Thesis (Ph.D. Computer Science)--University of Waikato, 2007. / Title from PDF cover (viewed December 18, 2008) Includes bibliographical references (p. 263-284)

Thesis (Ph. D.)--University of Canterbury, 2008. / Typescript (photocopy). "24 September 2008." Includes bibliographical references (p. [137]-143). Also available via the World Wide Web.

Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2009. / Committee Chair: MacIntyre, Blair; Committee Member: Bolter, Jay; Committee Member: Guzdial, Mark; Committee Member: Mateas, Michael; Committee Member: Mynatt, Elizabeth. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (MScEng)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Markerless mobile Augmented Reality (AR) is currently being limited by the processing power available on smartphones and tablet-like devices, which also limits the research that can be done using these devices. To overcome the problem of limited processing power and the problem of being limited to the device's original hardware, the development of a laptop-based prototype platform was proposed. The use of a laptop was motivated by the processing power it o ers and because it is self-contained, but still allows for expansion. The implemented system consists of a handheld tablet-like display with touch input, attached to a backpack which houses the processing unit of the laptop. The tablet portion of the device is equipped with stereo cameras and inertial sensors to allow for optical inertial hybrid tracking. A basic optical inertial Extended Kalman Filter based tracking system was implemented as proof of the concept. A modular design was implemented that allows for components to be added to or removed from the prototype, thereby allowing for rapid prototyping with various combinations of sensors and cameras. Furthermore, multi-core and parallel processing, on both the GPU and CPU, was used to achieve fast processing with only minimal optimisations. The conceptual design, practical implementation, and testing of the prototype platform are covered in this document, along with recommendations for both continued research and the creation of similar systems. / AFRIKAANSE OPSOMMING: Die veld van merkervrye mobiele Toegevoegde Realiteit (TR) word tans beperk deur die verwerkingsvermo e van slimfone en tablette. Die beperking a ekteer ook die vermo e om navorsing te doen op hierdie toestelle. Nog 'n struikelblok met navorsing op hierdie tipe toestel is dat die hardeware nie verander of aangepas kan word nie. Om die beperkings in verwerkingsvermo e en die hardewarebeperking te oorkom, word daar voorgestel dat 'n mobiele stelsel ontwerp word wat oor genoegsame verwerkingvermo e beskik. Die voorgestelde prototipe-stelsel word gebaseer op 'n kragtige skootrekenaar, omdat dit die nodigde verwerkingvermo e besit en mobiliteit verskaf in 'n selfstandigeeenheid. Die voorgestelde stelsel is ge mplementeer deur 'n handdraagbare aanraakskerm te skep, wat verbind is met die rugsak wat die verwerkingse enheid van die skootrekenaar huisves. Die handdraagbare gedeelte van die skerm is toegerus met stereovisie-kameras en inersiesensors. Hierdie sensors en kameras is dan gebruik om 'n basiese hibriede optiese-inersie uitgebreide Kalman lter-gebaseerde posisievolgingsstelsel te skep, as bewys van die voorgestelde konsep. 'n Modul^ere ontwerp is gebruik, omdat dit toelaat dat komponente maklik vervang of bygevoeg kan word. Die modul^ere ontwerp maak dit moontlik om verskeie sensors spoedig te toets en te vergelyk. Verder is beide die SVE- en GVE-eenhede van die skootrekenaar se parallelle verwerkingsvermo e benut. Sodoende is 'n ho e verwerkingspoed bereik, deur slegs minimale optimering toe te pas. Die konsepontwerp, -implementering en -toetsing van die stelsel word in hierdie dokument beskryf. Saam met die beskrywing word daar ook aanbevelings gemaak vir opvolgende navorsing, asook vir die ontwerp van soortgelyke stelsels.

Orientador: Antonio Carlos Sementille / Banca: Silvio Ricardo Rodrigues Sanches / Banca: Letícia Passos Affini / Resumo: Tanto as produções de cinema quanto as de televisão e internet podem se beneficiar das técnicas de combinação de elementos virtuais (2D e 3D) e elementos reais fornecidos pela Realidade Aumentada e, portanto, a aplicação destas técnicas em sistemas de estúdio virtual tem se revelado uma abordagem bastante flexível e inovadora para a geração de conteúdo midiático. Na cadeia de produção tradicional, elementos virtuais geralmente são inseridos somente na fase de pós-produção, e, consequentemente, o conteúdo virtual só é visível depois que todo processo de edição é finalizado. No estúdio real a equipe de gravação e os atores são guiados por sinais visuais simples onde as personagens ou objetos virtuais devem aparecer. Com a utilização de técnicas de Realidade Aumentada é possível, em tempo real, que os estúdios virtuais permitam a inserção, interação e visualização de objetos virtuais durante todas as etapas da cadeia de produção, minimizando os erros de gravação e, consequentemente, reduzindo custos. Um grande problema na implementação de estúdios virtuais diz respeito à geração e interação com elementos virtuais 3D de alta definição e em tempo real. Tradicionalmente este problema é tratado utilizando-se bibliotecas gráficas. No entanto, outra possibilidade é a utilização dos recursos de motores de jogos. Considerando o contexto exposto, o objetivo principal do presente trabalho consistiu em elaborar, implementar e testar um estúdio virtual, de baixo custo, capaz de combinar as ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Film, television and internet productions can benefit from the techniques of combining virtual elements (2D and 3D) with real elements provided by the use of Augmented Reality and, therefore, tehe application of these techniques in virtual studio systems have proved to be a quite flexible and innovative approach to the generation of media content. In traditional production pipelines, virtual elements are usually inserted only during the post-prodution phase, and consequently, the virtual content is only vesible after the editing process is finhished. While filming in the real studio, film crew and actors are guided by simple visual signals that represent where the virtual characters and objects should appear. With the use of Augmented Reality techniques it is possible, in real-time, that virtual studios allow for the insertion, interaction and visualization of virtual objects during all stages of the production pipeline minimizing the recording errors and, consequently, reducing costs. A major problem in the implementation of virtual studios is the generation and interaction with high-definition 3D virtual elements in real-time. Traditionaly this problem is handled using graphics libraries. However, another possibility is the use of game engines. Considering the above context, the main objetive of this work was to design, implement ans test a, low cost, virtual studio capable of combinig functions from Vuforia's augmented reality library and computer graphics provided by the Unity 3D game engine, as well as the motion capture capabilities from the kinect v2 from Microsoft. This virtual studio was named ARSTUDIO version 2 / Mestre

The ability to visualize and manipulate an airspace is an important tool for an instructor controlling a flight simulator mission. Usually, airspaces are observed and manipulated through 2D and 3D views on a computer screen. A problem with using computer screen is spatial perception, which is significantly limited when observing a 3D space. Technologies such as AR and VR provide new possibilities for presenting and manipulating objects and spaces in 3D which could be used to improve spatial perception. Microsoft's HoloLens is a see-through head mounted display which can project 3D holograms into the real world to create an AR experience. This thesis presents a prototype for displaying a 3D map view using HoloLens which has been designed to improve spatial perception while maintaining high usability. The prototype has been evaluated through heuristic and formative evaluations and was well received by its potential users. The prototype has also been used to present suggestions to improve spatial ability for similar applications.

Este estudo tem como objetivo melhorar o processo de ensino-aprendizagem dos conceitos de Eletromagnetismo usando Realidade Aumentada (RA). Eletromagnetismo é a base científica para a compreensão do princípio de funcionamento das máquinas elétricas rotativas. No entanto, verificou-se através de um estudo preliminar que existem dificuldades no processo de ensino-aprendizagem de Eletromagnetismo e que estas dificuldades estão concentradas basicamente em dois fatores: tanto na visualização da representação correta do campo magnético quanto na base matemática para trabalhar com esses conceitos, os quais permitiriam a aquisição de novos conceitos na área de Eletromagnetismo. O estudo preliminar foi realizado através de questionários aplicados aos alunos e aos professores da disciplina Eletricidade, que aborda os referidos conceitos. O resultado do estudo revelou que 85% dos professores percebem as dificuldades dos alunos em aprender e, confirmada esta percepção pelos próprios alunos, dos quais apenas 39,5% demonstraram ter aprendido estes conceitos. Este trabalho foi baseado na teoria da Aprendizagem Significativa, que, de acordo com Ausubel, ocorre quando um conceito está relacionado de forma significativa e não arbitrária, com conceitos preexistentes na estrutura cognitiva do indivíduo. Na busca de nivelar os alunos para que todos tivessem os subsunçores necessários que permitissem melhorar o processo de ensino-aprendizagem de novos conceitos, os subsunçores de outros conceitos foram definidos e desenvolvidos três Objetos de Aprendizagem. A descoberta dos subsunçores e a ordem do uso dos Objetos de Aprendizagem permitiram melhorar o processo de ensino-aprendizagem de novos conceitos com o objetivo de atingir o conceito principal de campo girante fundamental no processo de ensinoaprendizagem de Máquinas Elétricas. Neste trabalho, foram utilizados três Objetos de Aprendizagem como ferramentas no processo de ensino-aprendizagem de conceitos de Eletromagnetismo para se superar o obstáculo da visualização dos campos magnéticos. Estes Objetos de Aprendizagem foram testados com os alunos dos cursos técnicos do IFF – campus Itaperuna, onde o aluno pode visualizar e interagir com os mesmos. A partir dos resultados obtidos com a interação dos alunos com os Objetos de Aprendizagem foi possível fazer análises e avaliações que permitiram concluir o presente trabalho. / This study aims to improve teaching-learning process of the concepts of Electromagnetism using Augmented Reality (AR). Electromagnetism is the scientific bases for understanding the operating principle of rotating electrical machines. However, it was found through a preliminary study, that there are difficulties in the teaching-learning process of Electromagnetism and these difficulties are concentrated primarily on two factors: the correct view of the representation of the magnetic field and in the mathematical basis to work with these concepts, concepts that allow the acquisition of new concepts in Electromagnetism area. The preliminary study was realized through questionnaires to students and professors of Electricity that addresses these concepts. The study results revealed that 85% of teachers perceive students’ difficulties in learning and confirming this perception by the students, where only 39,5% of these demonstrate to have learned these concepts. This work was based on the Meaningful Learning theory, which, according to Ausubel, occurs when a concept is related significantly and not arbitrary, with pre-existing concepts in cognitive structure of the individual. Aiming to put all students at the same level, there was necessary subsumers for improving the teaching-learning of new concepts, another subsumers about other concepts were defined and were developed three Learning Objects. The discovery of subsumers and the order the use of the Learning Objects allowed to improve the teaching-learning process of new concepts in order to achieve the main concept of the rotating fields, key in the teaching-learning process of Electrical Machines. In this study, there were employed three Learning Objects as tools in the teaching-learning process of Electromagnetism concepts to overcome the obstacle of the visualization of the magnetic fields. These Learning Objects have been tested with students of technical courses of IFF – campus Itaperuna, where students could view and interact with them. From the results, analysis and evaluations were made to complete the work.

abstract: The medical field is constantly looking for technological solutions to reduce user-error and improve procedures. As a potential solution for healthcare environments, Augmented Reality (AR) has received increasing attention in the past few decades due to advances in computing capabilities, lower cost, and better displays (Sauer, Khamene, Bascle, Vogt, & Rubino, 2002). Augmented Reality, as defined in Ronald Azuma’s initial survey of AR, combines virtual and real-world environments in three dimensions and in real-time (Azuma, 1997). Because visualization displays used in AR are related to human physiologic and cognitive constraints, any new system must improve on previous methods and be consistently aligned with human abilities in mind (Drascic & Milgram, 1996; Kruijff, Swan, & Feiner, 2010; Ziv, Wolpe, Small, & Glick, 2006). Based on promising findings from aviation and driving (Liu & Wen, 2004; Sojourner & Antin, 1990; Ververs & Wickens, 1998), this study identifies whether the spatial proximity affordance provided by a head-mounted display or alternative heads up display might benefit to attentional performance in a simulated routine medical task. Additionally, the present study explores how tasks of varying relatedness may relate to attentional performance differences when these tasks are presented at different spatial distances. / Dissertation/Thesis / Masters Thesis Engineering 2017

Orientador: Antonio Carlos Sementille / Banca: Silvio Ricardo Rodrigues Sanches / Banca: Marcos Américo / Resumo: O estúdio virtual é um sistema para a criação de cenas com objetos virtuais integrados digitalmente - e em tempo real - a imagens capturadas em estúdio. Seu emprego flexibiliza a produção audiovisual, permitindo a utilização de objetos e efeitos difíceis de serem recriados fisicamente. Diferente da forma clássica de produção, em que os efeitos são inseridos somente na pós-produção, o estúdio virtual insere o conteúdo digital na fase on set, facilitando direção e fotografia. Considerando este contexto, o objeto deste trabalho é a interação de atores com objetos virtuais utilizando técnicas de Realidade Aumentada em estúdios virtuais. O objetivo principal deste trabalho consiste na verificação da interação de atores com elementos virtuais 3D sob dois aspectos: o primeiro trata da aplicação de técnicas baseadas em interfaces tangíveis associadas ao uso de marcadores fiduciais; e o segundo foca-se na utilização da interação via gestos por meio de dispositivo de detecção de profundidade (Kinect). Para a comprovação do segundo aspecto procedeu-se na implementação, na forma de um protótipo, de um Módulo de Interação para o ambiente do ARSTUDIO, um ambiente de estúdio virtual que está em desenvolvimento na Unesp/Bauru, o qual permite a geração de cenas com Realidade Aumentada e associação de objetos virtuais por meio de marcadores fiduciais. / Abstract: The virtual studio is a system for creating scenes with digitally integrated virtual objects - in real time - to images captured in the studio. Its use eases the audiovisual production, allowing the use of difficult physically rebuilt objects and effects. Unlike the classic production process, in which inserted effects just in post-production, the virtual studio inserts the digital content in the on set phase, facilitating direction and photography. Considering this context, the object of this research is the interaction of actors with virtual objects using Augmented Reality techniques in virtual studios. The main goal is to verify interaction between actors and 3D elements under two aspects: the first is about the application of based tangible interfaces and markers techniques; and the second is about gesture interaction by depth camera device (Kinect). To prove the second aspect it was made the implementation, in prototype, of a Interaction Module for the ARSTUDIO, a virtual studio environment under development in Unesp/Bauru, that allows generating of Augmented Reality scenes and association of virtual objects with markers. / Mestre

Este estudo tem como objetivo melhorar o processo de ensino-aprendizagem dos conceitos de Eletromagnetismo usando Realidade Aumentada (RA). Eletromagnetismo é a base científica para a compreensão do princípio de funcionamento das máquinas elétricas rotativas. No entanto, verificou-se através de um estudo preliminar que existem dificuldades no processo de ensino-aprendizagem de Eletromagnetismo e que estas dificuldades estão concentradas basicamente em dois fatores: tanto na visualização da representação correta do campo magnético quanto na base matemática para trabalhar com esses conceitos, os quais permitiriam a aquisição de novos conceitos na área de Eletromagnetismo. O estudo preliminar foi realizado através de questionários aplicados aos alunos e aos professores da disciplina Eletricidade, que aborda os referidos conceitos. O resultado do estudo revelou que 85% dos professores percebem as dificuldades dos alunos em aprender e, confirmada esta percepção pelos próprios alunos, dos quais apenas 39,5% demonstraram ter aprendido estes conceitos. Este trabalho foi baseado na teoria da Aprendizagem Significativa, que, de acordo com Ausubel, ocorre quando um conceito está relacionado de forma significativa e não arbitrária, com conceitos preexistentes na estrutura cognitiva do indivíduo. Na busca de nivelar os alunos para que todos tivessem os subsunçores necessários que permitissem melhorar o processo de ensino-aprendizagem de novos conceitos, os subsunçores de outros conceitos foram definidos e desenvolvidos três Objetos de Aprendizagem. A descoberta dos subsunçores e a ordem do uso dos Objetos de Aprendizagem permitiram melhorar o processo de ensino-aprendizagem de novos conceitos com o objetivo de atingir o conceito principal de campo girante fundamental no processo de ensinoaprendizagem de Máquinas Elétricas. Neste trabalho, foram utilizados três Objetos de Aprendizagem como ferramentas no processo de ensino-aprendizagem de conceitos de Eletromagnetismo para se superar o obstáculo da visualização dos campos magnéticos. Estes Objetos de Aprendizagem foram testados com os alunos dos cursos técnicos do IFF – campus Itaperuna, onde o aluno pode visualizar e interagir com os mesmos. A partir dos resultados obtidos com a interação dos alunos com os Objetos de Aprendizagem foi possível fazer análises e avaliações que permitiram concluir o presente trabalho. / This study aims to improve teaching-learning process of the concepts of Electromagnetism using Augmented Reality (AR). Electromagnetism is the scientific bases for understanding the operating principle of rotating electrical machines. However, it was found through a preliminary study, that there are difficulties in the teaching-learning process of Electromagnetism and these difficulties are concentrated primarily on two factors: the correct view of the representation of the magnetic field and in the mathematical basis to work with these concepts, concepts that allow the acquisition of new concepts in Electromagnetism area. The preliminary study was realized through questionnaires to students and professors of Electricity that addresses these concepts. The study results revealed that 85% of teachers perceive students’ difficulties in learning and confirming this perception by the students, where only 39,5% of these demonstrate to have learned these concepts. This work was based on the Meaningful Learning theory, which, according to Ausubel, occurs when a concept is related significantly and not arbitrary, with pre-existing concepts in cognitive structure of the individual. Aiming to put all students at the same level, there was necessary subsumers for improving the teaching-learning of new concepts, another subsumers about other concepts were defined and were developed three Learning Objects. The discovery of subsumers and the order the use of the Learning Objects allowed to improve the teaching-learning process of new concepts in order to achieve the main concept of the rotating fields, key in the teaching-learning process of Electrical Machines. In this study, there were employed three Learning Objects as tools in the teaching-learning process of Electromagnetism concepts to overcome the obstacle of the visualization of the magnetic fields. These Learning Objects have been tested with students of technical courses of IFF – campus Itaperuna, where students could view and interact with them. From the results, analysis and evaluations were made to complete the work.