augmented reality tools and techniques for developing...

Augmented Reality tools and techniques for developing interactivematerials for mobile-learning

MAURO FIGUEIREDOUniversity of Algarve

ISE, CIMA, CIACEstrada da Penha, 8005-139 Faro

[email protected]

JOSE GOMES and CRISTINA GOMESUniversidade AbertaUniversidade Algarve

[email protected]

JOAO LOPESUniversity of Algarve

ISEEstrada da Penha, 8005-139 Faro

[email protected]

Abstract: Combining mobile technologies with Augmented Reality (AR) has recently enabled the ubiquity of ARtechnologies in our everyday life. Many schools are implementing 1:1 iPad or Bring Your Own Device (BYOD)programs and in this way smartphones and tablets are being increasingly used by students to improve learning.There are many augmented reality (AR) applications available that can be used to create educational contentsfor these mobile devices. This paper surveys the most popular augmented reality applications and we select AReco-systems to be used in daily teaching activities which are user friendly, do not require programming skills andare free. Different augmented reality technologies are explored in this paper to create teaching activities withanimations, 3D models and other information to be shown on top of interactive documents. It is presented thecreation of a novel augmented reality book that was developed with teachers and students. Several examples arealso presented that are used in educational activities, from kindergarten to elementary and secondary schools, toimprove reading, comprehension and learning of music. It is also presented the application of augmented reality tohelp students of the first year of mechanical engineering to better understand the drawing of orthographic views.These examples illustrate several approaches that were presented to students of Science Education at the AlgarveUniversity that will be future teachers.

Key–Words: e-learning, m-learning, augmented reality.

1 IntroductionCurrently, learning processes are under the influ-ence of the many possibilities offered by Informationand Communication Technologies (ICT). These allowgreater interaction of the individual, not only withthe content and the resources offered by the network,but in particular with other users. Mobile comput-ing devices allow an exponential expansion of socialand participative web technologies, since they repre-sent an increase in the ease of data access and thecreation of textual and audiovisual content, even im-plying a situation to link at anytime and anywhere,where ubiquity is the keyword. The learning mediatedby these devices are connoted by the term mobile-learning and describe a relatively new concept [1].Technological artifacts used to provide this learning

are defined as mobile computing devices, and can takethe form of personal digital assistants, mobile phones,smartphones, tablets, audio and / or video playersand laptops [2]. These devices have increased pro-cessing power and usability, and are accessible on alarge scale, which has significantly contributed to theirease of use and at implementing innovative educa-tional processes in numerous educational institutionsand universities.

In the near future, eventually everyone has asmartphone or a tablet that is capable of displayingaugmented information. This makes it possible for ateacher to develop educational activities that can takeadvantage of the augmented reality technologies forimproving learning activities. According to Fernan-des and Ferreira [3], the use of information technol-

Recent Advances in Educational Technologies and Methodologies

ISBN: 978-960-474-395-7 63

ogy made many changes in the way of teaching andlearning. We believe that the use of augmented realitywill change significantly the teaching activities by en-abling the addition of supplementary information thatis seen on a mobile device.

Many augmented reality applications are cur-rently available. The most popular augmented-realityeco-systems are explored in this paper. We presentAugmented Reality systems that can be used in dailylearning activities. Such AR eco-systems must beuser friendly, since they are going to be used by teach-ers that in general do not have programming knowl-edge; and open source or free for non-commercial,without any type of water marks.

This paper presents several educational activi-ties and a novel Augmented Reality book created us-ing free augmented reality tools that do not requireprogramming knowledge to be used by any teacher.We discuss different AR eco-systems and show themost appropriate for each particular educational ac-tivity presented in this paper covering k-12 teaching.Marker-based and marker less augmented reality tech-nologies are presented to show how we can createlearning activities to visualize augmented informationlike animations and 3D objects that help students un-derstand the educational content.

This paper is organized as follows. Section 2surveys the most common augmented reality eco-systems. In section 3 we present activities supportedon marker based augmented reality for teaching musicand improve reading and comprehension. Section 4describes activities that can be used in a kindergartenand the creation of an AR book, based on marker lessAR technology. It is also presented in section 5 anexample of the use of AR for improving the learningof orthographic views by showing the 3D model inan augmented reality application. Finally conclusionsare presented in Section 6.

2 Augmented RealityAugmented Reality applications combine images, 2-Dor 3-D virtual objects with a 3-D real environment inreal time. Virtual computer generated and real objectsappear together in a real time system in a way that theuser sees the real world and the virtual objects super-imposed with the real objects. The user’s perceptionof the real world is enhanced and the user interacts ina more natural way. The virtual objects can be usedto display additional information about the real worldthat are not directly perceived.

Paul Milgram and Fumio Kishino [4] introducedthe concept of a Virtuality Continuum classifying thedifferent ways that virtual and real objects can be re-

alized. In this taxonomy scheme Augmented Realityis closer to the real world.

Ronald Azuma [5] defines augmented reality sys-tems as those that have three characteristics: 1) com-bines real and virtual; 2) interactive in real time; 3)registered in 3D.

In general, augmented reality applications fall intwo categories: geo-base and computer vision based.

Geo-based applications use the mobile’s GPS, ac-celerometer, gyroscope, and other technology to de-termine the location, heading, and direction of the mo-bile device. The user can see overlapping computer-generated images onto a real world in the directionhe is looking at. However, this technology has someproblems. The major problem is imprecise locationwhich makes difficult for example the creation ofphoto overlays.

Computer vision based applications use imagerecognition capabilities to recognize images and over-lay information on top of this image. These can bebased on markers, such as QR (Quick Response), Mi-crosoft tags or LLA (latitude/longitude/altitude), ormarker less that recognize an image that triggers theoverlay data.

There are currently many augmented reality ap-plications and development systems for Android andiOS (iPhone Operating System) smartphones andtablets.

The most popular ones are: Wikitude1, Layar2,Metaio3, Aurasma4 and Augment5.

Wikitude delivers the Wikitude World Browserfor free, which is an augmented reality web browserapplication, and the Wikitude SDK (software devel-opment kit) for developers which is free for educa-tional projects. However, the educational version ofthe wikitude SDK always displays a splash screen andthe wikitude logo.

The wikitude browser presents users with dataabout their points of interest, which can be the sur-roundings, nearby landmarks or target images, andoverlays information on the real-time camera view ofa mobile device.

Augmented reality learning activities can be real-ized with the wikitude SDK. The wikitude SDK canbe used to display a simple radar that shows radar-points related to the location based objects. It is alsopossible to recognize target images and superimpose2D or 3D information on top of them. The developercan also combines image recognition and geo-base

1http://www.wikitude.com/2http://www.layar.com/3http://www.metaio.com/4http://www.aurasma.com/5http://augmentedev.com/


ISBN: 978-960-474-395-7 64

augmented reality. However, the building of these ca-pabilities using the wikitude SDK requires program-ming knowledge.

Layar has the Layar App, an augmented realityweb browser, and the Layar Creator, which is a toolfor creating interactive printing documents. With theLayar Creator it is easy to make an interactive docu-ment for a teaching activity. There is no need to doany programming and, in this way, it does not requireany developers with programming skills. The teachercan easily upload the trigger page to which he wantsto associate augmented information. Marker less im-age recognition techniques are used and with the La-yar Creator interface the teacher can easily associate avideo, for example. Later, with the Layar App, thestudent can view, on the camera of his mobile de-vice, the overlaied information associated to the page.These applications are both free. However, every trig-ger image published within the Layar’s publishing en-vironment is paid. For this reason, it is not afford-able for developing interactive printing documents forteaching. Geo-location based augmented reality infor-mation is free of charge.

Metaio delivers the junaio, metaio Creator and adevelopment SDK. Junaio is the metaio’s free aug-mented reality browser and is free. The metaio Cre-ator is an augmented reality tool to create and publishaugmented reality scenarios and experiences withinminutes. With the metaio Creator the teacher can con-nect 3-D content, videos, audio, and webpages to anyform of printed medium or 3D map (object-based orenvironment-based). However this tool is paid. If auser wants to develop augmented reality applicationsfor iOS or Android, the developer can use the metaioSDK. However, this development SDK is also paid.

Aurasma delivers the Aurasma App and theAurasma Studio.

The Aurasma App is available for Android andiOS and uses advanced image recognition techniquesto augment the real-world with interactive contentsuch as videos, 3D objects or animations associatedto trigger images or geo-based information.

The Aurasma Studio is an online platform thatlets the teacher create and publish their own aug-mented reality information in an intuitive and userfriendly environment. It is not required any program-ming knowledge and every teacher can easily uploadtrigger images that can be associated to videos, im-ages, 3D objects or other information.

The Aurasma eco-system delivers these applica-tion for free.

Augment is a free application for Android andiOS that uses augmented reality to visualize 3D mod-els triggered by QR codes and recently it also enablesthe use of a trigger image. After registering at the

augment website, the teacher can easily upload a 3Dmodel that is triggered by a QR code or an image.

In this way, as our concern is to find augmentedreality eco-systems that do not require programming,that are free and easy to use for learning activities. Forthis reason, in the following sections of this paper weuse Aurasma and Augment systems which are free, donot require programming and with them teachers canprepare activities in an easy way.

3 Creating learning activities usingmarker-based AR technologies

Marker based augmented reality technologies recog-nize a pattern/code when a camera points at it thatis used to trigger the AR content. The most com-mon marker-based Augmented Reality implementa-tions use Quick Response (QR) codes. There are othermarkers that can be used such as the Microsoft tags orthe LLA (latitude, longitude and altitude).

In this section, we present several examples of us-ing marker based augmented reality technologies tocreate teaching activities.

Using marker based codes for presenting addi-tional information in a mobile device. The teacher canuse QR two dimensional codes for associating infor-mation such as text, URL or any other data. Quickresponse codes are much more popular than the othercode formats. Its main advantages is that they useopen source technology and in this way they are freeand always will be. There are several sites where theteacher can easily create such codes. One that canbe used and is free is http://keremerkan.net/qr-code-and-2d-code-generator/.

This Website links the QR code to text, to make aphone call, to send an email, to tweet, to open googlemaps and many other possibilities. In practice, thereis no limit, since the QR code can link to an url. Inthis way, using for example dropbox6 the QR code canopen sound, images or movies files that can be storedin the cloud.

Figure 1 shows an example of using QR codesto study the Portuguese author Fernando Pessoa bystudents of the 12th grade. With this sheet the studentscan explore in the class, or at home, other materialsthat teachers consider to be important for them.

A disadvantage of the QR codes is that they are ingeneral large and can take too much space, speciallyif they have to store too much information. When wewant to use smaller codes that become less intrusivewe can use the Microsoft tags. Reading smaller Mi-crosoft tags are more reliable then the equivalent QR

6http://www.dropbox.com/


ISBN: 978-960-474-395-7 65

Figure 1: Study of the Portuguese author FernandoPessoa using QR codes to access additional materials.

codes. The example presented in figure 2 uses Mi-crosoft tags.

Microsoft tags are also very easy to create, requir-ing only the registration at the site http://tag.microsoft.com.

The example of figure 2 uses the Microsoft tagsto show the answers to the different questions. Wecreated other augmented reality documents with mu-sic sheets and we noted that the students were moreinteractive in the classroom, improving the learningprocess [6].

4 Creating learning activity usingmarker less AR technologies

In this section, we introduce the augmented realitytechnologies that we found more appropriate to cre-ate learning activities based on an image that triggersan animation that can be used for teaching activitiesin a kindergarten (subsection 4.1) or for creating anAugmented Reality book (subsection 4.2).

Figure 2: Music test with Microsoft tags codes.

4.1 Activities for kindergarten

In a kindergarten a childhood educator frequentlyreads a story to children and then make an activityabout it. In this section, it is shown a form of a puz-zle (fig. 3) that is shown to children after the child-hood educator reads to them the story of the ”Frogand Duck”. The children have to choose the appro-priate character (fig. 4) to the question formulated bythe childhood educator to place in the puzzle (fig. 3).Once they choose the right character, the trigger im-age (fig. 5) activates the associated animation that wasgenerated with Microsoft Power Point.

The images presented in figures 3 to 5 were cre-ated from an original image from the story and editedusing GIMP7 (GNU Image Manipulation Program).Although GIMP is an advanced application, it waseasy to use and very useful for: i) extracting the char-acters with transparency from the original image andto ii) fulfill the background after removing the duck.For this purpose, we used the GIMP Foreground Se-lect Tool and Heal Selection which are very easy to

7http://www.gimp.org/


ISBN: 978-960-474-395-7 66

Figure 3: Puzzle.

Figure 4: Two of the possible characters that childrenhave to choose.

Figure 5: Trigger image that is used to start the ani-mation.

use and yet very powerful.After making the trigger image and the animation,

it is time to use an augmented reality eco-system sothat when using a mobile device it can recognize thetrigger image and activate the animation.

For the recognition of marker less images we usedthe Aurasma eco-system which is free, does not re-quire programming knowledge and is easy to use.

After registering to Aurasma we can access to theAurasma Studio that begins with the step by step tuto-rial.

The teacher setups his augmented reality contentsin Aurasma Studio with the following steps.

First, the teacher creates a channel. It is like aYouTube Channel or TV Channel, except that this isthe teacher augmented reality channel and, there is nolimit, the teacher can create multiple channels. In thiscase, we created an education channel that can be fol-lowed using the following link to subscribe http://auras.ma/s/tBkQ0. This is created once andthe teacher can add multiple augmented reality con-tents into the same channel.

The second step is to upload the trigger image offigure 5. The trigger image is a still image that willtrigger the augmented reality contents. It is a JPEGor PNG file that in the Aurasma Studio has less than500, 000 pixels. The one used in this example has 720x 540 pixels which makes the total of 388, 800 pix-els. The teacher only has to give a name to the triggerimage, select the file to upload and save it.

The third step is to upload the overlay content thatwill replace the trigger image. Overlays can includevideos, images, 3D scenes or web pages. The teachergives a name to the overlay content, select the file toupload and save it. It is recommended the use of MP4video format files up to 100MB.

The final step is the aura creation. Auras are aug-mented reality actions - images, videos or 3D anima-tions that appear when the mobile device is pointedto a real world image or object. The auras associatethe trigger image to the overlay animation and storesit to the channel created before. This information isstored in Aurasma Central. Whenever the Aurasmaapplication is running on a mobile device it connectsto Aurasma Central to download auras that the user issubscribing in a channel.

The process is simple as it was described. Com-pared to other augmented reality authoring tools avail-able, this one is definitely the simplest one and is free.

4.2 Creating an Augmented Reality Book

At the grouping of schools of Padrao da Legua westarted a project, which aimed at the integration of ARtechnology with the mobile-learning concept. The es-tablishment of collaborative work between differentdisciplinary areas, teachers and students, were one of


ISBN: 978-960-474-395-7 67

Figure 6: The Sea in Music Augmented Reality bookcover.

the main project objectives, focusing to develop an ar-tifact with potential use in the process of teaching andlearning within educational contexts. The work tookthe form of a book, illustrated in figure 6, to whichaudiovisual elements (multimedia) were added usingAR supported by the Aurasma platform that can beexplored in the Aurasma Chanel:http://auras.ma/s/3OBNz.

4.2.1 Development of interdisciplinary coopera-tive work

The project had the support of teachers and studentsin the subject areas of Music Education, Visual Edu-cation, Visual Arts, Educational Resource Center andSpecial Education students from the school of Leca doBalio. The unifying theme chosen was the sea. Theproject was selected from more than sixty schools tobe presented in the national fourth contest Sea Kit, atthe Pavilion of Knowledge in Lisbon on May 17th,2013. The coordination of the project consisted inthe allocation of tasks and work proposals for teachersand students, with the following contributions:

• Musical Education teachers and students focusedtheir research efforts in finding songs that in-cluded ocean related elements in their lyrics ortheme. That research returned a set of songssuited to play on the fipple flute. These songswere adapted to the flute tessiture and comple-mented with orchestral accompaniment. Finallythe songs were recorded onto video to supportstudents live play, known as play-along (fig. 8).Information about the composers, interpreters orthe song itself was gathered and present in videoformat (fig. 7).

• Visual Education teachers and students re-searched the marine fauna and flora of the Por-tuguese coast, from which they produced a col-lection of drawings and art, using different tech-niques, from textured materials suited to the tac-tile experience to colored pencil or china ink con-tour (fig. 9).

• The Visual Arts teachers and students producedtwo short movie sequences, animated accordingto the stop-motion technique. One was createdusing sequential drawings. Students draw theaquarium and the fishes to generate the anima-tion (fig. 10). The second, the movie ‘The LittleGirl and The Sea Star” (fig. 11), was created us-ing moldable plastic figures and received a soundtrack fully elaborated by a special education stu-dent. The movie sound track involved environ-ment sounds recollection and audio manipulationin Audacity by the student itself, using differenttechniques and resources. The final video file,was produced in Movie Maker according to a sto-ryboard depicting the scenes, planes and the au-dio soundtrack.

• The Educational Resources Center, contributedwith a photo sequence depicting scenes from thelife of Matosinho’s fishermen from the past to thepresent day. This contribution took the form ofa video with a popular sea theme related soundtrack.

Along the first and second period of the schoolyear a large amount of works took shape. From these,a few were chosen according to higher quality pat-terns or those that meant greater effort and involve-ment from the students. The cooperative work estab-lished between teachers and students around a com-mon project contributed significantly to greater in-volvement and motivation of everyone, extending itto the school management, the parents and the educa-tional community.

4.2.2 Content development (in the real and digi-tal worlds)

Beyond the establishment of collaborative work in thecreation of an educational artifact, the underlying ob-jective of the project was to achieve usability in thecontext of mobile-learning and Augmented Realitytechnology. The objectives and the solutions neces-sary to reach these goals are summarized next:

• Existence of a physical support element of thereal world.


ISBN: 978-960-474-395-7 68

a)

b)

Figure 7: Musical score featuring (a) conventionalmusic notation, guitar chords; (b) play-along andtheme curiosities.

To achieve this goal the project physical supporttook the form of a colored spiral-bound printedbook.

• Display additional and/or complementary con-tent, audio/video by means of AR.

Multimedia content displayed through AR wasproduced in video format. The songs were pre-sented as play-along and the information con-cerning authors or interpreters was provided bystudent stylized images using animation and lip-sync synchronization. Fishes and seabed wereaggregated in an aquarium in which the indi-vidual elements were animated and recorded onvideo. The AR content was implemented byvisual element recognition without any markerssupported by the Aurasma platform.

a)

b)

Figure 8: With a mobile device the student can fol-low the (a) high-lighted guitar chords; and (b) and thehigh-lighted play-along.

Figure 9: Student art depicting the Portuguese coastmarine fauna.

• Augmented Reality visualization, and mobile-learning through mobile computing devices.

The mobile computing devices used to reveal theAR contents and to allow mobile-learning weresmartphones and tablets using Android and iOSoperating systems.

• Display suitable items for learning.


ISBN: 978-960-474-395-7 69

Figure 10: Augmented Reality aquarium example.

Figure 11: Short animation movie “The Little Girl andthe Sea Star”.

The content available either in printed book orthe contents of AR intended to contribute tothe enrichment of student knowledge, motivatinglearning and increasing curiosity to deepen theknowledge acquired, in a playful and motivatingway.

• Usable anytime, anywhere, inside or outside theclassroom.

The availability of the book combined with ARtechnology intended to allow usability in differ-ent circumstances and locations commonly asso-ciated with the processes of teaching and learn-ing satisfying the basic condition associated withmobile-learning: anytime and anywhere.

5 Augmented 3D models to improveorthographic views learning

Students of Mechanical Engineering learn the basicconcepts and techniques of technical drawing as a lan-guage definition and transmission characteristics ofsystems and industrial products, with gradual intro-duction of the use of computer aided design (CAD)systems.

However, when students start learning technicaldrawing, in the first year of their studies, they com-monly have many difficulties in understanding anddrawing the shape of three-dimensional objects fromtwo-dimensional representations. The same is alsotrue when they have a 3D model of a mechanical partand they need to draw the two-dimensional front, leftand top views.

This section presents an example of using aug-mented reality to create an overlay with a 3D modelthat is used by the teacher to help students improvelearning of orthographic views.

Wu and Chiang [7] shows that applying 3D an-imations provided more enthusiasm for the learningactivity, better performance in understanding the ap-pearances and features of objects and improve the spa-tial visualization capabilities.

Horii and Miyajima [8] developed an AR applica-tion for teaching hand-drawn mechanical drawing im-plemented with the ARToolKit programming library.However, this AR application uses cubic AR markerswhich are somehow intrusive and shown as anothermodel in the scene.

We prefer to use the Augment8 eco-system whichis available for free, does not require any program-ming knowledge and enables the teacher to present 3Dmodels on top of a trigger image or a QR code.

For this purpose, the first thing the teacher needsis a 3D modeling tool.

Most of the faculties of mechanical engineeringteach mechanical drawing by using a CAD system.Teachers at our faculty use Autocad9 which is free foreducation.

With Autocad, teachers can create 3D models thatare stored as dwg files. If the teacher wants, it is alsopossible to add textures to the model and make it looklike a real object made of wood, for example.

The 3D models can be imported into the AugmentWebsite as OBJ files. For this purpose, the dwg filesare loaded first into 3ds Max from Autodesk, whichis also free for education, to export as OBJ files forAugment. Next, the OBJ, the mtl and the directorycontaining the textures files are compressed together

8http://www.augmetedev.com/9http://www.autodesk.com/


ISBN: 978-960-474-395-7 70

into a zip file that is uploaded on Augment Website.Then you are ready to share your model.

With Augment it is possible to share 3D modelsusing a QR code, an image trigger or a url link. Wefound that sharing the url link of each model to bemore appropriate and fast. We have many models. Inthis way, we can send an email with the links of allmodels that students use to load in the mobile device.

Figure 12-a) represents the isometric view of the3D model that is given to students to draw the front,left and top orthographic views.

To help students visualize and understand this 3Dmodel, they use the Augment app to render the 3Dmodel in a mobile device, triggered by the isometricdrawing, a QR code or using the url link (Figure 12-b).

Figure 13 presents the visualization of the 3Dmodel that the student can use to draw the isometricprojection or complete the top view of the model.

There are several exercises given to studentswhere they have to draw the isometric projection orcomplete the orthographic views from the cutting of a3D model (Figure 14).

The greater the complexity of the model, the bet-ter is for the students to have the possibility to visual-ize the 3D model using Augment application, as it canbe seen from this example.

With Augmented Reality each student can viewthe 3D model in a mobile device.

In the past, students draw the isometric or ortho-graphic views from the 2D representations of the partsbecause there are not educational materials for all thestudents.

In present time, using the Augment applicationwe are replacing educational materials with virtualones. Students can feel as if they have the actual ma-terial by watching the 3D virtual object from variousorientations with a tablet or a smartphone. In this way,we provide various educational materials for each stu-dent rapidly, easily and with no extra cost.

6 Conclusions

The dissemination of low cost smartphones andtablets of increasing processing power makes it pos-sible the use of mobile platforms in the classroom.

In recent years surged many augmented realityapplications that are available in mobile platforms.

In this paper we explored the most popular aug-mented reality applications. We find out the most ap-propriate for teaching and learning. We selected thosethat can be used by teachers which do not require pro-gramming knowledge and are free for educational pur-poses.

a)

b)

Figure 12: (a)The isometric drawing of the model cre-ated with Autocad; (b) students use the drawing of theexercise to trigger the 3D model that can be rotatedto be better understood using the Augment app in anAndroid or iOS mobile device.

This paper also presents several examples of aug-mented reality activities for the classroom.

We explored AR marker based codes using QuickResponse codes and Microsoft tags in activities tostudy a portuguese author and for music evaluation.We prefer the smaller Microsoft tags that are betterrecognized than the Quick Response codes.

We created educational activities based on markerless images for kindergarten and it is presented anaugmented reality book that was developed with stu-dents and teachers from the school of Leca do Balio.For this purpose, we found out that the most appropri-ate tool is the Aurasma application.

Finally, we prefer to use the Augment applicationto show 3D models on top of a trigger image or a QRcode. The examples presented helps students to visu-alize the 3D model and draw the orthographic or theisometric views.


ISBN: 978-960-474-395-7 71

a)

b)

Figure 13: (a) From the front and left views of a 3Dmodel, the student must complete the top view; (b)of the 3D model that can be presented in the mobileplatform.

References:

[1] Rafael Surez Gmez, Lucrezia Crescenzi Lanna,and Mariona Gran i Oro. Anlisis del entornocolaborativo creado para una experiencia de mo-bile learning. Teoria de la Educacion: Educa-cion y Cultura en la Socied de la Informacion,14(1):101–122, 2013.

[2] Ruth S. Contreras Espinosa. Percepciones de es-tudiantes sobre el aprendizaje mvil; la nueva gen-eracin de la educacin a distancia. Cuadernos deDocumentacin Multimedia, 21(0), 2010.

[3] Geraldo Fernandes and Carlos Ferreira. De-senho de contedos e-learning: Quais teorias deaprendizagem podemos encontrar? RIED: re-vista iberoamericana de educacin a distancia,15(1):79–102, 2012.

[4] P. Milgram and F. Kishino. A taxonomy of mixedreality visual displays. IEICE Trans. Information

a)

b)

Figure 14: (a) From the front and top views of thecutting plan of 3D model; (b) the student can betterunderstand the 3D model using the Augment app.

Systems, E77-D(12):1321–1329, December 1994.

[5] Ronald T. Azuma. A survey of augmented real-ity. Presence: Teleoperators and Virtual Environ-ments, 6(4):355–385, August 1997.

[6] Gary Beauchamp and Steve Kennewell. Interac-tivity in the classroom and its impact on learning.Comput. Educ., 54(3):759–766, April 2010.

[7] Chih-Fu Wu and Ming-Chin Chiang. Effective-ness of applying 2d static depictions and 3d ani-mations to orthographic views learning in graphi-cal course. Comput. Educ., 63:28–42, April 2013.

[8] Hirosuke Horii and Yohei Miyajima. Augmentedreality-based support system for teaching hand-drawn mechanical drawing. Procedia - Socialand Behavioral Sciences, 103(0):174 – 180, 2013.¡ce:title¿13th International Educational Technol-ogy Conference¡/ce:title¿.


ISBN: 978-960-474-395-7 72

augmented reality tools and techniques for developing...

Documents