Augmented Reality

Increasingly, our built and natural environments are becoming hybrids of real and digital entities where objects, buildings and landscapes are linked online in websites, blogs and texts. In the case of Aotearoa New Zealand, modern lifestyles have put Māori indigenous oral narratives at risk of being lost in a world dominated by text and digital elements. Intangible values, transmitted orally from generation to generation, provide a sense of identity and community to Indigenous Māori as they relate and experience the land based on cultural, spiritual, emotion, physical and social values. Retaining the storytelling environment through the use of augmented reality, this article extends the biophysical attributes of landscape through embedded imagery and auditory information. By engaging with Ngāti Kahungunu ki Wairarapa, a design approach has been developed to illustrate narratives through different media, in a way that encourages a deeper and broader bicultural engagement with landscape.

Das Badische Landesmuseum verfolgt seit einigen Jahren die Umsetzung eines neuen Museumskonzepts, in dessen Zentrum die Neudefinition der Besucher*innen als aktive Nutzer*innen des Museums steht. Sind in den aktuellen Sammlungsausstellungen rund 13.000 Exponate zu sehen, wird durch die Öffnung der Depots Schritt für Schritt der Gesamtbestand von etwa500.000 Objekten erschlossen und zugänglich gemacht. Wie in einem „Archiv der Sachkultur“ erhalten die Nutzer*innen Zugang zu ihrem kulturellen Erbe.

Yovcheva, Z., Buhalis, D., Gatzidis, C., & van Elzakker, C. P. (2014). Empirical Evaluation of Smartphone Augmented Reality Browsers in an Urban Tourism Destination Context. International Journal of Mobile Human Computer Interaction (IJMHCI), 6(2), 10-31. http://doi.org/10.4018/ijmhci.2014040102
Abstract Exposure to new and unfamiliar environments is a necessary part of daily life. Effective communication of location-based information through location-based services has become a key concern for cartographers, geographers, human-computer interaction and professional designers alike. Recently, much attention was directed towards Augmented Reality (AR) interfaces. Current research, however, focuses primarily on computer vision and tracking, or investigates the needs of urban residents, already familiar with their environment. Adopting a user-centred design approach, this paper reports findings from an empirical mobile study investigating how tourists acquire knowledge about an unfamiliar urban environment through AR browsers. Qualitative and quantitative data was used in the development of a framework that shifts the perspective towards a more thorough understanding of the overall design space for such interfaces. The authors analysis provides a frame of reference for the design and evaluation of mobile AR interfaces. The authors demonstrate the application of the framework with respect to optimization of current design of AR.

Augmented Reality, Mixed Reality, Metaverse

The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. The contemporary iteration of the Metaverse features social, immersive VR platforms compatible with massive multiplayer online video games, open game worlds and AR collaborative spaces.

Entrare nell’immagine: un desiderio che accompagna l’umanità
dall’alba dei tempi, perdendosi nelle nebbie del mito. Un desiderio
che nei secoli ogni cultura visuale ha cercato di realizzare con
i mezzi di volta in volta disponibili. E che oggi le tecnologie di realtà
virtuale promettono di soddisfare: l’immagine si fa ambiente immersivo,
ci avvolge a 360 gradi, è presenza in carne e ossa. Saltano
le cornici che la confinavano in un mondo a parte. Persino il
medium in cui si concretizza sembra farsi trasparente. Una volta
aperto il passaggio fra il mondo reale e il mondo iconico, dobbiamo
però aspettarci un varco percorribile nei due sensi: penetriamo
nel mondo dell’immagine, ma l’immagine esonda nel nostro
mondo. Al desiderio si accompagna il timore per tale tracimazione.
Questo libro esplora quel doppio movimento, e ricostruisce la
storia di quel desiderio-timore, delle fantasie che ha innescato e
delle strategie escogitate per corrispondervi: dal proto-immersivo
Narciso ai caschi VR, passando per il trompe-l’oeil e le sculture
viventi, gli specchi e le architetture illusionistiche, i panorami e le
fantasmagorie, l’arte-ambiente, il cinema in 3D. Indugiando sulla
soglia che al contempo separa e congiunge quei due mondi, ne
subiamo il fascino, e ne apprezziamo il rischio.

Mobile technologies enable individuals to organize and manage their daily li ves through the mobile applications that are use d during the day. A ugmented reality is one of those applications that can be used on mobile devices. Expectations for the use of new technologies in educational environments increase in parallel with the technolog ical advancements. Thanks to advances in computer, internet and mobile technologies, numerous new applications have emerged that facilitate communication and interaction in educational environments. In particular, t he applications of the augmented reality technologies emerging with the advancing technology in the field of education are becoming widespread and easy -to-use. Augmented reality is a technology that enriches the learning process, created by real-time integration of the virtual elements and the real world elements. In geography teaching, different knowledge and skills are expected to be acquired by the learner , therefore augmented real...

This study aimed to synthesize theoretical and designing framework of Virtual Immersive Learning Environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students. Documents analysis and survey research were employed in this study. The procedures were as follows: (1) to examine and analyze the principles, theories and related researches, (2) to study instructional context, (3) to synthesize the theoretical framework, and (4) to synthesize the designing framework. The results revealed that the theoretical framework comprised of four bases was as follows: (1) immersive technology, (2) digital storytelling, (3) Stories evaluation and (4) deeper learning. The designing framework consisted of 4 elements, were as follows: (1) VILEs based on digital storytelling to enhance deeper learning, (2) Supporting Cognitive, (3) Supporting Interpersonal and (4) Support Intrapersonal.

From Frostbite to Never Alone, videogames have included tropes from Arctic cultures and biomes of the circumpolar north. The chapter looks at the repre- sentations of both culture and nature from the circumpolar north in mixed reality and videogames. This is explored through an historical analysis of videogames set in the Arctic, focusing mostly on Alaska, with a few works from media outside of mixed reality and videogames discussed. The chapter illustrates a history of games set in the Arctic, paired with how polar cultures are or are not accurately represented, what effects the global discussion on climate change has on these representations as well as the role of Indigenous sovereignty and justice. These issues are all compounded by a global anxiety associated with climate change/global warming, that leads to escha- tological perseverations. The videogame Never Alone is the quintessential example of how northern culture and environmental issues can be used in a videogame with- out the follies of vestigial colonialist thinking. Augmented Reality (AR) works from the Dirigibles of Denali project by Nathan Shafer and Patrick Lichty, are discussed in these new contexts, with an emphasis on biomes, anthromes, and a new hybrid concept, the infome, which is a digital anthrome. Conclusions drawn are that Indige- nous communities in the circumpolar north need to retain the control over their own infomes, which would include knowledge of their biomes and cultures, and how those are represented by the outside.

In the Anthropocene complexity, information and technology play a transcendental role in how we relate to our identity, context and otherness. The already widespread AR (Augmented Reality) and VR (Virtual Reality) technologies allow to play, teach, train, or educate, presenting also the potentiality to make people empathize with other realities and to envision healthier social scenarios. With the aim to define the benefits of applying AR/VR technologies to design in vulnerable communities, this research analyses several cases studies, underlying their effects on social interactions. Since contemporary projects of applications to vulnerable communities are limited, this work studied cases applied to (1) vulnerable groups (The Machine to Be Another, Carne y Arena, and Autism Empathy Tools) and (2) local communities (Within, Mondly Lenguages VR, Spatial, Alspace VR). An analytical comparison between these two kinds of applications shows how the application of these technologies can bring to benefits in terms of empathy, identity and alterity applied to several fields of life: works, leisure, education and sociality. Nevertheless, the research’s results are very clear in underlining how is extremely urgent to define a new narrative to efficiently represent the features of a vulnerable community.

The  aim  of  this  study  is  to  explore  how  bringing  art  to  life  using  Augmented  Reality  (AR)  technology  can affect  viewer  engagement  and  interest  compared  to  the  viewing  of  traditional  static  artwork.  To measure these  properties  this  study  uses  a  combination  of  surveys:  The  User  Engagement  Scale  (UES)  and  a  slightly modified  version  of  the  Museum  Experience  Scale  (MES).  The  results  from  both  questionnaires  were aggregated to obtain a more accurate measurement of engagement, as the UES questionnaire is specifically focused  on  interactive  systems  while  the  MES  is  focused  on  an  overall  view  of  an  exhibit.  Using  both questionnaires a more accurate measurement of “engagement” can be reached for the purposes of this study.

Zane Stromberga, Charlotte Phelps, Jessica Smith & Christian Moro
Modern technologies are often utilised in schools or universities with a variety of educational goals in mind. Of particular interest is the enhanced interactivity and engagement offered by mixed reality devices such as the HoloLens, as well as the ability to explore anatomical models of disease using augmented and virtual realities. As the students are required to learn an ever-increasing number of diseases within a university health science or medical degree, it is crucial to consider which technologies provide value to educators and students. This chapter explores the opportunities for using modern disruptive technologies to teach a curriculum surrounding disease. For relevant examples, a focus will be placed on asthma as a respiratory disease which is increasing in prevalence, and stroke as a neurological and cardiovascular disease. The complexities of creating effective educational curricula around these diseases will be explored, along with the benefits of using augmented reality and mixed reality as viable teaching technologies in a range of use cases.

Mixed Reality, MR, is defined as the integration of real and virtual worlds to create an environment which allows co  -existing of physical and digital objects enabling users to interact with both. MR is a cross of reality, virtual reality including augmented reality and augmented virtuality. With the advent of wireless technologies and ever-increasing integration of the virtual world with the real  world,  MR  has  gained  more  significance  in  the  last  5  years.  Also,  because  of  its  real-life applications in education, gaming, entertainment, medicine, and military. But no technology comes without risks and shortcomings. Thus, MR also faces many threats and attacks which are broadly classified into 5 types namely, input, output, data, user interaction and device protection some of which include latency, data collection, physical device threats, user threats etc. This paper presents a comprehensive analysis of these threats on MR and solutions to mitigate the effects of it

This paper investigates the possible disappearance of the screen with the evolution and design
pressures of viewership in mind. It begins with the complexities of the screen. This includes
the aspect ratio wars of cinema’s widescreen and the square television standard which changed
in favour of the cinematic. This leads onto the constraints and imposed aspects formed from
the additional orientation change of smartphones and tablets. The successive changes have led
to an attempt at established forms of viewing with wearable screens which provide relief from
the health risks of using handheld devices which are unique to the current generation.
Augmented reality, an extension of the real world with additional overlays provides new
experiences with practical uses to visualise new and unseen possibilities. One of the earliest
forms established for consumers is the overlaying of information onto live sports broadcasting
to increase user’s enjoyment and understanding. Smartphone cameras augment reality using
their cameras for user created visual content, with new possibilities for location based mobile
games in real-time user environments. The educational values of this form of viewing are
investigated, including the latest and future heads-up displays and head-mounted devices.
Virtual reality is mediated with immersive screens for three-dimensional experiences in 360-
degrees. The potential exists for a new medium of 360-degree video and photography for
consumer content creation. Real world applications of virtual reality are investigated beyond
the established gaming genre of this form of viewing. Head-mounted displays include motion
controls for new interactive screen abilities with potentially limitless possibilities. The screen
is in fact not disappearing as future technologies appear to suggest. It has evolved into the next
dimension, beyond the screen as it is known.

The purpose of this paper is to report results of a formative usability study that investigated first-year student use of an optical character recognition (OCR) mobile application (app) designed to help students find resources for course assignments. The app uses textual content from the assignment sheet to suggest relevant library resources of which students may not be aware.

We present a general model and information server for the digital annotation of printed documents. The resulting annotation framework supports both informal and structured annotations as well as context-dependent services. A demonstrator application for mammography that features both enhanced writing and reading activities is described.

Augmented Reality (AR) in the classroom is becoming a new trend, which incorporates technology in the teaching of topics in a particular course. An instance of the technology used in the classroom is an AR board game which is designed to aid in learning through games. This study is a continuation of a preliminary work, which will concentrate in the designing, developing, and testing phases of REV-OPOLY, a board game with AR intervention in the area of the emerging technology revolution. This study employs a quantitative method of quasi-experimental design using pre-test and post-test, and test assessment. It was conducted within one semester on 100 undergraduate students who enrolled in the Computer Application in Management subject in Universiti Utara Malaysia. Findings show significant improvements in students' scores in all tests preceding the use of REV-OPOLY.

JQRSS Qualitative Researcher Awards
Congratulations to the following researchers who have been recognised by the JQRSS Editorial Board for their outstanding research activities, scholarly conduct and valuable contribution to the journal.
Rachael Lear: Volume 1, Issue 1, (2007)
Lear, R. and Palmer, C. (2007) Is there life after playing football? Investigating the perspectives of football coaches at a club in the North West of England. Journal of Qualitative Research in Sports Studies, 1, 1, 19-32.
Paul Gow: Volume 2, Issue 1, (2008)
Gow, P. and Rookwood, J. (2008) Doing it for the team - examining the causes of contemporary English football hooliganism. Journal of Qualitative Research in Sports Studies, 2, 1, 71-82.
Keith McGregor: Volume 3, Issue 1, (2009)
McGregor, K. and Palmer, C. (2009) It’s not the falling I’m worried about it’s hitting the ground - investigating the fear of falling, comfort zones and camaraderie between extreme grade rock climbers. Journal of Qualitative Research in Sports Studies, 3, 1, 127-146.
Chris Hughes: Volume 4, Issue 1, (2010)
Hughes, C. and Palmer, C. (2010) Examining a coaching philosophy through ethnographic principles – Winter with Woolton. Journal of Qualitative Research in Sports Studies, 4, 1, 23-48.
Beki Price: Volume 5, Issue 1, (2011)
Price, B. and Varrall, S. (2011) Doing and representing qualitative research: a human perspective (Part 1: visual). Journal of Qualitative Research in Sports Studies, 5, 1, 59-86.
Price, B. and Gilbourne, D. (2011) Doing and representing qualitative research: a human perspective (Part 2: textual). Journal of Qualitative Research in Sports Studies, 5, 1, 87-100.
Sarah Nickless: Volume 6, Issue 1, (2012)
Nickless, S. and Palmer, C. (2012) Crawling through experience. Journal of Qualitative Research in Sports Studies, 6, 1, 1-12.
Joseph Pryle: Volume 7, Issue 1, (2013)
Pryle, J. and Palmer, C. (2013) Cricket provision in schools – is the system flawed? An ethnographic investigation. Journal of Qualitative Research in Sports Studies, 7, 1, 27-86.
Nicola Hamilton: Volume 8, Issue 1, (2014)
Hamilton, N. and Palmer, C. (2014) Learning to ride a bike-a qualitative study of cycling and the Bikeability programme. Journal of Qualitative Research in Sports Studies, 8, 1, 17-88.
Sheri Treadwell: Volume 9, Issue 1, (2015)
Sheri Treadwell and Jim Stiehl (2015) Advocating for change in rural Physical Education: a middle school perspective through Photovoice and student SHOWeD analysis. Journal of Qualitative Research in Sports Studies, 9, 1, 107-162.
James Edwards: Volume 10, Issue 1, (2016)
Edwards, J. and Palmer, C. (2016) Getting home. Journal of Qualitative Research in Sports Studies, 10, 1, 127-156.
David Grecic: Volume 11, Issue 1, (2017)
Grecic, D. (2017) Making sense of skill – a personal narrative of becoming more skilled at skill. Journal of Qualitative Research in Sports Studies, 11, 1, 33-48.
Carmen Byrne: Volume 12, Issue 1, (2018)
Byrne, C. and Palmer, C. (2018) Hero, heroine or outcast? A quest for understanding through critical dialogue: the Research Goddess and me. Journal of Qualitative Research in Sports Studies, 12, 1, 1-34.
Maksim Berdnikov: Volume 13, Issue 1, (2019)
Berdnikov, M. and Krieger, J. (2019) Education facilitators at youth mega-events: practical and methodological considerations. Journal of Qualitative Research in Sports Studies, 13, 1, 111-126.
Hazel Isaacs: Volume 14, Issue 1, (2020)
Isaacs, H. and Palmer, C. (2020) Let’s waste some time: an autoethnographic study of procrastination. Journal of Qualitative Research in Sports Studies, 14, 1, 1-48.
Susan Thomas: Volume 15, Issue 1, (2021)
Thomas, S. and Palmer, C. (2021) When nature and tech connect – a case for using Augmented Reality in the Outdoors. Journal of Qualitative Research in Sports Studies, 15, 1, 1-28.

We propose an approach to creating shared mixed realities based on the construction of transparent boundaries between real and virtual spaces. First, we introduce a taxonomy that classifies current approaches to shared spaces according to the three dimensions of transportation, artificiality, and spatiality. Second, we discuss our experience of staging a poetry performance simultaneously within real and virtual theaters. This demonstrates the complexities involved in establishing social interaction between real and virtual spaces and motivates the development of a systematic approach to mixing realities. Third, we introduce and demonstrate the technique of mixed-reality boundaries as a way of joining real and virtual spaces together in order to address some of these problems.

Many engineering students graduate with insufficient practical experience in many fields although their theoretical knowledge might be deep. One main reason is the lack of available labs. Unfortunately, other solutions such as virtual and remote labs presented by pure graphical visualization for assisting the students to develop their practical skills, cannot completely replace hand-on labs, because they lack reality and try to visualize instruments and experiments graphically. Our research is aimed at checking and proofing the appropriateness of augmented reality (AR) to be used in representing client user-interfaces in remote labs. Students can carry out an engineering experiment represented by real and virtual elements, components and equipment overlaid with virtual objects.

With the spread of Covid-19, the world of interaction technology research has completely changed: The pandemic has created a higher demand for technologies that allow us to avoid touching devices. Before the pandemic, the world had a harder time understanding the importance of touchless technology, and even then it was not imagined in this context. The gesture-based technologies and hand interaction that have been adopted in research have thus far not been popular outside of research labs. There are several issues in the design, development, and adoption of such technologies that should be addressed in the near future.

Purpose-Augmented reality (AR) has emerged as a novel communication tool, which adds virtual computer-generated information to a viewer's real life. The purpose of this paper is to investigate the effect of AR technology on consumers' experience. Design/methodology/approach-Four experiments were performed to test the effect of AR-based product display on the consumer's attitude and the underlying mechanism of the effect. Findings-The results have demonstrated that self-referencing reality simulation mediates the effect of AR technology on consumers' product attitude, and the effect is attenuated when the consumers hold quality beliefs rather than taste beliefs or when the product is a luxury brand. Practical implications-The current research suggests that managers should develop and adopt AR technology when presenting their products in front of consumers, which can improve consumers' product attitude. Additionally, emphasizing the taste of target products rather than quality will strengthen the positive effect of AR technology on product attitude. Furthermore, managers of luxury brands should present their products in a traditional way, which induce an exclusive perception rather than using AR technology. Originality/value-This paper investigates the underlying mechanism of how AR technology improves consumers' product attitude and shopping experience, to fill the gap in consumers' unique experience with AR technology. Furthermore, the moderated effect of consumer beliefs and product difference has also been examined in this study, which attributes to the research of product differentiation.

Abstract. This paper describes the generation of a patient specific biomechanical model of hepatic vasculature from clinical CT images. Three dimensional region growing, thinning and skeletonization are used to obtain an accurate vascular model. Control points are employed to represent ...