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{{Paper
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|title=Application of augmented reality technologies for preparation of specialists of new technological era
|pdfUrl=https://ceur-ws.org/Vol-2547/paper14.pdf
|volume=Vol-2547
|authors=Anna V. Iatsyshyn,Valeriia O. Kovach,Yevhen O. Romanenko,Iryna I. Deinega,Andrii V. Iatsyshyn,Oleksandr O. Popov,Yulii G. Kutsan,Volodymyr O. Artemchuk,Oleksandr Yu. Burov,Svitlana H. Lytvynova
|dblpUrl=https://dblp.org/rec/conf/aredu/IatsyshynKRDIPK19
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==Application of augmented reality technologies for preparation of specialists of new technological era==
https://ceur-ws.org/Vol-2547/paper14.pdf
181
Application of augmented reality technologies for
preparation of specialists of new technological era
Anna V. Iatsyshyn1[0000-0001-8011-5956], Valeriia O. Kovach2,3[0000-0002-1014-8979],
Yevhen O. Romanenko3[0000-0003-2285-0543], Iryna I. Deinega3[0000-0001-8712-250X],
Andrii V. Iatsyshyn1,4,5[0000-0001-5508-7017], Oleksandr O. Popov3,4,5[0000-0002-5065-3822],
Yulii G. Kutsan5[0000-0002-0361-3190], Volodymyr O. Artemchuk5[0000-0001-8819-4564],
Oleksandr Yu. Burov1[0000-0003-0733-1120] and Svitlana H. Lytvynova1[0000-0002-5450-6635]
1 Institute of Information Technologies and Learning Tools of the NAES of Ukraine,
9, M. Berlynskoho Str., Kyiv, 04060, Ukraine
2 National Aviation University, 1, Cosmonaut Komarov Ave., Kyiv, 03058, Ukraine
3 Interregional Academy of Personnel Management, 2, Frometivska Str., Kyiv, 03039, Ukraine
4 Institute of Environmental Geochemistry of the NAS of Ukraine,
34a, Palladin Ave., Kyiv, 03680, Ukraine
5 Pukhov Institute for Modelling in Energy Engineering of the NAS of Ukraine,
15, General Naumova Str., Kyiv, 03164, Ukraine
anna13.00.10@gmail.com
Abstract. Augmented reality is one of the most modern information visualization
technologies. Number of scientific studies on different aspects of augmented
reality technology development and application is analyzed in the research.
Practical examples of augmented reality technologies for various industries are
described. Very often augmented reality technologies are used for: social
interaction (communication, entertainment and games); education; tourism; areas
of purchase/sale and presentation. There are various scientific and mass events in
Ukraine, as well as specialized training to promote augmented reality
technologies. There are following results of the research: main benefits that
educational institutions would receive from introduction of augmented reality
technology are highlighted; it is determined that application of augmented reality
technologies in education would contribute to these technologies development
and therefore need increase for specialists in the augmented reality; growth of
students' professional level due to application of augmented reality technologies
is proved; adaptation features of augmented reality technologies in learning
disciplines for students of different educational institutions are outlined; it is
advisable to apply integrated approach in the process of preparing future
professionals of new technological era; application of augmented reality
technologies increases motivation to learn, increases level of information
assimilation due to the variety and interactivity of its visual representation. Main
difficulties of application of augmented reality technologies are financial,
professional and methodical. Following factors are necessary for introduction of
augmented reality technologies: state support for such projects and state
procurement for development of augmented reality technologies; conduction of
scientific research and experimental confirmation of effectiveness and
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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pedagogical expediency of augmented reality technologies application for
training of specialists of different specialties; systematic conduction of number
of national and international events on dissemination and application of
augmented reality technology. It is confirmed that application of augmented
reality technologies is appropriate for training of future specialists of new
technological era.
Keywords: augmented reality, digitalization, professionals training.
1 Introduction
1.1 The problem statement
Current development of digital society is based on improvement of information
technologies and their introduction in all industries. In the source [6] term
“digitalization” defines process of saturation of the physical world by electronic-digital
devices, facilities, systems and establishment of electronic-communication exchange
between them, which in fact makes possible to integrate virtual and physical and to
create cyber-physical space. Main purpose of digitalization is to achieve digital
transformation of existing and creation of new industries, as well as transformation of
life spheres into new more efficient and modern ones. Such increase is only possible
when ideas, actions, initiatives and programs related to digitization are integrated, in
particular, into national, regional, sectoral strategies and development programs [6].
New evolutionary stage of society is called technological era, for which it is
important to train specialists who will be competitive and able to quickly master
professions of the future. We believe that application of digital technologies, in
particular virtual and augmented reality, is important in preparing new technology
professionals.
1.2 Literature review
Development of digital tools and introduction of innovation in specialists training in
various industries was subject of the following studies: for education [11; 17; 37; 38;
48; 50; 57; 60; 70], for ecology [16; 33; 39; 40; 41; 54], for public administration [13;
46; 47], for energy [4; 12; 24; 66; 67], and others. We emphasize researches aimed at
preparation of future PhDs using digital technologies [18; 58; 59].
There are authors who researched and explored various aspects of augmented reality
technologies for educational purposes: Juan Acevedo [11], Muteeb Alahmari [1], Faruk
Arici [3], Magdalena Brunnhofer [56], Şeyma Caliklar [3], Carlos Delgado-Kloos [19],
Dominique Doroszewski [50], Juan Garzón [11], María-Blanca Ibáñez [19], Tomayess
Issa [1], Benjamin Knoke [44], S. Zaung Nau [1], Moritz Quandt [44], Dilara Sahin
[48], Dominique Scaravetti [50], Sabrina Romina Sorko [56], Pelin Yildirim [3], Rabia
M. Yilmaz [3; 48] and others. In Ukrainian educational theory and practice the
problems of development and use of augmented reality technologies are researched by:
Vladimir N. Soloviev [30; 45], Serhiy O. Semerikov [31], Oleksandr V. Syrovatskyi
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[60], Yevhenii O. Modlo [35], Yuliia V. Yechkalo [61; 65], Snizhana O. Zelinska [68],
Nataliia Honcharova [14], Iryna S. Mintii [63], Maiia V. Marienko [55], Mariya P.
Shyshkina [38] and others. However, there is a need for further in-depth research on
application of augmented reality technologies to train professionals in various
specialties, and in particular, future PhDs.
1.3 The aim of the research
The aim of the research is to analyze features and best practices of augmented reality
technologies to train new technology professionals.
2 Research results
We agree with [6] that digital technologies are both a huge market and an industry, as
well as a platform for the efficiency and competitiveness of all other markets and
industries. Development of most analog systems becomes impractical in the new
technological era with existence of a digital alternative. Principle of “digital default”
means digital conversion of those analog systems whose development and support are
clearly disadvantageous and inefficient. It is digital state that becomes normal state of
functioning and development of many systems, spheres, organizations, industries and
economies. High-tech production and modernization of industry through digital
technologies, scale and pace of digital transformation must be priority for economic
development. Digital economy sectors grow faster, cheaper and better. Life spheres,
including education, medicine, transport, which are being upgraded by of digital
technologies become much more efficient and create new value and quality [6].
Virtual and augmented reality technologies occupy an important place in the new
stage of innovative development of the society, named Industry 4.0. These technologies
posses both common and distinctive features, which are reflected in the specifics of
their use by companies in process of relevant products creation. Virtual and augmented-
reality technologies involve creation of thematic visualized content that can be used by
intended audience to meet specific needs through modern electronic devices. Presented
technologies are implemented in production processes, in marketing companies, in
medical sphere, in educational processes, etc. In Ukraine, virtual reality technology is
more common than augmented reality [9].
Humanity has confronted with a problem called cognitive overload with caused by
advancement of digital technology and the overall digitalization of social life. Situation
in which number of required operations to perform a person’s brain exceeds his
capacity. Augmented reality (AR) is technology that can unload human brain, release
some of its cognitive effort, and help optimize its use. According to [43] every year
business loses up to $ 900 billion through loss of employees’ ability to make decisions,
process information, and prioritize tasks [53].
In the work [9] it is emphasized that AR technology has significant potential for
implementation, in particular in educational process. Visualization of teaching
materials during the classes provides an opportunity to increase level of communication
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with students, enhance their activity and promotes better learning of material. In these
circumstances, there is a need for comprehensive study of opportunities available for
introduction of AR technologies in higher education institutions in Ukraine.
AR is a group of technologies that allow you to complement real-world images with
different objects in virtual environment. Unlike virtual reality (VR), which involves a
completely artificial synthesized world (video series), AR involves integration of
virtual objects into natural video scenes [23]. Fig. 1 presents a scheme of AR
environment.
Fig. 1. Scheme of AR environment [29]
The research [20] defines concept of “AR” as “technology that allows to combine layer
of virtual reality with physical environment. This technology is necessary for
visualization of objects or visual supplement of printed products – newspapers,
booklets, magazines, maps, etc. Supplementary information can be in the form of text,
images, videos, sound, three-dimensional objects. Labels are scanned using tablets or
smartphones for browsing, and then content is added”. This technology is already
actively used in various fields of human activity (trade, advertising, games,
entertainment, military development, tourism, etc. [20].
Implementation of such AR technology is required to improve user-friendly
interface of rendering of three-dimensional objects using hardware and software.
Computer-aided real-time digital data is added to observable reality to complement our
knowledge of our environment. Blurring of terminological boundaries leads to notion
that such concepts as “mixed reality”, “hybrid reality”, “immersive VR”, “programmed
reality” are often synonymous, which on the one hand states about need for further
theoretical study of application of AR technology in transport logistics, and, on the
other hand proves practical importance of these technologies, as it is predicted
significant increase in revenues from application of AR in various sectors of the
economy [10].
Government documents [6] state that it is important now to encourage businesses
and citizens to consume and use information and digital technologies, i.e. to make
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technology accessible in Ukraine. Also digital infrastructures should motivate
connection to connect them. Desire to modernize, optimize, scale, accelerate and grow
their businesses and livelihoods could be realized and become the backbone of the
digital economy. Demand and demand generation implies pursuit of purposeful and
innovative policy of creating in various spheres of life conditions (technological
environment, digital infrastructures, etc.) that would encourage citizens and businesses
to use digital as more efficient, faster instead of the usual analog (traditional) tools and
tools cheaper and better.
The rapid development of AR and VR technologies and expansion of their scope led
to demand for highly skilled professionals in the field. A number of studies started on
development of AR technologies. However, it is important to increase competencies of
lecturers and to develop and apply AR technologies in various public sectors. It is also
important to share best practices in this field and to prepare educational and
methodological materials for higher education institutions based on best practices in
the world.
2.1 Experience of AR technologies application in education
Let’s consider and analyse researches on approaches to develop and apply AR
technologies in educational practice.
The research [60] contains historical and technological analysis of experience
application AR tools for development of interactive training materials, software for
design of AR educational tools is characterized, and technological requirements for
optional discipline “Virtual and augmented software development” are defined,
separate components of educational and methodological complex on designing virtual
and augmented reality systems for future teachers of informatics are developed.
The article [38] discusses prospects of AR application for cloud environment. It is
established that there is an experience of AR tools application in cloud technologies.
However, success of such a combination is not proven. Involvement of AR technologies
for education requires development of new methodologies, didactic materials, and
curriculum updates. Basic principles of AR application in education process are:
designing of flexible environment; correction of educational content for assimilation of
material stipulated by curriculum; development of research methods that can be used
in training with elements of AR; development of adaptive materials, etc.
The publication [30] is devoted to analysis of the current state and prospects of
development of AR in Ukraine for business and educational institutions. Experience of
AR application in advertising, marketing, education of Ukraine is analyzed; problems
in this direction are investigated. Currently, AR is used primarily in the field of
advertising and marketing in Ukraine. Problems with implementation of these
technologies in education include, first of all, shortage of specialists in preparation of
such educational projects and the inconsistent actions of business and education in this
area. It is necessary to carry out thematic activities at different levels to disseminate
research results.
In the work [52] it is shown that one of conditions for successful scientific and
pedagogical work is exchange of methodological materials, including AR application.
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It is suggested to classify approaches of placement of methodical materials on closed
and open resources. One of the important advantages of closed type is high quality of
the methodical material, but it is limited in number of materials and the lack of
exchange opportunities. The aim of the research was to analyze approaches to
systematizing methodological materials using AR and to recommend using
stemua.science for their systematization. It is shown that stemua.science allows
lecturers to develop education material and place it on this platform. The platform
automatically organizes methodological material in the database. Therefore, the
platform meets the methodological needs of Ukrainian lecturers in material using AR
in school education. Lecturers and methodologists are encouraged to provide
development and methodological materials using AR and to add them to platform
database.
Research [15] is aimed at theoretical substantiation of application of AR technology
and its features in technical universities. Scientific publications are analyzed and
concept of AR is defined. Application of AR objects in laboratory practical work in
physics is proposed. The following conclusions are made: introduction of AR
technologies in educational process at technical universities increases efficiency of
education, promotes education and cognitive activity of students, improves quality of
education, provokes interest in subject, promotes development of research skills and
competencies of the future specialist.
In the research [14] classification of AR technologies for education is proposed and
examples of AR cards, encyclopedias, fiction and educational books, tutorials,
textbooks, coloring books that provide for the use of AR technology are described, and
AR applications for education are described.
Collective study [3] shows trends of scientific publications in recent years. Content
analysis is performed and bibliographic results of descriptions of articles related to the
use of AR for educational purposes are analyzed. For the analysis, 147 scientific articles
published in printed editions and 79 electronic articles on the Internet published in the
period 2013-2018 were found. 62 articles were selected for detailed analysis. The
results of the analysis showed that the most common keywords in the articles are mobile
learning, e-learning. The most used words in the abstracts of articles were: education,
knowledge, scientific education, experiment and efficiency. The most cited journals are
Computers & Education, Journal of Science Education & Technology, Educational
Technology and Society, Computers in Human Behavior, and British Journal of
Educational Technology. These are the most famous magazines on application of
different technologies in education. Mobile markers and materials based on paper
markers were found to be the most convenient type of materials for AR, since these
types of materials are easy to use and can be easily and practically developed.
In the research [48] investigated the impact of educational materials developed using
AR technology on the educational achievement of high school students and their
relationship to AR technologies. The study describes results of pedagogical experiment
where students were divided into experimental and control groups. The experimental
group completed Solar System and Beyond module of their training course using AR
technology, while the control group completed the same module using traditional
methods and textbooks. It was found that students in the experimental group had higher
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level of achievement and more positive attitude towards the course than in the control
group; the students were pleased and wanted to continue using AR applications in the
future.
The study by [50] focused on the application of AR technologies in higher education.
It is noted that virtual representations are quite widely used in higher education to
visualize design or simulation model. However, many students have difficulty
understanding mechanical systems, starting with a two-dimensional design plan. That
is why real system manipulations related to different ideas was implemented, especially
for students who do not have technological skills. AR can answer difficulty of
establishing a connection between the imagination and the real system. Since AR
technology is still not fully used in the pedagogy of mechanical design an assessment
was made and relevance of AR technologies application was determined to facilitate
understanding of creation of different mechanisms. The AR script is implemented on
electromechanical mechanism. It makes possible to identify components and their
location, to study mechanism, and thus to make it easier to identify, for example, a
kinematic circuit or a flow of transmit power. Two different interfaces were used by
students (tablet and HoloLens glasses), each with its own advantages. The experiment
was conducted by students of technical specialties. The results of experiment showed
that students who used AR technology had better learning outcomes.
Existing scientific literature reflects the multiple benefits of integrating AR
technologies into educational programs. [11] stated that most publications do not
measure the impact of this technology on education. Therefore, an analysis of 64
scientific papers published in the period from 2010-2018 in well-known journals was
carried out. The purpose of the study was to analyze the impact of AR on students’
knowledge acquisition. The study analyzed the impact of AR technologies on the
learning environment and the results of student assessment.
Traditional higher education methods, such as lectures, seminars, homework form
required basic set of competencies, but they should be complemented by new
interactive forms of education. These technologies allow student to be more immersed
in educational process and motivate to self-education and contribute not only to
obtaining necessary knowledge in subjects, but also to improve communication and
organizational skills. Methods for joint solution of certain problems (“brainstorming”,
role-playing and didactic games, discussions, etc.) should be highlighted among
methods of engaging students in interaction with lecturers and with groupmates [36].
Degree of students’ involvement in educational process and efficiency of this process
largely depends on availability and convenience of technical devices used by students.
Interactive technologies that can be used in the educational process include: computers,
mobile devices (smartphones, tablets), electronic devices (smart watches, fitness
bracelets, etc.), virtual and augmented reality devices (glasses, helmets). Application of
mobile devices and AR/VR devices has both advantages and disadvantages. Their use
in educational process can improve academic performance [36].
The team of authors [60] emphasized that it is advisable to use integrated approach
during professional training of future informatics teachers to develop interactive
teaching materials. In this approach, design is performed using standard objects. It is
performed in visual design environment with provision of standard objects with new
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properties and creation new ones. At the current stage of digital development, it is
advisable to share the Unity environment for visual design [21], Visual Studio or similar
programming environments, as well as virtual (Google VR or similar) and augmented
(Vuforia or similar) platforms. Integrated approach is implemented within optional
course “Development of virtual and augmented reality software” for future computer
science teachers, which consists of two content modules: “Development of virtual
reality tools” and “Development of augmented reality tools”.
The study [19] presents review of literature on the use of AR technology to support
education, science, technology, engineering and mathematics. 28 publications for the
period 2010-2017 are reviewed. Results of the analysis: Most AR applications for
STEM training offer research simulation activities; programs under consideration
offered number of similar features based on digital knowledge discovery mechanisms
for consumption of information through interaction digital elements; most studies
evaluated effect of AR technology on student learning outcomes; little research with
recommendations to assist students in learning activities. Researchers should develop
guidelines and features that will allow students to acquire basic competencies related
to the STEM disciplines. It would be useful to explore how learning with AR
technology can be part of blended learning strategies such as “upside-down learning”.
Technological advancement through digitalization provides basis for new format of
human life. Orientation to future of work, automation and digitization of many
technological processes led to modernization of jobs, especially in the industry. It
changes requirements for employees (acquisition of new digital competences).
Different technologies, in particular, AR can be used to support employees in
developing the required competencies. Potential of AR technologies to address
identified issues was analyzed. Potential of AR as innovative learning environment that
can be applied to different cases is revealed. It is defined what teaching and learning
goals can be achieved through application of AR technology in learning [56].
Rapid development of AR technologies and expansion of their scope led to demand
for highly skilled professionals in field. The research [22] provides an overview of
current AR teaching practices. This review is aimed at teachers, academics and policy
makers to inform them about teaching methods, learning goals, assessment criteria, and
required knowledge, skills and competencies in AR.
AR applications are used in industry. Applications are often seen as standalone
solutions, applicable only under defined and static operating conditions. This
contribution meets general requirements for AR applications with two examples from
industrial context: developed assistance system for AR-based wind energy maintenance
and an AR-based welding simulator for training purposes. Possibility of applying these
general requirements in the context of case studies is critically described. Specific
requirements can be specified for AR applications that are caused by product and
process differences, operating conditions, data connectivity issues, and media literacy
and technology adoption. Approaches to meeting requirements for successful
application of AR solutions in industrial scenarios were identified [44].
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2.2 Examples of AR technologies application in various fields
AR technology has great potential for many applications. AR applications have been
used for many years for medicine and military purposes. We describe various practical
examples of the AR technologies application for different industries.
In the article [26] algorithm of work of AR technology is presented. It is shown in
Fig. 2. Its essence is following: camera of mobile device reads image containing tags
(markers) and transmits video signal to computer (smartphone, tablet). Special program
processes received signal (recognizes markers) and overlays virtual object on screen of
real object. Texts, sitelinks, photos, three-dimensional elements, sounds, videos, and
more can be used as virtual objects. The most common ARs are QR codes, augmented
reality browsers, auras. All these technologies have following characteristics: they
complement real world with virtual elements; add-on happens in real time; addition
must take place in three-dimensional space.
Fig. 2. Application algorithm of augmented reality technologies [26]
It is possible to project digital information (images, videos, text, graphics) beyond
screens of devices and integrate virtual objects with the real world with AR technology.
Pokemon GO is a prime example of AR technology. AR technology can be used for
leisure, games and professional activity. It helps to navigate in unfamiliar places and
sometimes unknowingly change our appearance. Device processor, screen and its
camera will be used to combine virtual objects and elements with real objects. Device
must have a GPS sensor and an accelerometer. It’s easy to use AR. You just have to
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point camera at the right place and result will appear on the screen. It could be text,
animation, a 3D object, or something else [53].
In today’s context, smart technologies should be one of the main topics of research.
It is important to meet needs of society through means that do not harm environment
and do not deplete natural resources [7; 16; 32]. AR technologies can be useful tools to
help modernize higher education [69]. The study [1] analyzed potential benefits of AR
technologies application at Saudi universities in terms of its economic and
environmental component. For this study, quantitative data were collected using a
questionnaire. The study involved 228 Saudi students. Factors related to awareness of
benefits of AR application in education were identified (Fig. 3). Two factors were
identified, namely environmental and economic factors. Results of study indicated that
Saudi staff believes that AR application in higher education has positive environmental
and economic benefits.
Fig. 3. Factors related to sustainability awareness of using AR in Saudi Arabian HE [1]
The work [49] states that the US Navy tests use of Magic Leap One AR glasses for
personnel training. A system called is TRACER. It was specifically designed to
decipher tactically reconfigurable artificial combat enhanced reality. This system
includes directly Magic Leap goggles attached to processor in a backpack behind the
back, a mock-up of a weapon designed by Haptech (formerly known as StrikerVR) that
supports firing recoil, a hand tracking system, and special software which provides
different simulation scenarios. Big plus of virtual training – it becomes less predictable
for participants, and it allows you to create scenarios for learning much faster and
cheaper than learning in the real world [25; 27; 34].
NASA contractors use Microsoft AR HoloLens augmented reality goggles for quick
and correct assemble of Orion spacecraft items. Lockheed Martin (an aerospace
engineer) uses the Microsoft HoloLens AR glasses to assist in assembly of cockpit
capsule. It saves considerable time, since there is no need to read thousands of pages of
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paperwork for preparation and production. Engineering personnel began using AR
equipment daily to perform their current job responsibilities. Experts can see
holographic models of spacecraft layout that are designed for engineering design with
the help of special Scope AR software. Virtual parts models and marking schemes
visually overlap with already assembled parts of the design [64].
Augmented Reality APP – Chornobyl NPP ARCH AR was officially launched in
2018. According to the State Agency of Ukraine on Exclusion Zone Management, this
application allows you to visit new safe confinement on your smartphone and take a
closer look at the arch and shelter design. With this tool you can view all details up to
size of exhibition stand. It is possible to get a real picture of little things of the Shelter
without risking human health [8]. Figure 4 shows an example of how this app works.
In the future, applications of this type may be used to increase efficiency of emergency
preparedness and response system and emergency situations on potentially hazardous
sites. New methods, approaches and information systems need to be developed to meet
the challenges of emergency prevention. These systems should be based on adequate
mathematical models for development of different emergencies and meet current
requirements in the field of civil protection. The authors of this publication started work
in this area, and main results are shown in [16; 39; 40; 41; 54].
Fig. 4. Example of the application (Chornobyl NPP ARCH AR) operation on smartphone
After analysis of the scientific literature [1; 14; 38; 60] and publications on the Internet
[8; 53] it is determined following areas of AR application:
1. Social interaction: communication, entertainment and games. AR technology is
actively used for entertainment because it is possible to bring and interact with fun
objects in our day to day life. Many developers are actively working on mobile
games using AR. Use of electronic social networks for communication is now very
important attribute of social life. AR technology is an aid. It uses variety of animated
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characters that replicate our looks and can convey our emotions incredibly
accurately.
2. Education. AR technologies application can significantly revitalize educational
process and make it more interesting.
3. Tourism. If you do not know language and do not understand signs or pointers in the
street, you can use AR technology. You need to point camera at pointer with
unfamiliar text. Then the text is converted and translated into the desired language.
This will greatly improve comfort of being in different countries.
4. Buying/selling and presentation spheres. AR technologies can be applied to
visualize materials. For example, designer shows to customer how apartment will
look with particular collection of furniture. Advertising agent demonstrates all
benefits of product to customer. At the same time AR allows creation of
presentations in 360° mode. It is possible to get acquainted with the project from all
sides. To buy goods online, AR technology gives us the opportunity, from all sides,
to consider what we want to buy, to get acquainted with the design and all the
nuances [53].
2.3 Promotion measures for AR technologies
Currently, there are various scientific and mass events conducted in Ukraine. They
include specialized training to promote AR technologies, in particular:
1. “Augmented Reality in Education” is an international peer-reviewed workshop on
computer science that looks at results of augmented reality research in education.
Scientific areas of the seminar: augmented reality gamification; design and
implementation of augmented reality learning environments; mobile technology of
augmented reality; aspects of environmental augmented reality security and ethics;
augmented reality in science education; augmented reality in professional training
and retraining; augmented reality social and technical issues [2].
2. “Sensorama Academy” was founded in 2018 by the Sensorama team with support
of Lenovo Ukraine and UNIT.City. The purpose of the Academy is to develop a
community of augmented and virtual reality developers. Lectures, workshops and
courses are held with involvement of local and international specialists. Education
at Sensorama Academy is free of charge after competitive selection of students.
Successful selection requires prior development experience, as well as motivation
and interest in immersive technology (VR/AR) [51].
3. Sumy State University actively introduces AR technologies in the courses
“Descriptive Geometry”, “Engineering Graphics”, “Computer Graphics in
Mechanical Engineering” [Ошибка! Источник ссылки не найден.].
4. “Distance Academy” offers number of paid courses: “Learning of Natural Sciences
Using Augmented Reality Technologies” and “Gender Sensitive STEM - A Lesson
Using Augmented Reality Technologies”.
5. “IT future school” is an online school of programming for children from 8 years.
Course “Unity 3D Programming” includes AR unit. As result students: will
understand basics of programming and creating algorithms in C# programming
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language; will be able to create 3D models of game characters and true 3D worlds;
will understand principles of computer software development and the key elements
of the game; will master stages of computer game development: genre, engine
choice, game design, production, testing, release; will be able to use professional
platform to create Unity 3D games [42].
6. There was a master class on programming of augmented reality of football training
of students in format of “Meet and Code” initiative of the EU Code Week at the
Institute of Computer Systems of the Odessa National Polytechnic University in
Odessa in October 2018 [28].
7. In 2018 the Google launched a free course on Coursera. In this course you can
acquire basic knowledge of AR technologies. Coursera is technological company
operating in the field of education; founded by Stanford University professors
Andrew Ng and Daphne Koller in April 2012.
However, it is important to carry out series of national and international events on the
dissemination of AR technology.
3 Conclusions and prospects for further research
1. Experience in AR technologies application. Scientific literature describes some
experience in AR technologies application in various fields, in particular for
educational purposes:
─ it highlights main benefits that educational institutions will receive from introduction
of AR technology;
─ it determines that AR technologies application in education will promote
development of these technologies, and therefore demand of specialists in AR field;
─ it proved professional growth of students due to AR technologies application;
─ features of adaptation of AR technologies in teaching discipline for students of
different educational institutions are outlined;
─ application of integrated approach in process of future specialists preparation of new
technological era is advisable;
─ AR technologies application increases motivation to learn, increases level of
assimilation of information due to variety and interactivity of its visual presentation.
2. Difficulties in AR technologies application:
─ financial: expensive equipment and lack of high quality programs;
─ professional: small experience of this technology application by lecturers/teachers
and the need to increase competencies in this field;
─ methodical: lack of literature, including textbooks/manuals with AR technology, and
lack of developed techniques for developing and implementing AR technologies in
various fields.
3. Prospects for AR technologies application. AR is one of the most up-to-date
information visualization technologies. State support for such projects and
194
government procurement are urgently needed because creation of small AR
application requires several specialists. There is a need for number of scientific
studies and experiments to confirm efficiency and pedagogical feasibility of AR
technologies application for use in training of future professionals of new
technological era. Use of this technology has positive effect on competitiveness of
the national workforce and contributes to the country's position in global economic
space. It is important to carry out series of national and international events on
dissemination and application of AR technology.
Areas of further research should focus on exploring of AR technologies application in
advanced training, preparation of students and future PhDs.
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