=Paper=
{{Paper
|id=Vol-2656/paper14
|storemode=property
|title=Research on the Development and Implementation of Augmented Reality Technologies (short paper)
|pdfUrl=https://ceur-ws.org/Vol-2656/paper14.pdf
|volume=Vol-2656
|authors=Saule Sarsimbayeva,Vladimir Dimitrov
}}
==Research on the Development and Implementation of Augmented Reality Technologies (short paper)==
https://ceur-ws.org/Vol-2656/paper14.pdf
Research on the Development and Implementation of
Augmented Reality Technologies
Saule Sarsimbayeva1 and Vladimir Dimitrov2
1
Aktobe Regional State University K. Zhubanov, Aktobe, Kazakhstan
2
University of Sofia St. Kliment Ohridski, 5 James Bourchier Blvd., 1164, Sofia, Bulgaria
saulesarsi@gmail.com, cht@fmi.uni-sofia.bg
Abstract. The article deals with the development of augmented reality applications
on the Vuforia platform, as well as the use of augmented reality technology in
the educational process for visual modeling of educational material to supplement
the material with visual information. The results of the analysis of existing
approaches to the development of augmented reality applications, platforms, tool
development environments such as Vuforia, with the ability to connect Unity, and
the implementation of augmented reality technology are shown. The importance
of using high-level augmented reality technologies, the prospects for using
augmented reality technology, and the opportunities and advantages of using it in
the educational process are highlighted. It is noted that the situation in the field of
education determines the relevance of the use of new information technologies in
the field of education and one of the promising areas of development of innovative
educational technologies is the use of augmented reality in the learning process.
An augmented reality application to great Kazakh poet Abay Kunanbayev’s poems
created based on marker technology is proposed.
Keywords: augmented reality, Vuforia, recognition, interactive technology.
1 Introduction
Augmented Reality (AR) technology in the educational space has been used
relatively recently. Today, education is considered one of the most promising areas
for the development and implementation of augmented reality technologies. The idea
of using augmented reality for learning purposes is quite new, and AR technologies
have recently been used in history, geography, and literature classes [1].
Augmented reality is a term that refers to various options for embedding
imaginary, virtual objects in a human-visible, real-world space. Additional
information can be in the form of text, images, video, sound, and three-
dimensional objects. Playback of some processes using augmented reality allows
you to visualize the process in real dimensions and capabilities. The principle of
technology in a broad sense lies in changing a person’s view of the real world
using computer technology. In this case, it is possible to use all his senses. In
Copyright © 2020 for this paper by
142its authors. Use permitted under
Creative Commons License Attribution 4.0 International (CC BY 4.0).
a narrower sense, it is adding new objects to the video image in real time. The
author considers augmented reality as “the answer of modern technologies to the
problematic issues that arise every day. It is more understandable to most people,
it is easier to implement than virtual worlds. Augmented reality allows us to make
everyday reality richer. Combined with the inexhaustibility of Internet resources,
its possibilities are limitless.” [3]
Many experts call augmented reality “improved”, “extended”, and even
“additional”. The name “augmented reality” will still be more accurate, since this
technology can both complement the surrounding world with objects of the virtual
world, and eliminate objects from it. To further clarify, we can define augmented
reality as “an environment with direct or indirect addition of digital data to the
physical world in real time using computer devices – tablets, smartphones and
innovative gadgets, as well as software for them”.
2 Methods and Technologies
The authors developed an augmented reality for the works of the great Kazakh
poet Abay Kunanbayev (Fig. 1). A book of poems using augmented reality is
a fascinating story with an instructive meaning. When you hover your phone’s
camera, the book’s landscapes come to life, reproducing the book’s “live” story.
Fig. 1. Augmented reality to poems about winter.
Augmented reality for poems is developed on the Vuforia platform. Vuforia
is an augmented reality platform and Toolkit for developing augmented reality
143
software for mobile devices developed by Qualcomm. Vuforia uses computer
vision technologies, as well as tracking flat images and simple three-dimensional
real objects in real time.
Fig. 2. Augmented reality for Abay Kunanbayev’s translation “Mountain peaks sleep in the
darkness of the night…”.
Vuforia can recognize text, also has the ability to recognize cylindrical
markers. The ability to register images allows developers to position and Orient
virtual objects, such as 3D models and media content, in conjunction with real
images when viewed through mobile device cameras.
The specificity of augmented reality is that it visually combines two initially
independent spaces: the world of real objects and the virtual world created on a
computer.
The virtual object is oriented on the real image so that the observer’s point
of view applies to them in the same way to achieve the main effect – the feeling
that the virtual object is part of the real world. The app supports various 2D
and 3D target types, including unmarked Image Targets, three-dimensional
Multi-Target targets, and reference markers that highlight objects in the scene
for recognition. Vuforia provides application-programming interfaces in C++,
Java, Objective-C, and .Net through integration with the Unity game engine.
Thus, it supports the development of AR applications for iOS and Android, while
assuming development in Unity and is compatible with a wide range of devices,
including iPhones, iPads, smartphones and Android tablets.
3 Results and Discussion
The question about the possibility of using augmented reality technology in
education can be answered in the affirmative, because this technology allows
144
you to make lessons exciting, interesting, and understandable. Using augmented
reality, you can “animate” static pages of books and textbooks, take a walk through
the jungle, feel like a participant in a historical event, or “draw” associations that
arise when reading literary works or listening to music [2].
In addition, in some educational organizations, the implementation of
practical training may be difficult or impossible: for example, there are no
necessary chemical reagents or mineral / rock rocks to demonstrate them
to students. Thus, the situation in the field of education, concerning practical
training, determines the relevance of the use of new information technologies in
the field of education. One of the promising areas of development of innovative
educational technologies is the use of augmented reality in the learning process.
However, electronic information or interactive tools are most often used in
almost all areas of training. Almost all schools equip classrooms with computer
equipment, projection equipment, electronic learning resources, and other modern
learning tools. Most often, the capabilities of this technique are not fully used.
Augmented reality can be used in the study of any subject, whether it is physics
or history, biology or literature. Already now, you can find many programs for
young mathematicians (Pocket Tutor), novice biologists (AR Flashcards) and
others. [3]
Like any new technology, AR has its advantages and disadvantages. On the
one hand, it allows you significantly to expand the possibilities of the educational
process. The school must keep up with the times and demonstrate to children
what they will have to work with in the near future. The disadvantages of this
technology go beyond the educational process and are primarily related to social
consequences (the use of contact lenses with augmented reality, problems related
to the confidentiality of information [4]).
At the present stage of development of computer technologies, it is necessary
that augmented reality technologies influence learning technologies, enriching
their tools and methods, expanding didactic and cognitive capabilities. Placing
virtual objects in a specific environment where they are not initially available
would allow you to model unusual educational practices.
How can augmented reality technology be used in the educational process?
First of all, as an auxiliary tool for maximizing the visibility and interactivity of
the studied subject, deeper immersion in it, and conducting virtual laboratory
work.
The use of such technology as augmented reality provides students with the
opportunity to practice their theoretical knowledge safely, for example, to conduct
chemical experiments and experiments, to visualize algorithms for sorting arrays
or encoding information, to see how individual parts of the computer work,
etc., to visualize objects presented in educational materials. [5, 6] thus, the
visibility of the content of education is significantly increased; moreover, since
145
the technology is quite new, and its use requires the usual gadgets for modern
students-smartphones, it increases the interest of students in the discipline being
studied.
Using augmented reality and 3D modeling together motivates students to
learn programming and 3D modeling [7, 8]. This technology can be used when
performing project tasks, to visualize the results of students ‘ work on the project,
making it as interactive as possible.
Various platforms are used to develop augmented reality applications. Such a
platform is Vuforia – a leading computer vision platform with more than 300,000
developers. ViewAR SDK first customers were furniture companies. Now the
company offers powerful 3D visualization tools: TryLive Retail is a new reality
for brands and stores; SmartCam3D View is an augmented reality application for
drones, but you can use its capabilities in development by applying geographical
labels to the image. Infinity AR is a platform for building a three-dimensional
scene of the surrounding space and add the necessary elements.
4 Conclusions
The technology of augmented reality allows the teacher to involve students
in research, developing educational situations for this purpose, using modern
technologies, sophisticated tools and methods (as in [10, 11]) of activity to
achieve a high-quality result of knowledge. Placing virtual objects in a specific
environment in which they are not initially available allows you to model unusual
educational practices that affect learning technologies, enriching their tools and
methods, expanding didactic and cognitive capabilities, and providing sample
opportunities to improve the quality of education.
Elements of augmented reality developed in the course of research can be used
in teaching directly in literature lessons, and similar elements can be developed for
other disciplines on their basis. The use of augmented reality elements in training
helps to increase motivation to use gadgets for solving educational tasks, interest
in the educational process due to the visibility and novelty of the technology, and
therefore a better understanding of the educational material.
The new technologies like augmented reality and robotics have their own
ethics pros and cons. Some discussion on the topic is given in [9].
5 Acknowledgements
This research is supported by the National Scientific Program “Information and
Communication Technologies for a Single Digital Market in Science, Education
and Security (ICTinSES)”, financed by the Ministry of Education and Science.
146
References
Huang, Y., Liu, Y., Wang, Y. (2009). AR-View: and Augmented Reality Device for Digital
Reconstruction of Yuangmingyuan. IEEE International Symposium on Mixed and Augmented
Reality.
Soldatov S. (2016). Interfejs budushchego – sistemy dopolnennoj real’nosti. V zapisnuyu
knizhku inzhenera, 1, 96-103. 2. [in Russian]
Kak tekhnologiya dopolnennoj real’nosti pomogaet v obrazovanii detej.(2019). [Elektronnyj
resurs] https://www.mate-expo.ru/ru/article/kak-tehnologiya-dopolnennoy-realnosti-
pomogaet-v-obrazovanii-detey (data obrashcheniya 20.12.19 ) [in Russian]
Social’nye posledstviya dopolnennoj real’nosti. (2019) [Elektronnyj resurs] http://arnext.ru/
articles/sotsialnye-posledstviya-dopolnennoy-realnosti-2702 [in Russian]
Arsent’ev D.A. (2015). Vnedrenie elementov dopolnennoj real’nosti v uchebno-metodicheskuyu
literaturu. Universitetskaya kniga: tradicii i sovremennost’: Mater. Mezhdunar nauchno-
prakticheskoj konf., Ekaterinburg, Rossiya, 2015, 18-22. [in Russian]
Kravchenko YU.A., Lezhebokov A.A., Pashchenko S.V. (2014). Osobennosti ispol’zovaniya
tekhnologii dopolnennoj real’nosti dlya podderzhki obrazovatel’nyh processov. Otkrytoe
obrazovanie. 3 (104), 49-54. https://doi.org/10.21686/1818-4243-2014-3(104-49-54
Maslennikova O.E. (2016). Novacii v organizacii i osushchestvlenii obrazovatel’nogo processa
pri podgotovke inzhenerov. Novye informacionnye tekhnologii v obrazovanii: Mater. IX
Mezhdunarodnoj nauchno-prakticheskoj konferencii, Ekaterinburg, Rossiya, 15-18 marta
2016, 413-417 [in Russian]
Zuev A.S. (2015). Tekhnologii dopolnennoj i virtual’noj real’nosti. Vestnik MGTU MIREA.
M.: 143-150 [in Russian]Author, F.: Article title. Journal 2(5), 99–110 (2016).
9. Patias I., Evaluation Methods for Robots Taxation, Proceedings of the Information Systems
and Grid Technologies, Sofia, Bulgaria, November 16-17, 2018, http://ceur-ws.org/Vol-2464/
paper6.pdf.
Hristov I., Goranov G., Hristova R., Nonlinear Wave Simulation on the Xeon Phi Knights
Landing Processor, EPJ Web Conf. 173 06007 (2018), DOI: 10.1051/epjconf/201817306007
Hristova R., Hristov I. (2017) Standing Waves in Systems of Perturbed Sine-Gordon Equations.
In: Georgiev K., Todorov M., Georgiev I. (eds) Advanced Computing in Industrial Mathematics.
Studies in Computational Intelligence, vol 681. Springer, Cham
147