bellow to install Augment in Solidworks. Once the plugin is

downloaded. It must be opened on Solidworks and the toolbar customised to allow

files to be saved as files which can be view using the Augment App. (Augment, 2016)

ED RAWINGS

eDrawings software is a product design communication tool for sharing

representations of both 2D drawings and 3D models (eDrawings, 2016). Like the

Augment app the eDrawings app is available on both IOS and android devices.

However, unlike Augment eDrawings does come with a price tag. The standard

version costs just 1.99 with the pro version costing 9.99 (eDrawings, iTunes, 2016),

personally I would recommend the standard version as it is cheaper and still has all

the features needed to augment Solidworks models.

Unlike Augment eDrawings is already installed on Solidworks. However, to open

Solidworks models on eDrawings you must save the Solidworks model as a

eDrawings file. This is done by clicking the drop-down arrow choosing

eDrawings(*.eprt) when saving the file.

30
While testing the viability of using AR in the classroom I decided to use eDrawings. I

decided on this because eDrawings files are more compressed then Augment files

meaning they were easier to share, I personally felt it was more user friendly then

Augment and there were additional features available such as exploded views and

section details which were quite useful when teaching. I also found eDrawings to be

an obvious chose over Augment as it didnt require a plugin to be downloaded as it

comes with the student Solidworks package. I feel that 1.99 is a small price to pay by

both student and teacher if the application is to be used consistently in the classroom.

31
 WHY AUGMENTED REALITY IS SUITABLE FOR USE IN EDUCATION

AFFORDABILITY OF DEVICES

One aspect which makes AR suitable to be used in education is its affordability in the

modern age. This is key to ARs success in education as schools are under extreme

pressure finically due to recent financial pressure. Minister for Education Richard

Bruton said an additional 36.5 million will be invested in the sector this year. The

sum, however, falls well short of the 100 million which many say is needed to

significantly boost the standing of the sector (O'Brien, 2016).

However, technology has advanced to the point where it is capable to use AR on a

smart phone or tablet device. This provides a sensible alternative as smart phones and

tablets are often very low cost compared to more permeant or special-purpose

technologies (Craig, 2013, p. 212) As well as this a key advantage of smart phone

AR is that in addition to being inexpensive, many people (in this case students) own

the necessary hardware (Craig, 2013, p. 213).

INTERVIEWS
While on TP I conducted interviews with several teachers to gather evidence that AR

is a beneficial technology for aiding visualisation and assisting design development in

technical subjects. The process involved demonstrating how I would use the

technology in the classroom before asking the teachers several questions. Three of the

key questions I asked were do you think AR is beneficial tool to aid visualisation of

3-D models for students?, do you think AR is a beneficial technology to aid in the

design process and after seeing the technology in use would you look to use AR in

the classroom?. All six teachers agreed that the technology is beneficial tool for

aiding visualisation, and assisting in the design process of design development and all

32
individuals interviewed stated that they will use the technology in their classroom in

the future (Leonard, 2017).

33
 APPLICATIONS IN TECHNICAL SUBJECTS
After conducting extensive research on AR, one can conclude that AR holds vast

potential for use in technical education. In this section of the dissertation several

applications for AR in technical education will be identified. This is done by

identifying a specific way in which AR can applied in the classroom, identifying

pros/cons and providing clear concise instructions on how to complete these actions.

Materials Technology (Wood) (MTW)

Construction Studies (CS)
Technical Graphics (TG)
Design & Communication Graphics (DCG)

However, it is important to identify that applications of AR in education should not

just be limited to technical subjects. It is just due to my own personal knowledge of

these subject areas and the concise nature of this dissertation that it is limited to these

subject areas.

RESTRICTIONS DUE TO SCHOOL POLICY

Unfortunately, the school where I conducted the research for this dissertation did not

have tablet devices available in this school and use of mobile phones in class by

students was prohibited due to a strict no mobile phone policy. To overcome this I

used the AR technology on my own mobile and tablet devices to assist demonstrations

and assisting individual students or small groups of students who had difficulty

visualising 3-D models represented by 2-D images ie: section details and 3-D objects.

I did this by setting up two AR viewing stations in the classroom which students used

when they had trouble visualising a question. Here students used technology for

assistance as it allowed them to view the 3-D computer generated image as it would

34
appear in the question. Students also used the technology to check if their work

appeared to be correct when completed.

Fortunately, students could use the technology when at home on their own tablet and

mobile devices. Sharing files was also easy due to Google Classroom already being

used in the school because Google Classroom allows you to take a document, video

or link and push it out to your students (Keeler, 2017).

AR WORKSHEETS IN TG AND DCG

AR books are one way in which AR is currently being used in education. As stated

previously in the text AR Books are books which offer students 3D presentations and

interactive learning experiences through AR technology (Phil Diegmann, Manuel

Schmidt-Kraepelin, Sven van den Eynden & Dirk Basten, 2015, p. 1544). Imagine

this concept as bringing your text book to life providing a computer generated 3-D

image for each page to help communicate a concept or story visually. Additionally,

evidence states participants using AR books appeared much more eager at the

beginning of each session compared with the non-AR groups (Andreas Dnser,

Lawrence Walker, Heather Horner, Daniel Bentall, 2012, p. 108) and users were

more productive when using them (Kuo-En Chang, Chia-Tzu Chang, Huei-Tse

Hou, Yao-Ting Sung, Huei-Lin Chao, Cheng-Ming Lee, 2014, p. 10)

Similarly, AR could also be used to communicate information on DCG and TG

worksheets. I experimented with this by adding a global marker to worksheets for

DCG and TG and providing students with a eDrawings file via Google Classroom

which corresponded with the questions. Students completed these worksheets for

homework where they were used the AR feature on the eDrawings app to view the

35
computer-generated model of a question in AR. Results of a survey I conducted

identified that 88% of students found using the technology beneficial when

completing homework and 6% of students didnt use the app because they were either

unwilling to buy the app, didnt have enough space on their device or didnt have a

device which was compatible with IOS or android applications.

Fig. 9 below is an example of a worksheet provide to students on TP when teaching

solids in contact. Students used the Global Marker on the page to view AR model

when they had trouble visualising the model or to check if their finished question

appears to be correct.

Figure 9: Global Marker on a AR Worksheet

Fig.10 and Fig.11 show how students used AR to view the corresponding AR model

for the worksheet. Fig. 10 shows how the sphere and cone appeared side by side

36
which is a key concept in solids in contact while Fig. 11 shows the desired front

elevation.

Figure 10: Objects Side by Side

Figure 11: Front Elevation

VISUALLY COMMUNICATING CONCEPTS

37
I also tested the benefit of using AR when demonstrating how 3-D objects appear

from various points of view (plan, elevation and end elevation). This was beneficial in

TG when teaching orthographic projection because AR allowed students to view a 3-

D computer generated model of the drawing in question from various points of view

by either rotating the global marker or changing their point of view.

Orthographic Projection is a way of drawing an 3D object from different

directions. Usually a front, side and plan view are drawn so that a person
looking at the drawing can see all the important sides. Orthographic drawings
are useful especially when a design has been developed to a stage whereby it
is almost ready to manufacture. (Ryan, 2010)

While on TP I had first-hand experience of how difficult it can be help students to

grasp this concept when they dont have a 3D model. However, using of AR assisted

in developing students visualisation skills as it made it easier for students to see the

relationship between each view (elevation, plan and end-elevation). When

interviewing teachers of DCG and TG they all agreed that several students struggle

when visualising the relationship between orthographic views and they also agreed

that AR has the potential to assist with this process. Student surveys conducted also

support this statement as 92% of students felt that AR help to simplify visualising

orthographic views and 84% of students felt it made it easier to understand the

relationship between each orthographic view. In Fig. 12 and Fig. 13 bellow we can see

how AR is used to show the relationship between elevation and end-elevation as the

camera is rotated to view the model in the correct position.

38
 Figure 12: Front Elevation

Figure 13: End Elevation

Then again orthographic projection is used in a range of different topics across DCG

and TG therefore its application would be beneficial when teaching the following

topics listed in the table 1 below.

39
 Design and Communication Graphics Technical Graphics
Orthographic and Auxiliary Projections Orthographic Projection
Section of Solids Auxiliary Elevations and Plans
Orthographic Projection of Solids in Contact Geometrical Solids
Rotation and Inclined Solids Rotation of Objects
Pictorial Projection Pictorial Drawing
Conic Sections Solids in Contact
Descriptive Geometry of Lines and Planes Developments
Intersection of Solids
Developments and Envelopments
Table 1: Topics Which Involve Orthographic Projection in DCG and TG

When conducting secondary research in the form or interviews one critique

recognised by one of the interviewees was that the AR model appears as a perspective

image which is does not accurately represent orthographic projection. However, he

did agree regardless of this fact that it was an effective way of communicating the

relationship between each orthographic projection to students.

Orthographic projection also overlaps with elements of CS in the form of question one

on the leaving certificate exam paper. Question 1 is a compulsory drawing question

of a building detail (Borris Vocational School, 2017). Therefore, teachers can also

use AR technology to communicate the relationship between 2-D section details and

3-D building details.

THE DESIGN PROCESS

The design process is a crucial part of MTW, CS and DCG as it plays an important

role in the state examinations in these subjects. By allowing students to create their

projects on Solidworks and then view them in augmented reality we allow them to

critique certain aspects such as proportions, ergonomics and materials/colours used.

40
Proof of this can be seen in work completed by Harris. Harris lectures part-time in

the Design department at the Training & Education department in Griffith College

Dublin (Tricia Harris, 2015). Here Harris applies AR in a similar manner to assist her

students in insuring their designs are correctly proportioned before constructing them.

Harriss results state that:

Questionnaire data showed most the cohort (12 of the 14) agreed or strongly
agreed that the virtual model helped them with visualisation, with 11 agreeing
that their understanding of their design improved because of the system.
From discussions with participants during the activity, it was noted that design
decisions were being made based on new understanding of the designs
(Harris, 2011).

Although this study was conduct on students from third level education the nature of

the design process is still the same for secondary school students of MTW, DCG and

CS. Therefore, the technology has the potential to aid students in a similar fashion.

Evidence of its effectiveness can also be found in secondary research completed as

part of this dissertation. Interviews conducted with teachers of technical teachers

concluded that using AR in the design process would promote good proportions and

ergonomics of projects as they can be displayed in scale 1:1. However, teaches of

these subjects did not feel that it would be a useful technology when critiquing

colours/materials used as they are not a true representation of how the artefact would

appear when made and they two stated that using rendering tools on Solidworks

would achieve a more accurate representation of materials/colours. Student surveys

also identified ARs potential in the design process as 90% of students felt that the

technology was beneficial to them when designing artefacts.

Fig. 14 and Fig. 15 below show a project which was completed with 1st year MTW

students. As you can see from Fig. 14 and Fig. 15 that the graphic constructed using

41
rendering tools on Solidworks does in fact provide a clearer representation of how the

artefact will appear when constructed.

Figure 14: AR Representation of Project

Figure 15: Representation of Project Using Rendering Tools on Solidworks

Nevertheless, the AR display does have its beneficial aspects for design regarding

proportions and ergonomics as you can see in Fig. 16 where it is compared to the size

of a human hand and a mobile device. After viewing the AR model the students

decided that the project was too small so all measurements had to be increased.

42
Figure 16: Comparing Proportions of a Project

43
CONCLUSION

To conclude one may ponder why AR has not already been utilised in technical

education or in any subject area in Irish second level education for that matter. As you

are now aware of VR has been around since Morton Heilig invented his Sensorama

inspiring AR in the form of Ivan Sutherland Sword of Damocles in 1966 (Furht,

2011). However, both these men were simply before their time in their dreams for VR

and AR which meant that they were restricted by the quality of technology available.

Nevertheless, it is apparent that AR and VR technologies would not be where they are

today without the vison expressed by both men.

Over time we then see how AR moved from an entertainment platform into industry

and education before making its way back to entertainment as it is used quite often

used in sports broadcasts. However, there is one thing that is common between these

platforms AR streamlines communication (AugmenteDev, 2012) and thus gives AR

use huge potential for use in education. Communication plays a vitally role in

education because;

When communication is effective, both the student and teacher benefit. Good
communication makes learning easier, helps students achieve goals, increases
opportunities for expanded learning, strengthens the connection between
student and teacher, and creates an overall positive experience (Importance of
Communicating in the Classroom, 2015)

In recent years, AR, has improved a considerable amount and it is now possible to use

AR on mobile and tablet devices. This makes AR technology reasonably affordable in

education if mobile and tablet device are not already being used in a school.

44
Perhaps AR has not been used to its full potential in Irish schools because the

technology was not of a viable standard in recent years. Nevertheless, it is now clear

that technology has finally caught up with the concept of AR and thus now can be

used in the classroom to benefit visual learners in the learning and design process

while also providing teachers with a resource that encourages engagement, motivation

and collaboration.

45
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