Introduction

Augmented reality is a technology that works on computer vision based recognition algorithms
to augment sound, video, graphics and other sensor based inputs on real world objects using
the camera of your device. It is a good way to render real world information and present it in an
interactive way so that virtual elements become part of the real world.

Augmented reality displays superimpose information in your field of view and can take you into
a new world where the real and virtual worlds are tightly coupled. It is not just limited to
desktop or mobile devices. As mentioned, Google Glass, a wearable computer with optical
head-mounted display, is a perfect example.

A simple augmented reality use case is: a user captures the image of a real-world object, and
the underlying platform detects a marker, which triggers it to add a virtual object on top of the
real-world image and displays on your camera screen.

AR is being used in an increasing variety of ways, from providing point-of-sale information to

shoppers, tourist information on landmarks, computer enhancement of traditional printed
media, service information for on-site engineers; the number of applications is huge.

Background

Augmented reality (AR) is an interactive experience of a real-world environment where the

objects that reside in the real world are enhanced by computer-generated perceptual
information, sometimes across multiple sensory modalities,
including visual, auditory, haptic, somatosensory and olfactory. AR can be defined as a system
that incorporates three basic features: a combination of real and virtual worlds, real-time
interaction, and accurate 3D registration of virtual and real objects. The overlaid sensory
information can be constructive (i.e. additive to the natural environment), or destructive (i.e.
masking of the natural environment). This experience is seamlessly interwoven with the
physical world such that it is perceived as an immersive aspect of the real environment.[4] In
this way, augmented reality alters one's ongoing perception of a real-world environment,
whereas virtual reality completely replaces the user's real-world environment with a simulated
one.[5][6] Augmented reality is related to two largely synonymous terms: mixed
reality and computer-mediated reality.

 Augmented Reality is any experience which is artificial and which adds to the already existing
reality. or real, e.g. seeing other real sensed or measured information such as electromagnetic
radio waves overlaid in exact alignment with where they actually are in space. Augmented
reality also has a lot of potential in the gathering and sharing of tacit knowledge. Augmentation
techniques are typically performed in real time and in semantic contexts with environmental
elements. Immersive perceptual information is sometimes combined with supplemental
information like scores over a live video feed of a sporting event. This combines the benefits of
both augmented reality technology and heads up display technology (HUD).

Research Objective

 The goal of Augmented Reality is to create a system in which the user cannot tell the difference
between the real world and the virtual augmentation of it. Today Augmented Reality is used in
entertainment, military training, engineering design, robotics, manufacturing and other
industries.

The objective of augmented reality in education is to build environments with a high degree of
participation and interactivity, in which the student is able to build, design, modify, experiment
and become much more actively involved in the learning process. One of the most common
ways to integrate augmented reality in education is through bookmarks in textbooks. QR
codes are usually used which, when focused on the mobile phone, offer hyperlinks to other
complementary information.

For example, imagine creating a marker on a world map where, depending on the continent
you focus on, extra information will be offered about that part of the planet. Geography classes
would be much more enjoyable and productive!

This technology is also capable of enhancing the abilities of students, offering additional
information. As an example we have the Historypin application, which uses geolocation to show
historical images of certain points of interest, giving a new dimension to the history subject.
Thanks to augmented reality, the teaching hours stop just sitting at the desk and listening to the
teacher. They now offer an immersive experience that encourages interest and participation,
for example by viewing and modelling 3D figures. This is the case of the HDM or  Human
Dissection Models project, which allows visualizing and studying parts of the human body
through virtual 3D images.

This can be applied at any level. Nursery, preschool, primary, secondary, vocational training,
university studies … All these levels can take advantage of the advantages offered by RA.

Augmented reality in infant and primary education

Children are more easily impressed by stimuli but, in turn, they are also more accustomed to
new technologies. Today’s children know perfectly how a mobile phone, a tablet or a computer
works. And you will surely be fascinated by augmented reality.

This technology is capable of capturing students’ attention much more effectively. It achieves
this thanks to the surprise factor of creating interactive environments that promote
experimentation-focused learning.

Augmented reality in high school and higher university studies

Augmented reality for science subjects like mathematics, biology, physics or chemistry can be a
very useful tool on a practical level. For example, imagine a biology class in which cells can be
visualized through markers placed on images or text.

For its part, augmented reality in subjects such as history, linguistic or geography is oriented
towards a more theoretical application, offering extra information about the authors, places,
monuments or historical events. For example, a bookmark on a literary work that offers extra
information and images of its author.

An example is MIT -Massachusetts Institute of Technology- which designed several outdoor

augmented reality applications such as Environmental Detectives, which encourages students
to investigate their environment. Based on the concept of gamification, they have also
developed other indoor augmented reality experiences, such as Mystery in the Museum.
Introduction

Augmented Reality (AR) is a growing area in virtual reality research. The world environment
around us provides a wealth of information that is difficult to duplicate in a computer. This is
evidenced by the worlds used in virtual environments. Either these worlds are very simplistic
such as the environments created for immersive entertainment and games, or the system that
can create a more realistic environment has a million-dollar price tag such as flight simulators.
An augmented reality system generates a composite view for the user. It is a combination of
the real scene viewed by the user and a virtual scene generated by the computer that
augments the scene with additional information. In all those applications the augmented reality
presented to the user enhances that person's performance in and perception of the world. The
ultimate goal is to create a system such that the user cannot tell the difference between the
real world and the virtual augmentation of it. It depicts the merging and correct registration of
data from a pre-operative imaging study onto the patient's head. Providing this view to a
surgeon in the operating theater would enhance their performance and possibly eliminate the
need for any other calibration fixtures during the procedure.

What is AR?

The process of superimposing digitally rendered images onto our real-world surroundings, giving a sense
of an illusion or virtual reality. Recent developments have made this technology accessible using a
Smartphone.

discussions.

(1) Who are the qualified users of the augmented reality?

(2) How augmented realities develop the understanding of the students?

(3) How can a technology be incorporated with the education?

History
Augmented reality was first achieved, to some extent, by a cinematographer called Morton
Heilig in 1957. He invented the Sensorama which delivered visuals, sounds, vibration and smell
to the viewer. Of course, it wasn’t computer controlled but it was the first example of an
attempt at adding additional data to an experience.

Then in 1968, Ivan Sutherland the American computer scientist and early Internet influence,
invented the head-mounted display as a kind of window into a virtual world. The technology
used at the time made the invention impractical for mass use.

In 1975, Myron Krueger, an American computer artist developed the first “virtual reality”
interface in the form of “Videoplace” which allowed its users to manipulate and interact with
virtual objects and to do so in real-time.

Steve Mann, a computational photography researcher, gave the world wearable computing in

1980.

Of course back then these weren’t “virtual reality” or “augmented reality” because virtual
reality was coined by Jaron Lainer in 1989 and Thomas P Caudell of Boeing coined the phrase
“augmented reality” in 1990.

The first properly functioning AR system was probably the one developed at USAF Armstrong’s
Research Lab by Louis Rosenberg in 1992. This was called Virtual Fixtures and was an incredibly
complex robotic system which was designed to compensate for the lack of high-speed 3D
graphics processing power in the early 90s. It enabled the overlay of sensory information on a
workspace to improve human productivity

There were many other breakthroughs in augmented reality between here and today; the most
notable of which include:

Bruce Thomas developing an outdoor mobile AR game called ARQuake in 2000

ARToolkit (a design tool) being made available in Adobe Flash in 2009

Google announcing its open beta of Google Glass (a project with mixed successes) in 2013
Microsoft announcing augmented reality support and their augmented reality headset HoloLens
in 2015

2.2 PROPERTIES AR

system to have the following properties: 1. Combines real and virtual objects in a real
environment; 2. Runs interactively, and in real time; and 3. Registers (aligns) real and virtual
objects with each other. Definition of AR to particular display technologies, such as a head
mounted display (HMD). Nor do we limit it to our sense of sight. AR can potentially apply to all
senses, including hearing, touch, and smell.

AUGMENTED REALITY Vs VIRTUAL REALITY

The term Virtual Reality was defined as "a computer generated, interactive, three-dimensional
environment in which a person is immersed." There are three key points in this definition. First,
this virtual environment is a computer generated three-dimensional scene which requires high
performance computer graphics to provide an adequate level of realism. The second point is
that the virtual world is interactive. A user requires real-time response from the system to be
able to interact with it in an effective manner. The last point is that the user is immersed in this
virtual environment One of the identifying marks of a virtual reality system is the head
mounted display worn by users. These displays block out all the external world and present to
the wearer a view that is under the complete control of the computer. The user is completely
immersed in an artificial world and becomes divorced from the real environment. A very visible
difference between these two types of systems is the immersiveness of the system. Virtual
reality strives for a totally immersive environment. The visual, and in some systems aural and
proprioceptive, senses are under control of the system. In contrast, an augmented reality
system is augmenting the real world scene necessitating that the user maintains a sense of
presence in that world. The virtual images are merged with the real view to create the
augmented display. There must be a mechanism to combine the real and virtual that is not
present in other virtual reality work. Developing the technology for merging the real and virtual
image streams is an active research topic . The real world and a totally virtual environment are
at the two ends of this continuum with the middle region called Mixed Reality. Augmented
reality lies near the real world end of the line with the predominate perception being the real
world augmented by computer generated data.

A Guide to Augmented Reality

Augmented Reality turns the environment around you into a digital interface by placing virtual
objects in the real world, in real-time. Augmented Reality can be seen through a wide variety of
experiences. We distinguish 3 main categories of Augmented Reality tools.

Augmented Reality 3D viewers, like Augment, allow users to place life-size 3D models in your
environment with or without the use of trackers. Trackers are simple images that 3D models
can be attached to in Augmented Reality.

Augmented Reality browsers enrich your camera display with contextual information. For
example, you can point your smartphone at a building to display its history or estimated value.

The last way that Augmented Reality is generally experienced is through gaming, creating
immersive gaming experiences that utilize your actual surroundings. Imagine shooting games
with zombies walking in your own bedroom! The biggest use of Augmented Reality gaming to-
date is Pokémon Go, allowing users to catch virtual Pokémon who are hidden throughout a
map of the real world.

Augmented Reality Devices

Augmented Reality can be used on all screens and connected devices :

Through mobile devices like smartphones and tablets, Augmented Reality acts like a magic
window; through the viewer you can see holograms and manipulate 3D models. Hundreds of
Augmented Reality apps are available on iPhone, iPad, and Android.
On PC and connected TV players, Augmented Reality works through a webcam and relayed
through the screen. This can be quite cumbersome when you have to manipulate a tracker in
front of your screen.

On head mounted displays, glasses, and lenses, Augmented Reality becomes a part of your
entire field of view, making for more life-like Augmented Reality experiences. It almost feels like
Ironman with the help of Jarvis.

Implementation Framework

Hardware

The main components of our system are a computer (with 3D graphics acceleration), a GPS
system originally differential GPS, and now real-time kinematic GPS+GLONASS, a seethrough
head-worn display with orientation tracker, and a wireless network all attached to the
backpack. The user also holds a small stylus-operated computer that can talk to the backpack
computer via the spread spectrum radio channel. Thus we can control the material presented
on the head wom display from the handheld screen. We also provide a more direct control
mechanism of a cursor in the head worn display by mounting a track pad on the back of the
handheld display where it can easily be manipulated (we inverted the horizontal axis) while
holding the display upright. To make the system to be as lightweight and comfortable as
possible, off-the-shelf hardware can be used to avoid the expense, effort, and time involved in
building our own. Over the years, lighter and faster battery-powered computers with 3D
graphics cards, and finally graduated to laptops with 3D graphics processors.

Software

Software infrastructure Coterie, a prototyping environment that provided language-level

support for distributed virtual environments. The main mobile AR application ran on the
backpack computer and received continuous input from the GPS system, the orientation head
tracker, and the track pad (mounted on the back of the handheld computer). It generated and
displayed at an interactive frame rate the overlaid 3D graphics and user interface components
on the head worn display. In the handheld computer we ran arbitrary applications that talked
to the main backpack application via Coterie/Repo object communications. In our first
prototype, we simply ran a custom HTTP server and a web browser on the handheld computer,
intercepted all URL requests and link selections, and thus established a two-way
communication channel between the backpack and the handheld.