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This paper presents a reclassification of markers for mixed reality environments that is also applicable to the use of markers in robot navigation systems and 3D modelling. In the case of Augmented Reality (AR) mixed reality environments, markers are used to integrate computer generated (virtual) objects into a predominantly real world, while in Augmented Virtuality (AV) mixed reality environments, the goal is to integrate real objects into a predominantly virtual (computer generated) world. Apart from AR/AV classifications, mixed reality environments have also been classified by reality; output technology/display devices; immersiveness as well as by visibility of markers.

The approach adopted consists of presenting six existing classifications of mixed reality environments and then extending them to define new categories of abstract, blended, virtual augmented, active and smart markers. This is supported with results/examples taken from the joint Mixed Augmented and Virtual Reality Laboratory (MAVRLAB) of the Ulster University, Belfast, Northern Ireland; the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste, Italy and Santasco SrL, Regio Emilia/Milan, Italy.

Existing classification of markers and mixed reality environments are mainly binary in nature and do not adequately capture the contextual relationship between markers and their use and application. The reclassification of markers into abstract, blended and virtual categories captures the context for simple use and applications while the categories of augmented, active and smart markers captures the relationship for enhanced or more complex use of markers. The new classifications are capable of improving the definitions of existing simple marker and markerless mixed reality environments as well as supporting more complex features within mixed reality environments such as co-location of objects, advanced interactivity, personalised user experience.

It is thought that applications and devices in mixed reality environments when properly developed and deployed enhances the real environment by making invisible information visible to the user. The current work only marginally covers the use of internet of things (IoT) devices in mixed reality environments as well as potential implications for robot navigation systems and 3D modelling.

The use of these reclassifications enables researchers, developers and users of mixed reality environments to select and make informed decisions on best tools and environment for their respective application, while conveying information with additional clarity and accuracy. The development and application of more complex markers would contribute in no small measure to attaining greater advancements in extending current knowledge and developing applications to positively impact entertainment, business and health while minimizing costs and maximizing benefits.

The originality of this paper lies in the approach adopted in reclassifying markers. This is supported with results and work carried out at the MAV Reality Laboratory of Ulster University, Belfast–UK, the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste-Italy and Santasco SrL, Regio Emilia, Milan–Italy. The value of present research lies in the definitions of new categories as well as the discussions of how they improve mixed reality environments and application especially in the health and education sectors.

The purpose of this paper is to report on developments and applications of mixed reality cubicles and their impacts on learning in higher education. This paper investigates and presents the cost effective application of augmented reality (AR) as a mixed reality technology via or to mobile devices such as head-mounted devices, smart phones and tablets. Discuss the development of mixed reality applications for mobile (smartphones and tablets) devices leading up to the implementation of a mixed reality cubicle for immersive three dimensional (3D) visualizations.

The approach adopted was to limit the considerations to the application of AR via mobile platforms including head-mounted devices with focus on smartphones and tablets, which contain basic feedback–to-user channels such as speakers and display screens. An AR visualization cubicle was jointly developed and applied by three collaborating institutions. The markers, acting as placeholders acts as identifiable reference points for objects being inserted in the mixed reality world. Hundreds of participants comprising academics and students from seven different countries took part in the studies and gave feedback on impact on their learning experience.

Results from current study show less than 30 percent had used mixed reality environments. This is lower than expected. About 70 percent of participants were first time users of mixed reality technologies. This indicates a relatively low use of mixed reality technologies in education. This is consistent with research findings reported that educational use and research on AR is still not common despite their categorization as emerging technologies with great promise for educational use.

Current research has focused mainly on cubicles which provides immersive experience if used with head-mounted devices (goggles and smartphones), that are limited by their display/screen sizes. There are some issues with limited battery lifetime for energy to function, hence the need to use rechargeable batteries. Also, the standard dimension of cubicles does not allow for group visualizations. The current cubicle has limitations associated with complex gestures and movements involving two hands, as one hand are currently needed for holding the mobile phone.

The use of mixed reality cubicles would allow and enhance information visualization for big data in real time and without restrictions. There is potential to have this extended for use in exploring and studying otherwise inaccessible locations such as sea beds and underground caves. Social implications – Following on from this study further work could be done to developing and application of mixed reality cubicles that would impact businesses, health and entertainment.

The originality of this paper lies in the unique approach used in the study of developments and applications of mixed reality cubicles and their impacts on learning. The diverse composition in nature and location of participants drawn from many countries comprising of both tutors and students adds value to the present study. The value of this research include amongst others, the useful results obtained and scope for developments in the future.

The motivation for this research is the emergence of mobile information systems where information is disseminated to mobile individuals via handheld devices. A key distinction between mobile and desktop computing is the significance of the relationship between the spatial location of an individual and the spatial location associated with information accessed by that individual. Given a set of spatially referenced documents retrieved from a mobile information system, this set can be presented using alternative interfaces of which two presently dominate: textual lists and graphical two‐dimensional maps. The purpose of this paper is to explore how mixed reality interfaces can be used for the presentation of information on mobile devices.

A review of relevant literature is followed by a proposed classification of four alternative interfaces. Each interface is the result of a rapid prototyping approach to software development. Some brief evaluation is described, based upon thinking aloud and cognitive walk‐through techniques with expert users.

The most suitable interface for mobile information systems is likely to be user‐ and task‐dependent; however, mixed reality interfaces offer promise in allowing mobile users to make associations between spatially referenced information and the physical world.

Evaluation of these interfaces is limited to a small number of expert evaluators, and does not include a full‐scale evaluation with a large number of end users.

The application of mixed reality interfaces to the task of displaying spatially referenced information for mobile individuals.

The objective of this paper is two‐fold: to share information about color and to solicit information about sound, with the ultimate goal of producing a simple formula for generating a cybernetic mixed reality environment; and to serve as a vehicle for inviting conversation at the “Cybernetics: Art, Design and Mathematics 2010” Conference.

The majority of research in color focuses on the perceptual, experiential, phenomenon. Conceptual color is a perceptual and non‐experiential. It is color observed as a thought. By engaging in study, from this methodological approach, color can be modeled as a simple computational system of inter‐related abstract elements. This makes the complexity of the perceptual environment understandable and translatable to abstract data, but also makes the transition from the abstract back to actual possible.

The conceptual model approach has yielded a number of features for future study, not least of which is color, as a true mathematical system. This is very different from a simple color‐coding system.

With more development, the new system may prove to be of significance to future digital design applications. Given that music is also a spatial pattern system, revisiting the age‐old belief that there must be a correlation between color and music may now be productive.

This paper presents a puzzle with thought‐provoking questions, designed to solicit the information needed, in order to determine if a spatial correlation between color and sound is identifiable.

The economic science is again in a crisis and a new solution prolegomena to any future study in economics, finance and other social sciences has just been published by the International Institute of Social Economics in care of the MCB University Press in England. The roots of the major financial and economic problems of our time lie in an open conflict between theory and practice. In the 1930s and before the conflict was between classical theory and given realities. In the 1990s the conflict appears between the now prevailing modern, Keynesian theory and the actual realities. In addition during the twentieth century a great argument developed between the two schools of thought, argument which is not yet settled. In one sentence, the prolegomena tried and was successful to solve the conflict between theory and practice and the big doctrinal dispute of the twentieth century. It was a struggle of research and observation over half a century between 1947 and 1997.

Purpose – The purpose of this chapter is to introduce readers to augmented reality (AR), mixed reality (MR), and virtual reality (VR) and provide examples of some of the latest ways that researchers and practitioners are applying these digital technologies to emotions-related topics. This chapter also suggests some aspects of these technologies that emotions researchers and practitioners consider taking advantage of in their own work.

Design/Methodology/Approach – The chapter draws on the first author's experience developing and implementing AR, MR, and VR for serious games applications. Examples are also drawn from recent publications in the area.

Findings – The chapter discusses the features and differences between AR, MR, and VR and some of the most popular off-the-shelf tools for researchers and practitioners. It also presents reliable and valid ways these digital technologies have been applied and can be applied.

Practical implications – Practically, this chapter provides a state-of-the-art overview of what AR, MR, and VR offer to researchers and practitioners interested in better understanding, supporting, and addressing phenomenon involving human emotion.

This paper provides an analysis and insight into undergraduate student views concerning the use of virtual reality technology towards whether it has the potential to support and provide novel pedagogical avenues towards teaching and learning in higher education. The purpose of this paper is to ascertain student views about the application of VR technology within their degree programmes from a pedagogical perspective in addition to identifying potential challenges to VR adoption.

The research design adopted a mixed methods approach through the use of a questionnaire that was disseminated to undergraduate students studying in the discipline area of the creative industries. Through a series of open and closed questions, student views on VR adoption in higher education were analysed both quantitatively and qualitatively. The results were analysed statistically through a series of Mann–Whitney and Kruskal–Wallis tests. The qualitative statements were contextualised in the overall perspective of the research with the more relevant viewpoints identified to coincide with aspects of VR discovered in the literature.

The predominant findings of the research indicated that the majority of the students considered the use of VR to have useful pedagogical implications though not all findings were positive. The findings provided a sound overview of the benefits and potential drawbacks of VR use in general with a more specific focus in an educational context.

Limitations of the research include the lack of overall generalisations that can be formed from the study due to the sample size and the fact that the results were based from one specific academic institution.

The findings of the research will provide educators with an insight into various perceptions of VR adoption within higher education. This will aid towards allowing them to reflect on whether VR is an appropriate tool to integrate within their curriculum and pedagogical approaches towards course delivery.

Though several studies have explored the use of VR in multiple contexts and subject areas, there still needs to be more research towards its potential drawbacks in a teaching and learning scenario and how to resolve these issues.

A long Introduction provides a composite methodological standard of 25 elements (concepts, theorems and basic relationships) which actually represent in analysis a system of general stable equilibrium in economics and other social sciences. In practice, the same composite standard refers to a possible regime of a free, just and stable economy and society. This double composite scientific objective standard was used to examine the content of the Memorial Lectures presented by nine Laureates who received the Nobel Prize in Economics from 1969 to 1974. Specifically, the purpose was to see how much these lectures have contributed to the clarification and the solution of the major problems of our time.

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.