Augmented Reality - by Kath Fleet

In order to get a better understanding of what Augmented Reality can do, we recommend  the reader watches the embedded videos and clicks on the weblinks below.

I’ll save you the trouble of looking up the definition of Augmented Reality (AR) on Wikipedia by quoting it here: “Augmented reality is a term for a live direct or indirect view of a physical real-world environment whose elements are augmented by virtual computer-generated imagery creating a ‘mixed reality’”. The augmentation is conventionally in real-time and in contextual proximity with environmental elements (i.e. the information appears in direct physical relation to the object being explored). Information about the real-world environment becomes interactive, which is made possible by an information layer on top of the real-world view.

This is achieved using some kind of ‘visioning’ peripheral – a webcam or camera phone – and object recognition. Until recently the ‘objects’ being recognised by the camera have been in the form of black and white stylised icons which burst into life on a computer or phone screen when placed in front of the camera. The icons work a little like a barcode does in a supermarket, with the camera acting as the barcode scanner. Some AR creators refer to the technique as ‘papermotion’ – icons on paper become live action elements or avatars when read by the camera.

So what can AR do for learning? It’s probably more sensible to ask what it couldn’t do! There are already some fantastic models of what AR could be used for in an educational or L&D context. Take a look at these excellent examples from LearnAR - a new learning tool that brings investigative, interactive and independent learning to life using Augmented Reality:

These resources, and AR in general, promote an entirely new model of human-computer interaction. Just as the touch-screen has revolutionised human-handset interaction (and very likely yet, human-computer interaction) so AR is redefining how we will interface with the screens of our desktop devices. Two excellent examples in the LearnAR link above include using icon flash cards to submit answers to questions via the webcam with instantaneous feedback; and sticking icon cards to parts of the body to see a contextualised ‘dissection’ of the human arm. As, with the advent of the touch-screen, we already anticipate the demise of conventional peripherals so AR will, surely, eventually confine the keyboard and the mouse to being exhibits in the National Museum of Science and Industry.

One of the most natural applications for AR in learning will undoubtedly be product knowledge, or in fact any subject area that requires a working understanding of equipment, concepts or systems – physics, electronics, anatomy, engineering, mechanics, construction… I could go on. The augmented model that can be manipulated in 3 dimensions makes all of these subjects, and more, a perfect partnership for learning and AR technology. The examples below – from Lego and Mini/BMW – illustrate this application extremely well.
 
Toy manufacturer Lego is now using AR in-store to allow customers to ‘try before they buy’. Lego’s AR application uses icons on the product box in which the model is packed, as the ‘readable’ element for their version of the webcam reader:

AR has become extremely popular in the automotive trade with one of the first commercial examples being produced by Mini/BMW to promote their cars:
http://www.youtube.com/watch?v=HTYeuo6pIjY&feature=player_embedded

And, in arguably the most pioneering research project into an educational use of AR, the R&D team at BMW is investing in the production of ‘augmented reality glasses’ enabling the technology to be independent of a desktop or fixed platform. Drawing on the Head Up Display (HUD) interface favoured by so many virtual reality games, the project is developing data goggles to provide the interface between a ‘real’ car engine and an ‘augmented’ digital image for the purpose of teaching motor vehicle maintenance. It should be noted that this is in development, but a vision of how it could work provides an enticing insight into the future of augmented learning:
http://www.designboom.com/weblog/cat/23/view/7473/bmw-augmented-reality-to-help-with-car-repairs.html

And now that Sony have developed their first ‘flexi-screen’ the ‘data goggles’ or HUD potential of AR is a fast approaching reality. This flexible, full-color OLED display (organic light-emitting diode) could potentially be used to coat the inside of any headset. You could even carry one like a credit card in your wallet:
http://www.youtube.com/watch?v=TDuP8PtDJbE&feature=player_embedded

In fact for gamers, well-versed in HUD interactions, the first AR game has been developed by the University of Singapore, backed by military funding. In Human Pacman players enter the game by donning a wearable computer headset and goggles. Their movements are then tracked using GPS receivers and motion sensors to superimpose the game’s interface (and infamous yellow orb characters!) onto the streets of Tokyo:
http://www.newscientist.com/article/dn6689-human-pacman-hits-real-city-streets.html

The integration of GPS into AR has enormous potential for the defence sector, which will invest heavily in the development of tools that can be used to both simulate operational environments within practice ranges, as well as be used in-theatre to feed real-time intelligence to troops on the ground. Imagine the enormous advantage soldiers would have with HUDs showing them the location of enemy enclaves. Lockheed-Microvision is already being commissioned as part of a US military project to do work along these lines:
http://www.theregister.co.uk/2009/07/07/darpa_ultra_vis_specs_contract/

And herein lies probably the most exciting recent innovation for the everyday use of AR – its alliance with GPS for Smartphone Apps and Sat Nav systems. Real time Sat Nav video images of streets and roads are overlaid with directions and features of interest in this App developed by Mobilizy:
http://asia.cnet.com/crave/2010/05/21/augmented-reality-gps-coming-to-android-smartphones/

And now we can use the cameras in our Smartphones to find our way around the city – take a look at this example of acrossair’s Nearest Tube App:
http://www.youtube.com/watch?v=5fZk0HaIs4s&feature=player_embedded

The training potential of these burgeoning technologies is nothing short of astounding. With a pocket-sized handset, pair of glasses, or even a wallet card, an alternative universe of information can literally open up in front of our very eyes. I struggle to think of any training requirement that couldn’t benefit from being supplemented with AR. All that remains is for the necessary technology to become ubiquitous, which it undoubtedly will. In fact it almost already is.

But as a parting shot I’d like to share coccobaby2000’s vision of the commercial potential for AR. Alarming and intriguing in equal measure, this Masters-Degree-in-Architecture film shows the potential for consumerism giants to tap into our heads. It makes Minority Report look SO last millennium….
http://www.youtube.com/watch?v=fSfKlCmYcLc&playnext_from=TL&videos=nlUuwqTfqOo