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This paper aims to explore the ethical and social impact of augmented visual field devices (AVFDs), identifying issues that AVFDs share with existing devices and suggesting new ethical and social issues that arise with the adoption of AVFDs.

This essay incorporates both a philosophical and an ethical analysis approach. It is based on Plato’s Allegory of the Cave, philosophical notions of transparency and presence and human values including psychological well-being, physical well-being, privacy, deception, informed consent, ownership and property and trust.

The paper concludes that the interactions among developers, users and non-users via AVFDs have implications for autonomy. It also identifies issues of ownership that arise because of the blending of physical and virtual space and important ways that these devices impact, identity and trust.

Developers ought to take time to design and implement an easy-to-use informed consent system with these devices. There is a strong need for consent protocols among developers, users and non-users of AVFDs.

There is a social benefit to users sharing what is visible on their devices with those who are in close physical proximity, but this introduces tension between notions of personal privacy and the establishment and maintenance of social norms.

There is new analysis of how AVFDs impact individual identity and the attendant ties to notions of ownership of the space between an object and someone’s eyes and control over perception.

This chapter focuses on visualization. Seeing the humanities differently is one of the amazing benefits of working with tools mentioned within this category. Whether it be more traditional visualizations like images or video or that which is considered a bit more advanced like augmented or virtual reality, the enhanced perspective gained through the use of these tools offers digital humanities scholars unprecedented disciplinary perspectives while helping to shape new research areas, questions, and understanding of humanity and culture. In addition to visualization and issues related to it, this chapter also examines gaming and how games and play are impacting the digital humanities in exciting ways.

Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such as television and the Internet, to develop and deliver course content. More recently, another technology has emerged that might possibly change education as it is currently practiced. Augmented reality merges manipulable digital imagery into real-world spaces and in real time. The technologies used to create augmented environments already exist in the mass market and have already begun to show up in a wide variety of fields, including education. This chapter will provide an overview of augmented reality and explore current and potential uses in higher education.

The paper deals with the design and creation of an intelligent user interface augmenting the user experience in everyday environments, by providing an immersive audio environment. We highlight the potential of augmenting the visual real environment in a personalized way, thanks to context modeling techniques. The LISTEN project, a system for an immersive audio augmented environment applied in the art exhibition domain, provides an example of modeling and personalization methods affecting the audio interface in terms of content and organization. In addition, the different evolution steps of the system and the outcomes of the accompanying user tests are here reported.

The purpose of this paper is to assess and determine the potential of augmented reality (AR) in aerospace applications through a survey of published sources.

This paper reviews a database of AR applications developed for the aerospace sector in academic research or industrial training and operations. The review process begins with the classification of these applications, followed by a brief discussion on the implications of AR technology in each category.

AR is abundantly applied in engineering, navigation, training and simulation. There is potential for application in in-flight entertainment and communication, crew support and airport operations monitoring.

This paper is a general review introducing existing and potential AR applications in various fields of the aerospace industry. Unlike previous publications, this article summarizes existing and emerging applications to familiarize readers with AR use in all of aerospace. The paper outlines example projects and creates a single comprehensive reference of AR advancements and its use in the aerospace industry. The paper provides individuals with a quick guide to available and emerging technology.

This study aims to show the relevance of augmented reality (AR) in mobile learning for the 21st century. With AR, any real-world environment can be augmented by providing users with accurate digital overlays. AR is a promising technology that has the potential to encourage learners to explore learning materials from a totally new perspective. Besides, the advancements made in information technology further broaden the scope for educational AR applications. Furthermore, the proliferation of wireless mobile devices such as smartphones and tablets is also introducing AR into the mobile domain.

This discussion paper gives an insight of the different potential fields of application of AR and eventually proposes an AR application that will give a completely different learning experience for learners. This AR mobile application will not only provide learners with supplementary information but will also assist lecturers in their teaching process. There are certain concepts in computer science at the tertiary level that are at times difficult for learners to understand using the traditional classroom approach. Through this AR application developed, the learners are able to see what is happening and experience a different form of learning where the focus is more on “learning by doing” and on the ability of visualizing the complete set of steps involved for a particular operation. Finally what is proposed is a generic framework/process for the development of AR applications for learning purposes.

The AR application developed and tested has proved to be helpful in understanding complex concepts of computer science that average students have much difficulty in understanding. Through AR, learning has been brought to a new dimension where the students can easily visualize what is happening and easily understand complex concepts. This low-cost system that has been proposed can track and detect both markerless and marker-based images. A number of experiments have also been carried out to determine a set of best practices for the development and use of such AR applications.

Learners have been able to have a more interactive and enriching learning experience through two-dimensional and three-dimensional digital augmentations. The AR mobile application has been enhancing the cognitive skills of learners through enabling them to scan images from printed materials with their smartphones. Then, informative digital augmentation has been overlaid in real time on the mobile screen with the image preview still in the background.

The paper aims to analyze the application areas of augmented reality (AR) in the construction industry to enhance its usage level. The objectives are to assess the level of awareness of hardware and software devices of AR, examine the application areas of AR and reveal lagging areas in the construction industry.

A survey of construction professionals engaged in the built environment was sent a well-structured questionnaire in the study area. The professionals involved are project managers, architects, engineers, builders and quantity surveyors. The sampling technique used in selecting those professionals was convenience sampling. Descriptive and inferential statistics were used in analyzing the retrieved data.

The five most applied areas of Augmented Realities are Visualization and simulation of construction works; Project documentation; Project planning, monitoring and modification. The other two areas include on-site real-time information retrieval and health and safety measures. The findings also revealed the difference in the opinions of professionals among the variables. The results showed that there is significant difference in the opinions of the professionals regarding the application areas except one, that is automated measurement. Automated measurement has the same converging opinions of all professionals engaged in the study.

The study gives deep insight into possible areas where AR can be used in construction. The awareness level of hardware and software devices of AR was revealed by showing that those devices are upcoming in their usage. The areas of application of AR in construction are in their nascent stage. When there is proper implementation of this technology it will improve management in construction, minimize health and safety issues, and enhance the efficiency of workers through visualization and simulation.

Evacuation drills should be more realistic and interactive. Focusing on situational and audio-visual realities and scenario-based interactivity, the authors have developed a game-based evacuation drill (GBED) system that presents augmented reality (AR) materials on tablet computers. The paper's current research purpose is to improve visual reality (AR materials) in our GBED system.

The author's approach is to develop a new GBED system that superimposes digital objects [e.g. three-dimensional computer graphics (3DCG) elements] onto real-time vision using a marker-based AR library, a binocular opaque head-mounted display (HMD) and other current easily available technologies.

The findings from a trial experiment are that the new GBED system can improve visual reality and is appropriate for disaster education. However, a few problems remain for practical use.

When using the GBED system, participants (i.e. HMD wearers) can suffer from 3D sickness and have difficulty in moving. These are important safety problems in HMD-based systems.

The combination of AR and HMDs for GBEDs (i.e. integrating virtual and real worlds) will raise questions about its merits (pros and cons).

The originality of the research is the combination of AR and an HMD to a GBED, which has previously been realized primarily as simulation games in virtual worlds. The authors believe that our research has the potential to expand disaster education.