Chicku Merged PDF

EDUCATING STUDENTS IN REMOTE AREAS USING
AUGMENTED REALITY
SEMINAR REPORT
Submitted in partial fulfilment of the requirements for the award of Degree of

Bachelor of Technology in Electronics and Communication Engineering of the
APJ Abdul Kalam Technological University
Submitted by,
NITHIN S
(Reg No: VAK15EC012)
DEPARTMENT OF ELECTRONICS AND COMMUNICATION

ENGINEERING VIDYA ACADEMY OF SCIENCE AND TECHNOLOGY
TECHNICAL CAMPUS, KILIMANOOR
THIRUVANANTHAPURAM,695602
2015-2019
i
AUGMENTED REALITY
SEMINAR REPORT
Submitted in partial fulfilment of the requirements for the award of Degree of

Bachelor of Technology in Electronics and Communication Engineering of the
APJ Abdul Kalam Technological University
Submitted by,
NITHIN S
(Reg No: VAK15EC012)
Guided by,
MS. DIVYA KUMARAN A K
Assistant Professor
Department of Electronics and Communication Engineering
DEPARTMENT OF ELECTRONICS AND COMMUNICATION

ENGINEERING VIDYA ACADEMY OF SCIENCE AND TECHNOLOGY
TECHNICAL CAMPUS, KILIMANOOR
THIRUVANANTHAPURAM,695602
2015-2019
ii
VIDYA ACADEMY OF SCIENCE AND TECHNOLOGY-TECHNICAL
CAMPUS, KILIMANOOR, THIRUVANANTHAPURAM 695602.
DEPARTMENT OF ELECTRONICS & COMMUNICATION ENGINEERING
CERTIFICATE
Certified that this is a bonafide record of seminar entitled on ‘Educating

Students In Remote Areas Using Augmented Reality’ by ‘NITHIN S (Reg No:
VAK15EC012), 2015-2019 batch student, in the seventh semester in partial
fulfillment of the requirements for the award of degree of BACHELOR OF
TECHNOLOGY in Electronics & Communication Engineering under APJ ABDUL
KALAM TECHNOLOGICAL UNIVERSITY, Thiruvananthapuram.
Prof. Divya Kumaran A K Prof.Muhammed Anshad P Y
Asst. Professor, Asst. Professor,

Dept. of Electronics & Communication Engg. Dept. of Electronics & Communication Engg.
(Guide) (Seminar Co-ordinator)
Prof.Amlu Anna Joshy Prof.Saheeda P A

Asst.Professor Professor
Dept. of Electronics & Communication Engg. Dept. of Electronics & Communication
(Seminar Co-ordinator) (Head Of The Department)
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ACKNOWLEDGEMENT
I extend my heartfelt gratitude to our respected principal Dr. MATHAVRAJ

RAVIKUMAR for providing the opportunity and facility for doing this seminar without
which this effort would not have seen light.
I would like to express my sincere thanks to Ms. SAHEEDA P A the Head of

Electronics & Communication Department for her kind cooperation. . I thank Mr.
MUHAMMED ANSHAD P Y, seminar coordinator for his support. I also thank my
seminar guide Ms. Divya Kumaran A K, Assistant Professor, Electronics &
Communication for her valuable guidance and support during the course of my seminar.
I take this opportunity to thank all other staffs of Electronics & Communication
department for helping me in the progress of my seminar.
I thank my family and friends for their active support throughout the work of my
seminar.
Above all, I thank the God Almighty for his grace and blessings that led me to the
success of my seminar
NITHIN S
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ABSTRACT
Augmented Reality(AR) technology nowadays is widely used in various fields of

education. Students have been learning from books and videos but with AR they can see
objects right in front of them, which can make learning more interesting. Companies like
Microsoft, google, Facebook and apple are making their products more interactive by
providing their customers real life look while using their products. In this paper, a new
method of education with the help of AR technology has been proposed for the students in
remote areas, to whom proper education is not provided. Further in this paper related work
which has already been done and what outcomes can be expected if this method would be
implemented done has discussed. Students wearing AR glasses would be able to attend
lectures recorded from teachers at far distance, with view as if teacher is present at that
moment. Students can be grouped together to see same lectures and discuss with each other.
Teachers from various places can also give live lectures to different group of students with
AR glasses and give them answers to their questions.
v
TABLE OF CONTENTS
ACKNOWLEDGEMENT iv
ABSTRACT v
LIST OF FIGURES ix
ABBREVIATIONS x
CHAPTER TITLE PAGE

NO
1.0 AN OVERVIEW 1
1.1 Proposed System 1
1.2 Problem Statement And Objective 2
1.3 Augmented Reality 2
1.4 HoloLens 3
1.5 Summary 3
2.0 LITERATURE SURVEY 4
2.1 Earlier Works – An Overview 4
2.2 Conclusion 10
3.0 VIRTUAL REALITY 11
3.1 Technology 11
3.2 Applications 12
3.3 Concerns And Challenges 14
3.4 Human Reach Perceptions 15
3.5 Key Elements Of Virtual Reality Experience 15
3.5.1 Virtual World 15
3.5.2 Immersion 15
3.5.3 Sensory Feedback 15
3.5.4 Interactivity 16
3.6 Conclusion 16
4.0 AUGMENTED REALITY 17
4.1 An Overview 17
vi
4.2 Technology 18
4.2.1 Hardware 18
4.2.2 System And Algorithm 20
4.2.3 Development 21
4.3 Augmented Reality In Education 24
4.4 Remote Collaboration 24
4.5 Devices Using Augmented Reality 25
4.5.1 Microsoft Hololens 25
4.5.2 Meta 2 26
4.6 Privacy Concerns 26
4.7 Conclusion 27
5.0 HOLOGRAPHY 28
5.1 Hologram 28
5.2 Working 29
5.2.1 Laser 29
5.2.2 Apparatus 30
5.2.3 Process 30
5.3 Hologram Vs Photography 31
5.4 Recording Hologram 32
5.5 Reconstruction Of Holographic Image 33
5.6 Conclusion 34
6.0 EDUCATING STUDENTS USING AUGMENTED 35
REALITY
6.1 Opportunities And Challenges 35
6.1.1 Benefits 35
6.1.2 Challenges 36
6.2 Augmented Reality In Education –Examples and 36
Cases
6.3 Uses Of Augmented Reality In Education 36
6.3.1 Augmented Reality Classroom 37
6.3.2 Explain Abstract And Difficult Concepts 38
6.3.3 Engagement And Interaction 38
6.3.4 Discover And Learn 38
6.3.5 Objects Modelling 38
vii
6.3.6 Training 39
6.4 Augmented Realty Education Apps 39
6.4.1 Augmented Reality Apps For Students 39
6.4.2 Augmented Realityapps For Kids 40
6.5 Tools/Platforms To Create Augmented Reality 40
Content
6.6 Conclusion 41
7.0 EDUCATING STUDENTS IN REMOTE AREA USING 42
AUGMENTED REALITY
7.1 Cost 42
7.2 Research Methodology 43
7.3 Results 43
7.3.1 Questionnaires 43
7.3.2 Interview 44
7.4 Limitations 44
7.5 Expected Outcome 44
7.6 Scope 47
8.0 CONCLUSION 49
REFERENCE 50
viii
LIST OF FIGURES
FIG.NO TITLE PAGE NO
4.1 MICROSOFT HOLOLENS 25
EDUCATING STUDENTS USING MICROSOFT

4.2 26
HOLOLENS
SURVEY RESULT ON QUALITY OF EDUCATION IN

7.3 45
REMOTE AREAS
SURVEY RESULT ON EDUCATING STUDENTS IN

7.4 45
REMOTE AREA USING HOLOGRAMS
SURVEY RESULT ON EFFECTIVENESS OF AR

7.5 46
TECHNOLOGY THAN TRADITIONAL METHODS
SURVEY RESULT ON PROVIDING EDUCATION USING

7.6 46
MICROSOFT HOLOLENS
SURVEY RESULT ON REASON FOR LOW QUALITY

7.7 47
EDUCATION IN PAKISTHAN
SURVEY RESULT ON STUDENT’S ATTENTION TO AR

7.8 47
TECHNOLOGY
ix
ABBREVIATIONS
AR AUGMENTED REALITY
VR VIRTUAL REALITY
x
Seminar report on Educating Students In Remote Area Using Augmented Reality
CHAPTER 1
AN OVERVIEW
Education is the most important thing in this world it not only make people
independent but make them understand what is better way to live their lives, whereas
technology is helping people to get access to information from all over the world and
making people reach new heights and create new to achieve. In this competitive and
informational era, it is everyone’s right to get education and come forward to work in this
astonishing environment. But unfortunately, not everyone has access to these opportunities,
many under developed countries fail to provide proper education to their citizens, they are
unable to provide such environment where everyone can get education and change their lives
and bring change to other’s. Not only under developed countries but many developed
countries fail to provide proper education to their people in remote areas or villages. They
don’t provide established environment where everyone can have access and ability to
acquire chances to get effective education to accomplish their goals and contribute to
society. Teaching with playing videos and presenting informative material does not provide
real life institutional view. Without perceiving technology students will be able to get quality
education.
1.1. PROPOSED SYSTEM.

This paper presents a new way where students will be able to get quality education
without perceiving technology is being used, and this is possible with Augmented reality
(AR). Some of the new ways of quality education are as follows:
1) Augmented Reality - Two widely known technologies AR and VR which are

similar to each other, whereas Augmented Reality (AR) can be described as adding virtual
object with real object in real domain, users sees there 3D images with real environment and
get real life view while wearing AR glasses .
2) Virtual Reality Virtual Reality (VR) in which people are surrounded with virtual
or unreal surrounding, it make users see virtual objects around him as if he is in another
place. Users need to wear glasses to experience this view.
Vidya Academy Of Science And Technology-Technical Campus, Kilimanoor Page 1

3) Holograms Holograms are 3D images formed by recorded light patterns. Which

allow users to see images in 3D by emitting light, it was invented in 1947 by Dennis
Gaborusing holography.
This paper discusses AR technology and holograms to provide education in remote

areas. AR has changed perspective of seeing things that are faraway. For students using
technology and technical devices to study while moving where ever they want instead of
sitting on a particular place is motivating for them to do their task where holograms will
allow students to learn from single seats using single device. For AR this research is referring
tools such as Microsoft HoloLens and Meta 2 for augmented reality environment, and
hologram that can be helpful to achieve this objective.
1.2.PROBLEM STATEMENT AND OBJECTIVE

Many students in remote areas are not provided proper educational environment to
complete their basic education. They don’t have basic elements which are required in any
educational institutes to provide education. Such as enough qualified teachers, building or
environment where they can learn etc.
Some questions were arised during the research of this project like How AR
technology will be used to improve education method? What impact this intervention will
have on student’s learning? How much time will be needed to utilize this idea if
implemented? What motivates people to work with this technology?
The objective of this research is to highlight what role Augmented Reality
technology and holograms can play to give access of effective and interactive information
and improve quality of education for people in remote areas, who are not being served with
opportunities and don’t have enough resources to get proper education.
The objective of this research is to highlight what role Augmented Reality technology and
holograms can play to give access of effective and interactive information and improve
quality of education for people in remote areas, who are not being served with opportunities
and don’t have enough resources to get proper education.
1.3. AUGMENTED REALITY
Augmented reality keeps students engaged in their work and make them understand
better using 3D visuals. Which helps and motivate them in learning new things, students

learning with AR technology gives better result. AR can provide unique experience to
students because they can learn by looking at thing as if they are present in that situation.
Students will not be in different world as VR technology do while AR brings objects to real
world. Method of learning has been changing from fast years from tradition methods of
learning such as text books to widely used digital tools present for students in institutes to
make information accessible and interactive, now students are not using only brain but whole
body to interact with tools to learn, which is increasing their interest of learning. Students use
their body to control virtual objects to study.
1.4.HOLOLENS
The Redmond, Washington-based company utilized HoloLens in different

environments to monitor its effect in learning. Students found it beneficial while learning
different challenging materials. NASA is using Microsoft HoloLens in their project Sidekick
for training and making them experience thing they can face and how they should deal with
different situation before going to space. This technology does not depend on single field of
study, many completely different fields are using this technology to make their trainees or
students learn efficiently, first application related to HoloLens was created by EdTech
innovation team from Leiden University for medical students, in which holograms in
application moves with your body. While using HoloLens students would be able to move
body parts and see how they look and perform, major benefit for medical students is working
with HoloLens simulation is that there is no harm if something goes wrong. Another
completely different field which is using Microsoft HoloLens is developing engines for motor
vehicles. In which even nonprogrammer can design and monitor their engine. Even though
you won’t have real product to test but with technology allows you to see your product in 3D
and makes you see how it will look when developed.
1.5.SUMMARY
Education is the most important and basic need of people. As education is a weapon
to change the world. It make people independent but make them understand what is better
way to live their lives. Technology is helping people to get access to information from all
over the world and making people reach new heights and create new to achieve In this paper,
a new method of education with the help of AR technology has been proposed for the
students in remote areas, to whom proper education is not provided.

CHAPTER 2
LITERATURE SURVEY
The important papers which are supporting this proposed work is selected and
reviewed. The survey includes a broad, comprehensive, in-depth, systematic and critical
review of the reference papers which are relevant and useful for the proposed paper.
2.1. EXISTING WORKS – AN OVERVIEW
1. Augmented 3d Holograms In Higher Education, Increasing Students’ Learning

Outcome Scores: A Mixed methods Study
The purpose of the current mixed-method study was to determine whether the use
of augmented 3D holograms (treatment) for educational purposes significantly increased
students’ learning outcome scores. The quantitative strand investigated whether the use of
the treatment in the higher education medical field significantly increased students
’learning outcome scores. Results indicated a slight increase in the adjusted mean for the
treatment group’s outcome scores on a posttest compared to the control group, when
controlling for the pretest value, but no significant difference was found between the two
groups. The qualitative strand included an analysis of higher education medical students’
experiences with the use of the treatment and their perspectives on its use for educational
purposes. The results from the qualitative strand helped to explain the results from the
quantitative strand, by considering students’ experiences with the treatment. Students
expressed their experiences using the treatment, perspectives on the use of the treatment
for educational purposes, ease of use ,the ability to learn at a more advanced level, and
other aspects of the learning experience. The data collected from the qualitative strand
indicated that most students in the treatment group found the use of the treatment to be
beneficial to their learning. The implications of the current study indicate that most students
seek new ways to learn and perceive the treatment as a new learning tool that increases
learning. Further implications indicate the implementation of the treatment and the
learning environment play an important role in whether the treatment may significantly
increase students’ learning outcome scores
The framework of this study was built upon constructivism theory, which focuses on
experimental learning through real-life experiences (Chmiel, 2014). The use of augmented

3D holograms for educational purposes provides the educator with a teaching tool that is
interactive. Students can visualize an object and move it around, change it, and take it apart.
This learning environment affords students the opportunity to learn through interactive
experiences and collaboration with other students.
2. The Development And Training Of Teachers For Remote Rural Schools In Less
Developed Countries UPEL
In less-developed countries schools in remote rural areas are likely to be poor in

quality. One important aspect of this in certain contexts is the comparatively low quality of
teachers and the high rate of teacher turnover in rural schools in these areas. It is likely that
contributory factors are the ways in which posting and transfer procedures operate inadequate
preparation and support for teachers and their own characteristics the values and interests. For
purposes of analysis two models are suggested which illuminate the policy assumptions
behind different strategies used to try to remedy the situation. The rural deficit model tends to
encourage the use of compulsory posting and incentives while the rural challenge model
searches for better ways of preparing teachers for service in remote rural schools. From
analysis of the literatures the author suggests that there are four interrelated features of
contemporary teacher-education programmes which have potential and should be developed
if good teachers are to be attracted to and retained in remote rural schools. These are field-
based preparations team work in trainings community support of training and the recruitment
and preparation of local teachers.
For in rich and poor countries alike schools in rural areas tend to be disadvantaged
compared with those in urban and semi-urban areas. In rural areas school-buildings and other
facilities are often inferior to support services for the health and welfare of pupils are few
and3 despite favourable teacher-pupil ratios in some circumstances3 teachers are unable to
offer a varied, specialist and up-to-date educational experience to their pupils. Rural school
children drop out earlier and achieve less well in school than their urban brothers and sisters.
In addition, in many 'poor countries which have yet to achieve universal schooling, access to
schools in rural areas, particularly at the higher grades, may be very limited. Inequalities in
access to and opportunities within school for urban and rural children are especially
important problems in less-developed countries because it is in the rural areas that the
majority of people live. Of course, some rural schools are better than average and some urban

ones worse. Likewise, the characteristics of rural areas differ widely. But the fact is that there
are, in general, greater disparities in the quality of schooling between urban and rural areas
than in developed countries. Policy-makers see these inequalities as threats to national unity
and social justice, and obstacles to economic and social progress. By improving the quality of
disadvantaged rural schools, they hope to overcome some of these problems. This paper
addresses some of the problems in the deployment and training of teachers in disadvantaged
schools in the remote rural areas of less-developed countries. It summarizes some of the lines
of enquiry which the author is following in current research, identifies gaps in knowledge and
makes certain policy recommendations for improving teacher retention and quality in remote
rural schools.
3.Microsoft Wants To Make Hololens The Future Of Education
Microsoft arguably began to position the HoloLens and Windows Mixed Reality as the
future of education. In an effort to take back the classroom from Apple and Google, the
Redmond, Washington-based company took the HoloLens around the world to test its
capabilities in a number of different learning environments. In every classroom they
visited, educators and students seemingly agreed on the benefits that the mixed reality
headset brought to their learning environment. The HoloLens allowed students to engage
hands-on in their subjects to reach new dimensions of understanding. Making challenging
topics for students young and old accessible by creating a more visual and tactile
experience
Recently, Microsoft partnered with Lifeliqe the visual education company that
creates digital science curriculums for students by using the latest MR and AR technology
to bring augmented learning to prep schools in California. University of Washington
hosted the world's first HoloLens class. There, computer science students got to
experiment with the headset for ten weeks, testing out all sorts of different apps from
making spring rolls to destroying giant eyeballs.
4. NASA, Microsoft Collaborate to Bring Science Fiction to Science Fact

NASA and Microsoft are teaming up to develop Sidekick, a new project using
commercial technology to empower astronauts aboard the International Space Station
(ISS).Sidekick uses Microsoft HoloLens to provide virtual aid to astronauts working off the
Earth, for the Earth. A pair of the devices is scheduled to launch on SpaceX’s seventh
commercial resupply mission to the station on June 28. HoloLens and other virtual and mixed
reality devices are cutting edge technologies that could help drive future exploration and

provide new capabilities to the men and women conducting critical science on the
International Space Station,” said Sam Scimemi, director of the ISS program at NASA
Headquarters in Washington. “This new technology could also empower future explorers
requiring greater autonomy on the journey to Mars.”The goal of Sidekick is to enable station
crews with assistance when and where they need it. This new capability could reduce crew
training requirements and increase the efficiency at which astronauts can work in space.
Microsoft HoloLens is about transforming the ways we create, connect, and explore.
Sidekick is a prime example of an application for which we envisioned HoloLens being used
unlocking new potential for astronauts and giving us all a new perspective on what is possible
with holographic computing."NASA and Microsoft engineers tested Project Sidekick and the
Microsoft HoloLens aboard NASA’s Weightless Wonder C9 jet to ensure they function as
expected in free-fall in advance of their delivery to the microgravity environment of the space
station.
Sidekick has two modes of operation. The first is “Remote Expert Mode,” which uses
Skype, part of Microsoft, to allow a ground operator to see what a crew member sees, provide
real-time guidance, and draw annotations into the crew member’s environment to coach him
or her through a task. Until now, crew members have relied on written and voice instructions
when performing complex repair tasks or experiments. The second mode is “Procedure
Mode,” which augments standalone procedures with animated holographic illustrations
displayed on top of the objects with which the crew is interacting. This capability could
lessen the amount of training that future crews will require and could be an invaluable
resource for missions deep into our solar system, where communication delays complicate
difficult operations.
After the devices arrive at the space station, crew members will test and verify the
software and hardware functionality in a standalone mode. A second set of devices to be
delivered on a future mission will test and verify Sidekick functionality with network
connectivity to test the Remote Expert Mode. NASA expects astronauts on the station will
first use Sidekick by the end of the year. Sidekick also will be used and evaluated during the
NASA Extreme Environment Mission Operations (NEEMO) 20 expedition set to begin July
21 when a group of astronauts and engineers live in the world's only undersea research
station, Aquarius, for two weeks. The Aquarius habitat and its surroundings provide a
convincing analog for space exploration.

The Sidekick project is part of a larger partnership formed by NASA and Microsoft to
explore applications of holographic computing in space exploration. NASA and Microsoft
announced a collaboration to develop software called OnSight, a new technology that will
enable scientists to work virtually on Mars using the same HoloLens technology. NASA’s Jet
Propulsion Laboratory (JPL) in Pasadena, California, led the development of Sidekick and
OnSight. NASA’s Johnson Space Center in Houston led testing and certification of Sidekick
for use onboard the space station.
The International Space Station is a convergence of science, technology and human

innovation that enables us to demonstrate new technologies and make research breakthroughs
not possible on Earth. It has been continuously occupied since November 2000 and, since
then, has been visited by more than 200 people and a variety of international and commercial
spacecraft. The space station remains the springboard to NASA's next giant leap in
exploration, including future missions to an asteroid and Mars.
5. Mixed Reality For Education – Educational Tools And Scenarios
EDtech innovation team from Leiden University develops first interactive mixed
reality HoloLens application for medical education to investigate anatomy with your own
body movements. The Microsoft HoloLens is a type of goggles which can project
holographic models on the existing environment, creating a so-called ‘augmented reality’. By
projecting objects, figures or anything on reality, users can walk around and study the
hologram from different angles and perspectives. One of the unique capabilities of the
HoloLens is the ability for users to interact with the holograms using hand gestures and word
commands.
As a first experiment the HoloLens will be used to teach (bio)medical students about
the anatomy of the ankle. Within the experiment presented here, an anatomical model is
displayed next to the human body. By connecting the human body movements and the virtual
anatomical model, (bio)medical students can learn from their own physical movements while
studying the virtual model. A crucial component for success is the embedding of the
experiment in larger learning experience based on a concrete (real-life) case.

A team of experts from the University of Leiden and the Leiden UMC has added a
new feature to the Microsoft HoloLens, which enables the medical holograms in the app to
move with the human body. This enables a real-time, three-dimensional model for students to
learn from, using their own bodies as learning tools. This immersive way of learning through
Mixed Reality is a game-changer in higher education, and has many more possible
applications which are still being developed daily.Using the HoloLens for education
contributes to making education more adaptive and personalised for technical and educational
reasons. In the technical sense, students can study the simulations in their personally
preferred way due to the holographic 3D model projected in the room. Educationally, the
HoloLens adds an affective component to the study of abstract models, by creating ownership
of the students on their learning experience.
6.Affordances And Limitations Of Immersive Participatory Augmented Reality

Simulations For Teaching And Learning.
The purpose of this study was to document how teachers and students describe and
comprehend the ways in which participating in an augmented reality (AR) simulation aids
or hinders teaching and learning. Like the multi-user virtual environment (MUVE) interface
that underlies Internet games, AR is a good medium for immersive collaborative
simulation, but has different strengths and limitations than MUVEs. Within a design-based
research project, the researchers conducted multiple qualitative case studies across two
middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern
United States to document the affordances and limitations of AR simulations from the
student and teacher perspective. The researchers collected data through formal and informal
interviews, direct observations, web site posts, and site documents. Teachers and students
reported that the technology-mediated narrative and the interactive, situated, collaborative
problem solving affordances of the AR simulation were highly engaging, especially among
students who had previously presented behavioral and academic challenges for the teachers.
However, while the AR simulation provided potentially transformative added value, it
simultaneously presented unique technological, managerial, and cognitive challenges to
teaching and learning.

2.2. CONCLUSION
The six reference papers which are mostly supporting are reviewed in-depth found out
that those papers form the basic idea of the proposed paper. But also found that the proposed
system dominates all those ideas in the reference papers.

CHAPTER 3
VIRTUAL REALITY
Virtual reality (VR) is an interactive computer-generated experience taking place

within a simulated environment. It incorporates mainly auditory and visual feedback, but may
also allow other types of sensory feedback like haptic. This immersive environment can be
similar to the real world or it can be fantastical. Augmented reality systems may also be
considered a form of VR that layers virtual information over a live camera feed into a headset
or through a smartphone or tablet device giving the user the ability to view three-dimensional
images.
Current VR technology most commonly uses virtual reality headsets or multi-

projected environments, sometimes in combination with physical environments or props, to
generate realistic images, sounds and other sensations that simulate a user's physical presence
in a virtual or imaginary environment. A person using virtual reality equipment is able to
"look around" the artificial world, move around in it, and interact with virtual features or
items. The effect is commonly created by VR headsets consisting of a head-mounted
display with a small screen in front of the eyes, but can also be created through specially
designed rooms with multiple large screens.
VR systems that include transmission of vibrations and other sensations to the user
through a game controller or other devices are known as haptic systems. This tactile
information is generally known as force feedback in medical, video gaming, and military
training applications.
3.1.TECHNOLOGY
The Virtual Reality Modelling Language (VRML), first introduced in 1994, was
intended for the development of "virtual worlds" without dependency on
headsets. The Web3Dconsortium was subsequently founded in 1997 for the development of
industry standards for web-based 3D graphics. The consortium subsequently
developed X3D from the VRML framework as an archival, open-source standard for web-
based distribution of VR content.
All modern VR displays are based on technology developed

for smartphones including: gyroscopes and motion sensors for tracking head, hand, and body
positions; small HD screens for stereoscopic displays; and small, lightweight and

fast processors. These components led to relative affordability for independent VR

developers, and lead to the 2012 Oculus Rift Kickstarter offering the first independently
developed VR headset.
Independent production of VR images and video has increased by the development

of omni-directional cameras, also known as 360-degree cameras or VR cameras, that have the
ability to record in all directions, although at low-resolutions or in highly compressed formats
for online streaming of 360 video. In contrast, photogrammetry is increasingly used to
combine several high-resolution photographs for the creation of detailed 3D objects and
environments in VR applications.
3.2.APPLICATIONS
VR is most commonly used in entertainment applications such as gaming and 3D

cinema. Consumer virtual reality headsets were first released by video game companies in the
early-mid 1990s. Beginning in the 2010s, next-generation commercial tethered headsets were
released by Oculus (Rift), HTC (Vive) and Sony (PlayStation VR), setting off a new wave of
application development. 3D cinema has been used for sporting events, pornography, fine art,
music videos and short films. Since 2015, roller coasters and theme park shave incorporated
virtual reality to match visual effects with haptic feedback .
In robotics, virtual reality has been used to control robots

in telepresence and telerobotic systems. The technology is useful in robotics development
such as in experiments that investigate how robots—through virtual articulations—can be
applied as an intuitive human interface. For instance, researchers can simulate how robots are
remotely controlled in different environments such as in space. Here, virtual reality not only
offers insights into the manipulation and locomotion of robotic technology but also shows
opportunities for inspection.
In social sciences and psychology, virtual reality offers a cost-effective tool to study and
replicate interactions in a controlled environment. It can be used as a form of therapeutic
intervention. For instance, there is the case of the virtual reality exposure therapy (VRET), a
form of exposure therapy for treating anxiety disorders such as post traumatic stress
disorder (PTSD) and phobias.
With the supervision of experts to provide feedback, simulated VR surgical environment

provide effective and repeatable training at a low cost, allowing trainees to recognize and
amend errors as they occur.

Virtual reality has been used in rehabilitation since the 2000s. Despite numerous studies
conducted, good quality evidence of its efficacy compared to other rehabilitation methods
without sophisticated and expensive equipment is lacking for the treatment of Parkinson's
disease. A 2018 review on the effectiveness of mirror therapy by virtual reality and robotics
for any type of pathology concluded in a similar way.
VR can simulate real workspaces for workplace occupational safety and health purposes,
educational purposes, and training purposes. It can be used to provide learners with a virtual
environment where they can develop their skills without the real-world consequences of
failing. It has been used and studied in primary education, military, astronaut training, flight
simulators, miner training, driver training and bridge inspection. Supplementing military
training with virtual training environments has been claimed to offer avenues of realism in
military and healthcaretraining while minimizing cost. It also has been claimed to reduce
military training costs by minimizing the amounts of ammunition expended during training
periods.
Applications for VR are facilitated by technologies that go beyond the use of graphics
and headsets. There are a multitude of techniques, technologies, and hardware solutions to
enhance the immersive experience and derive data from the users’ responses to that
experience. The use of haptic clothing, eye tracking technologies, and “Fourth Dimension”
sensory stimulation are becoming especially popular and useful.
The first fine art virtual world was created in the 1970s. As the technology developed, more
artistic programs were produced throughout the 1990s, including feature films. When
commercially available technology became more widespread, VR festivals began to emerge
in the mid-2010s. The first uses of VR in museum settings began in the 1990s, seeing a
significant increase in the mid-2010s. Additionally, museums have begun making some of
their content virtual reality accessible.
Immersive VR engineering systems enable engineers to see virtual prototypes prior to the
availability of any physical prototypes.
Virtual reality's growing market presents an opportunity and an alternative channel for digital
marketing. It is also seen as a new platform for e-commerce, particularly in the bid to
challenge traditional brick and mortar retailers. A study revealed that the majority of goods
are still purchased in physical stores. For this reason, the simulated store environment made

possible by VR technology has the potential to attract more consumers since it offers an
almost similar experience in the physical store without the inconvenience of being there.
3.3.CONCERNS AND CHALLENGES
There are many health and safety considerations of virtual reality. Most virtual reality
systems come with consumer warnings, including: seizures; developmental issues in children;
trip-and-fall and collision warnings; discomfort; repetitive stress injury; and interference with
medical devices. Some users may experience twitches, seizures or blackouts while using VR
headsets, even if they do not have a history of epilepsy and have never had blackouts or
seizures before. As many as one in 4000 people may experience these symptoms. Since these
symptoms are more common among people under the age of 20, children are advised against
using VR headsets. Other problems may occur in physical interactions with one's
environment. While wearing VR headsets, people quickly lose awareness of their real-world
surroundings and may injure themselves by tripping over, or colliding with real-world
objects.
A number of unwanted symptoms have been caused by prolonged use of virtual

reality, and these may have slowed proliferation of the technology. VR headsets may
regularly cause eye fatigue, as does all screened technology, because people tend to blink less
when watching screens, causing their eyes to become more dried out. There have been some
concerns about VR headsets contributing to myopia, but although VR headsets sit close to the
eyes, they may not necessarily contribute to nearsightedness if the focal length of the image
being displayed is sufficiently far away. Virtual reality sickness (also known as
cybersickness) occurs when a person's exposure to a virtual environment causes symptoms
that are similar to motion sickness symptoms. The most common symptoms are general
discomfort, headache, stomach awareness, nausea, vomiting, pallor, sweating, fatigue,
drowsiness, disorientation, and apathy. These motion sickness symptoms are caused by a
disconnect between what is being seen and what the rest of the body perceives. When the
vestibular system, the body's internal balancing system, does not experience the motion that it
expects from visual input through the eyes, the user may experience VR sickness. This can
also happen if the VR system does not have a high enough frame rate, or if there is a lag
between the body's movement and the onscreen visual reaction to it. Because approximately
25–40% of people experience some kind of VR sickness when using VR machines,
companies are actively looking for ways to reduce VR sickness.

3.4.REACHING HUMAN PERCEPTION
In order to reach virtual reality that provides experiences indistinguishable from

human perception a number of obstacles must be overcome.
1.Vision
To archive a resolution equivalent to that of the human eye, a setup with around 120 pixels
per degree of field of view is required. The display also needs to provide variable focus and a
field of view of between 220° and 320°.
2.Sound
The audio needs to be properly spatialized around the user. This required accurate modeling
of the virtual environment.
3.5.KEY ELEMENTS OF A VIRTUAL REALITY EXPERIENCE
3.5.1. Virtual World
A virtual world is a three-dimensional environment that is often, but not necessarily,

realized through a medium (i.e. rendering, display, etc.) where one can interact with others
and create objects as part of that interaction. In a virtual world, visual perspectives are
responsive to changes in movement and interactions mimic those experienced in the real
world.
3.5.2. Immersion
Virtual reality immersion is the perception of being physically present in a non-physical

world. It encompasses the sense of presence, which is the point where the human brain
believes that is somewhere it is really not, and is accomplished through purely mental and/or
physical means. The state of total immersion exists when enough senses are activated to
create the perception of being present in a non-physical world. Two common types of
immersion include:
 Mental Immersion – A deep mental state of engagement, with suspension of disbelief

that one is in a virtual environment.
 Physical Immersion – Exhibited physical engagement in a virtual environment, with
suspension of disbelief that one is in a virtual environment.

3.5.3. Sensory Feedback
Virtual reality requires as many of our senses as possible to be simulated. These

senses include vision (visual), hearing (aural), touch (haptic), and more. Properly stimulating
these sense requires sensory feedback, which is achieved through integrated hardware and
software (also known as inputs). Examples of this hardware and inputs are discussed below
as key components to a virtual reality system, which include head mounted displays (HMD),
special gloves or hand accessories, and hand controls.
3.5.4. Interactivity
The element of interaction is crucial for virtual reality experiences to provide users
with enough comfort to naturally engage with the virtual environment. If the virtual
environment responds to a user’s action in a natural manner, excitement and senses of
immersion will remain. If the virtual environment cannot respond quick enough, the human
brain will quickly notice and the sense of immersion will diminish. Virtual environment
responses to interaction can include the way a participant moves around or changes in their
viewpoint; generally through movements of their head.
3.6. CONCLUSION
The persistent tracking required by all VR systems makes the technology particularly
useful for, and vulnerable to, mass surveillance. The expansion of VR will increase the
potential and reduce the costs for information gathering of personal actions, movements and
responses. This chapter explains about technology of virtual reality its applications and
elements. Also gives a general concerns and challenges of virtual reality.

CHAPTER 4
AUGMENTED REALITY
Augmented reality (AR) is an interactive experience of a real-world environment

where the objects that reside in the real-world are "augmented" by computer-generated
perceptual information, sometimes across multiple sensory modalities,
including visual, auditory, haptic, somato-sensory, and olfactory. The overlaid sensory
information can be constructive or destructive and is seamlessly interwoven with the physical
world such that it is perceived as an immersive aspect of the real environment. In this way,
augmented reality alters one's ongoing perception of a real world environment,
whereas virtual reality completely replaces the user's real world environment with a simulated
one. Augmented reality is related to two largely synonymous terms: mixed
reality and computer-mediated reality.
4.1.AN OVERVIEW
The primary value of augmented reality is that it brings components of the digital
world into a person's perception of the real world, and does so not as a simple display of data,
but through the integration of immersive sensations that are perceived as natural parts of an
environment. The first functional AR systems that provided immersive mixed reality
experiences for users were invented in the early 1990s, starting with the Virtual
Fixtures system developed at the U.S. Air Force's Armstrong Laboratory in 1992. The first
commercial augmented reality experiences were used largely in the entertainment and
gaming businesses, but now other industries are also getting interested about AR's
possibilities for example in knowledge sharing, educating, managing the information flood
and organizing distant meetings. Augmented reality is also transforming the world of
education, where content may be accessed by scanning or viewing an image with a mobile
device or by bringing immersive, markerless AR experiences to the classroom. Another
example is an AR helmet for construction workers which display information about the
construction sites.
Augmented Reality (AR) is used to enhance natural environments or situations and

offer perceptually enriched experiences. With the help of advanced AR technologies the
information about the surrounding real world of the user becomes interactive and digitally

manipulable. Information about the environment and its objects is overlaid on the real world.
This information can be virtual or real. Augmented reality also has a lot of potential in the
gathering and sharing of tacit knowledge. Augmentation techniques are typically performed
in real time and in semantic context with environmental elements. Immersive perceptual
information is sometimes combined with supplemental information like scores over a live
video feed of a sporting event. This combines the benefits of both augmented reality
technology and heads up display technology (HUD)
4.2.TECHNOLOGY
4.2.1.HARDWARE
Hardware components for augmented reality are: processor, display, sensors and input
devices. Modern mobile computing devices like smartphones and tablet computers contain
these elements which often include a camera and MEMS sensors such as accelerometer, GPS,
and solid state compass, making them suitable AR platforms.
1. Display- Various technologies are used in augmented reality rendering,

including optical projection systems, monitors, handheld devices, and display systems worn
on the human body. A head-mounted display (HMD) is a display device worn on the
forehead, such as a harness or helmet. HMDs place images of both the physical world and
virtual objects over the user's field of view.
2. Eyeglasses- AR displays can be rendered on devices resembling eyeglasses. Versions
include eyewear that employs cameras to intercept the real world view and re-display its
augmented view through the eyepieces and devices in which the AR imagery is projected
through or reflected off the surfaces of the eyewear's lenspieces.
3. HUD- A head-up display (HUD) is a transparent display that presents data without
requiring users to look away from their usual viewpoints. A precursor technology to
augmented reality. Near-eye augmented reality devices can be used as portable head-up
displays as they can show data, information, and images while the user views the real
world.
4. Contact Lenses- Contact lenses that display AR imaging are in development.
These bionic contact lenses might contain the elements for display embedded into the lens
including integrated circuitry, LEDs and an antenna for wireless communication.
5. Virtual retinal display- A virtual retinal display (VRD) is a personal display device
under development at the University of Washington's Human Interface Technology
Laboratory under Dr. Thomas A. Furness . With this technology, a display is scanned

directly onto the retina of a viewer's eye. This results in bright images with high resolution
and high contrast. The viewer sees what appears to be a conventional display floating in
space. Virtual retinal display creates images that can be seen in ambient daylight and
ambient room light. The VRD is considered a preferred candidate to use in a surgical
display due to its combination of high resolution and high contrast and brightness.
Additional tests show high potential for VRD to be used as a display technology for
patients that have low vision.
6. EyeTap- The EyeTap (also known as Generation-2 Glass) captures rays of light that
would otherwise pass through the center of the lens of the eye of the wearer, and substitutes
synthetic computer-controlled light for each ray of real light. The Generation-4
Glass (Laser Eye Tap) is similar to the VRD (i.e. it uses a computer-controlled laser light
source) except that it also has infinite depth of focus and causes the eye itself to, in effect,
function as both a camera and a display by way of exact alignment with the eye and
resynthesis (in laser light) of rays of light entering the eye .
7. Handheld- A Handheld display employs a small display that fits in a user's hand. All
handheld AR solutions to date opt for video see-through. The two main advantages of
handheld AR are the portable nature of handheld devices and the ubiquitous nature of
camera phones. The disadvantages are the physical constraints of the user having to hold
the handheld device out in front of them at all times, as well as the distorting effect of
classically wide-angled mobile phone cameras when compared to the real world as viewed
through the eye.
8. Spatial- Spatial augmented reality (SAR) augments real-world objects and scenes
without the use of special displays such as monitors, head-mounted displays or hand-held
devices. SAR makes use of digital projectors to display graphical information onto physical
objects. The key difference in SAR is that the display is separated from the users of the
system. Because the displays are not associated with each user, SAR scales naturally up to
groups of users, thus allowing for collocated collaboration between users.An SAR system
can display on any number of surfaces of an indoor setting at once. SAR supports both a
graphical visualization and passive haptic sensation for the end users. Users are able to
touch physical objects in a process that provides passive haptic sensation.
9. Tracking- Modern mobile augmented-reality systems use one or more of the
following motion tracking technologies: digital cameras and/or other optical
sensors, accelerometers, GPS, gyroscopes, solid state compasses, RFID. These technologies
offer varying levels of accuracy and precision. The most important is the position and

orientation of the user's head. Tracking the user's hand(s) or a handheld input device can
provide a 6DOF interaction technique.
10. Networking - Mobile augmented reality applications are gaining popularity due to the
wide adoption of mobile and especially wearable devices. However, they often rely on
computationally intensive computer vision algorithms with extreme latency requirements.
To compensate for the lack of computing power, offloading data processing to a distant
machine is often desired. Computation offloading introduces new constraints in
applications, especially in terms of latency and bandwidth. Although there are a plethora of
real-time multimedia transport protocols, there is a need for support from network
infrastructure as well
11. Input device- Techniques include speech recognition systems that translate a user's
spoken words into computer instructions, and gesture recognition systems that interpret a
user's body movements by visual detection or from sensors embedded in a peripheral device
such as a wand, stylus, pointer, glove or other body wear.
12. Computer- The computer analyzes the sensed visual and other data to synthesize and
position augmentations. Computers are responsible for the graphics that go with augmented
reality. Augmented reality uses a computer-generated image and it has an striking effect on
the way the real world is shown. The more that computers progress, augmented reality will
become more flexible and more common in our society. Computers are the core of
augmented reality. The Computer receives data from the sensors which determine the
relative position of objects surface. This translates to an input to the computer which then
outputs to the users by adding something that would otherwise not be there. The computer
comprises memory and a processor. The computer takes the scanned environment then
generates images or a video and puts it on the receiver for the observer to see. The fixed
marks on an objects surface are stored in the memory of a computer. The computer also
withdrawals from its memory to present images realistically to the onlooker.
4.2.1. SOFTWARE AND ALGORITHMS

A key measure of AR systems is how realistically they integrate augmentations with
the real world. The software must derive real world coordinates, independent from the
camera, from camera images. That process is called image registration, and uses different
methods of computer vision, mostly related to video tracking. Many computer vision methods
of augmented reality are inherited from visual odometry.

Usually those methods consist of two parts. The first stage is to detect interest
points, fiducial markers or optical flow in the camera images. This step can use feature
detection methods like corner detection, blob detection, edge detection or thresholding, and
other image processing methods. The second stage restores a real world coordinate system
from the data obtained in the first stage. Some methods assume objects with known geometry
(or fiducial markers) are present in the scene. In some of those cases the scene 3D structure
should be precalculated beforehand. If part of the scene is unknown simultaneous localization
and mapping (SLAM) can map relative positions. If no information about scene geometry is
available, structure from motion methods like bundle adjustment are used. Mathematical
methods used in the second stage include projective (epipolar) geometry, geometric
algebra, rotation representation with exponential map, kalman and particle filters, nonlinear
optimization, robust statistics.[citation needed]
Augmented Reality Markup Language (ARML) is a data standard developed within

the Open Geospatial Consortium (OGC), which consists of XML grammar to describe the
location and appearance of virtual objects in the scene, as well as ECMA Script bindings to
allow dynamic access to properties of virtual objects.
To enable rapid development of augmented reality applications, some software development

kits (SDKs) have emerged. A few SDKs such as Cloud Rid AR leverage cloud computing for
performance improvement. AR SDKs are offered by Vuforia, AR Tool Kit, Catchoom Craft
AR Mobinett AR, Wikitude, Blippar Layar, Meta. and AR Lab.
4.2.3.DEVELOPMENT
The implementation of Augmented Reality in consumer products requires considering

the design of the applications and the related constraints of the technology platform. Since
AR system rely heavily on the immersion of the user and the interaction between the user and
the system, design can facilitate the adoption of virtuality. For most Augmented Reality
systems, a similar design guideline can be followed. The following lists some considerations
for designing Augmented Reality applications:
1. Environmental/context design Context- Design focuses on the end-user's physical

surrounding, spatial space, and accessibility that may play a role when using the AR
system. Designers should be aware of the possible physical scenarios the end-user may be
in such as:

 Public, in which the users uses their whole body to interact with the software
 Personal, in which the user uses a smartphone in a public space
 Intimate, in which the user is sitting with a desktop and is not really in movement
 Private, in which the user has on a wearable.
By evaluating each physical scenario, potential safety hazard can be avoided

and changes can be made to greater improve the end-user's immersion. UX designers will
have to define user journeys for the relevant physical scenarios and define how the interface
will react to each.
Especially in AR systems, it is vital to also consider the spatial space and the
surrounding elements that change the effectiveness of the AR technology. Environmental
elements such as lighting, and sound can prevent the sensor of AR devices from detecting
necessary data and ruin the immersion of the end-user.
Another aspect of context design involves the design of the system's

functionality and its ability to accommodate for user preferences. While accessibility tools
are common in basic application design, some consideration should be made when
designing time-limited prompts (to prevent unintentional operations), audio cues and
overall engagement time. It is important to note that in some situations, the application's
functionality may hinder the user's ability. For example, applications that is used for driving
should reduce the amount of user interaction and user audio cues instead.
2.Interaction design- Interaction design in augmented reality technology centers on the user's
engagement with the end product to improve the overall user experience and enjoyment.
The purpose of Interaction Design is to avoid alienating or confusing the user by organising
the information presented. Since user interaction relies on the user's input, designers must
make system controls easier to understand and accessible. A common technique to improve
usability for augmented reality applications is by discovering the frequently accessed areas
in the device's touch display and design the application to match those areas of control. It is
also important to structure the user journey maps and the flow of information presented
which reduce the system's overall cognitive load and greatly improves the learning curve of
the application.
In interaction design, it is important for developers to utilize augmented reality

technology that complement the system's function or purpose. For instance, the utilization
of exciting AR filters and the design of the unique sharing platform in Snapchat enables

users to better the user's social interactions. In other applications that require users to
understand the focus and intent, designers can employ a reticle or raycast from the
device. Moreover, augmented reality developers may find it appropriate to have digital
elements scale or react to the direction of the camera and the context of objects that can are
detected.
The most exciting factor of augmented reality technology is the ability to utilize the
introduction of 3D space. This means that a user can potentially access multiple copies of
2D interfaces within a single AR application. AR applications are collaborative, a user can
also connect to another's device and view or manipulate virtual objects in the other person's
context.
3.Visual design- In general, visual design is the appearance of the developing application that
engages the user. To improve the graphic interface elements and user interaction,
developers may use visual cues to inform user what elements of UI are designed to interact
with and how to interact with them. Since navigating in AR application may appear
difficult and seem frustrating, visual cues design can make interactions seem more natural.
In some augmented reality applications that uses a 2D device as an interactive surface,

the 2D control environment does not translate well in 3D space making users hesitant to
explore their surroundings. To solve this issue, designers should apply visual cues to assist
and encourage users to explore their surroundings.
It is important to note the two main objects in AR when developing VR applications:

3D volumetric objects that are manipulatable and realistically interact with light and
shadow; and animated media imagery such as images and videos which are mostly
traditional 2D media rendered in a new context for augmented reality. [100] When virtual
objects are projected onto a real environment, it is challenging for augmented reality
application designers to ensure a perfectly seamless integration relative to the real world
environment, especially with 2D objects. As such, designers can add weight to objects, use
depths maps, and choose different material properties that highlight the object's presence in
the real world. Another visual design that can be applied is using
different lighting techniques or casting shadows to improve overall depth judgment. For
instance, a common lighting technique is simply placing a light source overhead at the 12
o’clock position, to create shadows upon virtual objects.

4.3.AR IN EDUCATION
In educational settings, AR has been used to complement a standard curriculum. Text,

graphics, video, and audio may be superimposed into a student's real-time environment.
Textbooks, flashcards and other educational reading material may contain embedded
"markers" or triggers that, when scanned by an AR device, produced supplementary
information to the student rendered in a multimedia format. This makes AR a good
alternative method for presenting information and Multimedia Learning Theory can be
applied.
As AR evolved, students can participate interactively and interact with knowledge

more authentically. Instead of remaining passive recipients, students can become active
learners, able to interact with their learning environment. Computer-generated simulations of
historical events allow students to explore and learning details of each significant area of the
event site.
In higher education, Construct3D, a Studierstube system, allows students to learn

mechanical engineering concepts, math or geometry. Chemistry AR apps allow students to
visualize and interact with the spatial structure of a molecule using a marker object held in
the hand. Others have used HP Reveal, a free app, to create AR notecards for studying
organic chemistry mechanisms or to create virtual demonstrations of how to use laboratory
instrumentation. Anatomy students can visualize different systems of the human body in
three dimensions
4.4.REMOTE COLLABORATION
Primary school children learn easily from interactive experiences. Astronomical

constellations and the movements of objects in the solar system were oriented in 3D and
overlaid in the direction the device was held, and expanded with supplemental video
information. Paper-based science book illustrations could seem to come alive as video
without requiring the child to navigate to web-based materials. In 2013, a project was
launched on kick starter to teach about electronics with an educational toy that allowed
children to scan their circuit with an iPad and see the electric current flowing around. While
some educational apps were available for AR by 2016, it was not broadly used. Apps that
leverage augmented reality to aid learning included skyview for studying astronomy, AR
Circuits for building simple electric circuits, and Sketch AR for drawing. AR would also be a
way for parents and teachers to achieve their goals for modern education, which might

include providing a more individualized and flexible learning, making closer connections
between what is taught at school and the real world, and helping students to become more
engaged in their own learning. A recent research compared the functionalities of augmented
reality tools with potential for education
4.5 DEVICES USING AUGMENTED REALITY

4.5.1. Microsoft HoloLens
Microsoft HoloLens not just another VR, its uses Augmented technology to provide
their users an environment where they can wear glasses while walking or doing other work.
These glasses allow virtual objects to be viewed in real environment, users can interact with
virtual objects by moving their hands in required way. These glasses allow users to perform
multiple tasks such as playing games, creating 3D objects and viewing already built in
applications in 3D.
Fig.4.1.Microsoft HoloLens

Fig.4.2. Educating Students Using Microsoft HoloLens
4.5.2. Meta 2
Meta 2 glasses also use augmented technology to allow users to experience virtual
objects in real environments. With meta 2 user can view images, videos and play games in
3D. With Meta 2 user can create, see and modify 3D objects through hand gestures. These
AR devices has changed perspective of designing or creating models. User can create and
view 3D designs of their products before working with hardware. User gets many benefits
such as saving cost of purchasing hardware or it provides ease to change design to experience
different looks. Also, this technology is making communication effective by allowing users to
experience real time view by showing videos in 3D.
4.6.PRIVACY CONCERNS
The concept of modern augmented reality depends on the ability of the device to
record and analyze the environment in real time. Because of this, there are potential legal
concerns over privacy. While the First Amendment to the United States Constitution allows
for such recording in the name of public interest, the constant recording of an AR device
makes it difficult to do so without also recording outside of the public domain. Legal
complications would be found in areas where a right to a certain amount of privacy is
expected or where copyrighted media are displayed.

In terms of individual privacy, there exists the ease of access to information that one
should not readily possess about a given person. This is accomplished through facial
recognition technology. Assuming that AR automatically passes information about persons
that the user sees, there could be anything seen from social media, criminal record, and
marital status.
Privacy-compliant image capture solutions can be deployed to temper the impact of constant
filming on individual privacy.
4.7. CONCLUSION
Augmented reality is becoming more frequently used for online advertising.
Augmented reality has been explored for many applications, from gaming and entertainment
to medicine, education and business. Application areas include Archaeology, Architecture,
Commerce and Education. Some of the examples include Augmented Reality used to support
surgery by providing virtual overlays to guide medical practitioners to AR content for
astronomy and welding. This chapter explained about augmented reality in detail.

CHAPTER 5
HOLOGRAPHY
Holograms are images produced by recorded light patterns and presented in three
dimensions, this process is known as holography. This technology has changed perspective of
seeing things by providing different view of objects. It is beneficial for many fields such as
Education, science, arts etc. Holograms were invented in 1947 but latest advancement in
technology have made it more useful in different fields such as flight simulation, robotics,
medical, entertainment, designing, education etc.
5.1.HOLOGRAM
Holography is the science and practice of making holograms. Typically, a hologram is

a photographic recording of a light field, rather than of an image formed by a lens, and it is
used to display a fully three-dimensional image of the holographed subject, which is seen
without the aid of special glasses or other intermediate optics. The hologram itself is not an
image and is usually unintelligible when viewed under diffuse ambient light. It is an encoding
of the light field as an interference pattern of seemingly random variations in
the opacity, density, or surface profile of the photographic medium. When suitably lit, the
interference pattern diffracts the light into a reproduction of the original light field and the
objects that were in it appear to still be there, exhibiting visual depth cues such
as parallax and perspective that change realistically with any change in the relative position
of the observer.
In its pure form, holography requires the use of laser light for illuminating the subject
and for viewing the finished hologram. In a side-by-side comparison under optimal
conditions, a holographic image is visually indistinguishable from the actual subject.
A microscopic level of detail throughout the recorded volume of space can be reproduced. In
common practice, however, major image quality compromises are made to eliminate the need
for laser illumination when viewing the hologram, and sometimes, to the extent possible, also
when making it. Holographic portraiture often resorts to a non-holographic intermediate
imaging procedure, to avoid the hazardous high-powered pulsed lasers otherwise needed to
optically "freeze" living subjects as perfectly as the extremely motion-intolerant holographic

recording process requires. Holograms can now also be entirely computer-generated to show
objects or scenes that never existed.
Holography is distinct from lenticular and other earlier autostereoscopic 3D display

technologies, which can produce superficially similar results but are based on conventional
lens imaging. Stage illusions such as Pepper's Ghost and other unusual, baffling, or seemingly
magical images are also often incorrectly called holograms.
5.2.WORKING
Holography is a technique that enables a light field (which is generally the product of a light
source scattered off objects) to be recorded and later reconstructed when the original light
field is no longer present, due to the absence of the original objects. Holography can be
thought of as somewhat similar to sound recording, whereby a sound field created by
vibrating matter like musical instruments or vocal cords, is encoded in such a way that it can
be reproduced later, without the presence of the original vibrating matter .
5.2.1.LASER
In laser holography, the hologram is recorded using a source of laser light, which is
very pure in its color and orderly in its composition. Various setups may be used, and several
types of holograms can be made, but all involve the interaction of light coming from different
directions and producing a microscopic interference pattern which a plate, film, or other
medium photographically records.
In one common arrangement, the laser beam is split into two, one known as the object
beam and the other as the reference beam. The object beam is expanded by passing it through
a lens and used to illuminate the subject. The recording medium is located where this light,
after being reflected or scattered by the subject, will strike it. The edges of the medium will
ultimately serve as a window through which the subject is seen, so its location is chosen with
that in mind. The reference beam is expanded and made to shine directly on the medium,
where it interacts with the light coming from the subject to create the desired interference
pattern.
Like conventional photography, holography requires an appropriate exposure time to

correctly affect the recording medium. Unlike conventional photography, during the exposure
the light source, the optical elements, the recording medium, and the subject must all remain
perfectly motionless relative to each other, to within about a quarter of the wavelength of the
light, or the interference pattern will be blurred and the hologram spoiled. With living

subjects and some unstable materials, that is only possible if a very intense and extremely
brief pulse of laser light is used, a hazardous procedure which is rare and rarely done outside
of scientific and industrial laboratory settings. Exposures lasting several seconds to several
minutes, using a much lower-powered continuously operating laser, are typical.
5.2.2.APPARATUS
A hologram can be made by shining part of the light beam directly into the recording
medium, and the other part onto the object in such a way that some of the scattered light falls
onto the recording medium. A more flexible arrangement for recording a hologram requires
the laser beam to be aimed through a series of elements that change it in different ways. The
first element is a beam splitter that divides the beam into two identical beams, each aimed in
different directions:
 One beam (known as the illumination or object beam) is spread using lenses and directed
onto the scene using mirrors. Some of the light scattered (reflected) from the scene then
falls onto the recording medium.
 The second beam (known as the reference beam) is also spread through the use of lenses,
but is directed so that it doesn't come in contact with the scene, and instead travels
directly onto the recording medium.
Several different materials can be used as the recording medium. One of the most
common is a film very similar to photographic film (silver halide photographic emulsion), but
with a much higher concentration of light-reactive grains, making it capable of the much
higher resolutionthat holograms require. A layer of this recording medium (e.g., silver halide)
is attached to a transparent substrate, which is commonly glass, but may also be plastic.
5.2.3.PROCESS
When the two laser beams reach the recording medium, their light waves intersect
and interfere with each other. It is this interference pattern that is imprinted on the recording
medium. The pattern itself is seemingly random, as it represents the way in which the scene's
light interfered with the original light source — but not the original light source itself. The
interference pattern can be considered an encoded version of the scene, requiring a particular
key — the original light source — in order to view its contents. This missing key is provided
later by shining a laser, identical to the one used to record the hologram, onto the developed
film. When this beam illuminates the hologram, it is diffracted by the hologram's surface

pattern. This produces a light field identical to the one originally produced by the scene and
scattered onto the hologram.
5.3.HOLOGRQAPHY Vs PHOTOGRAPHY
Holography may be better understood via an examination of its differences from
ordinary photography:
 A hologram represents a recording of information regarding the light that came from the
original scene as scattered in a range of directions rather than from only one direction, as
in a photograph. This allows the scene to be viewed from a range of different angles, as if
it were still present.
 A photograph can be recorded using normal light sources (sunlight or electric lighting)
whereas a laser is required to record a hologram.
 A lens is required in photography to record the image, whereas in holography, the light
from the object is scattered directly onto the recording medium.
 A holographic recording requires a second light beam (the reference beam) to be directed
onto the recording medium.
 A photograph can be viewed in a wide range of lighting conditions, whereas holograms
can only be viewed with very specific forms of illumination.
 When a photograph is cut in half, each piece shows half of the scene. When a hologram is
cut in half, the whole scene can still be seen in each piece. This is because, whereas each
point in a photograph only represents light scattered from a single point in the scene, each
point on a holographic recording includes information about light scattered from every
point in the scene. It can be thought of as viewing a street outside a house through a
120 cm × 120 cm (4 ft × 4 ft) window, then through a 60 cm × 120 cm (2 ft × 4 ft)
window. One can see all of the same things through the smaller window (by moving the
head to change the viewing angle), but the viewer can see more at once through the
120 cm (4 ft) window.
 A photograph is a two-dimensional representation that can only reproduce a rudimentary
three-dimensional effect, whereas the reproduced viewing range of a hologram adds
many more depth perception cues that were present in the original scene. These cues are
recognized by the human brain and translated into the same perception of a three-
dimensional image as when the original scene might have been viewed.

 A photograph clearly maps out the light field of the original scene. The developed
hologram's surface consists of a very fine, seemingly random pattern, which appears to
bear no relationship to the scene it recorded
5.4.RECORDING A HOLOGRAM
To make a hologram, the following are required:
 a suitable object or set of objects

 part of the laser beam to be directed so that it illuminates the object (the object beam) and
another part so that it illuminates the recording medium directly (the reference beam),
enabling the reference beam and the light which is scattered from the object onto the
recording medium to form an interference pattern
 a recording medium which converts this interference pattern into an optical element
which modifies either the amplitude or the phase of an incident light beam according to
the intensity of the interference pattern.
 a laser beam that produces coherent light with one wavelength.
 an environment which provides sufficient mechanical and thermal stability that the
interference pattern is stable during the time in which the interference pattern is recorded
These requirements are inter-related, and it is essential to understand the nature of optical
interference to see this. Interference is the variation in intensity which can occur when
two light waves are superimposed. The intensity of the maxima exceeds the sum of the
individual intensities of the two beams, and the intensity at the minima is less than this and
may be zero. The interference pattern maps the relative phase between the two waves, and
any change in the relative phases causes the interference pattern to move across the field of
view. If the relative phase of the two waves changes by one cycle, then the pattern drifts by
one whole fringe. One phase cycle corresponds to a change in the relative distances travelled
by the two beams of one wavelength. Since the wavelength of light is of the order of 0.5 μm,
it can be seen that very small changes in the optical paths travelled by either of the beams in
the holographic recording system lead to movement of the interference pattern which is the
holographic recording. Such changes can be caused by relative movements of any of the
optical components or the object itself, and also by local changes in air-temperature. It is
essential that any such changes are significantly less than the wavelength of light if a clear
well-defined recording of the interference is to be created.

The exposure time required to record the hologram depends on the laser power
available, on the particular medium used and on the size and nature of the object(s) to be
recorded, just as in conventional photography. This determines the stability requirements.
Exposure times of several minutes are typical when using quite powerful gas lasers and silver
halide emulsions. All the elements within the optical system have to be stable to fractions of a
μm over that period. It is possible to make holograms of much less stable objects by using
a pulsed laser which produces a large amount of energy in a very short time (μs or
less). These systems have been used to produce holograms of live people. A holographic
portrait of Dennis Gabor was produced in 1971 using a pulsed ruby laser.
Thus, the laser power, recording medium sensitivity, recording time and mechanical and
thermal stability requirements are all interlinked. Generally, the smaller the object, the more
compact the optical layout, so that the stability requirements are significantly less than when
making holograms of large objects.
Another very important laser parameter is its coherence. This can be envisaged by
considering a laser producing a sine wave whose frequency drifts over time; the coherence
length can then be considered to be the distance over which it maintains a single frequency.
This is important because two waves of different frequencies do not produce a stable
interference pattern. The coherence length of the laser determines the depth of field which
can be recorded in the scene. A good holography laser will typically have a coherence length
of several meters, ample for a deep hologram.
The objects that form the scene must, in general, have optically rough surfaces so that they
scatter light over a wide range of angles. A specularly reflecting (or shiny) surface reflects the
light in only one direction at each point on its surface, so in general, most of the light will not
be incident on the recording medium. A hologram of a shiny object can be made by locating
it very close to the recording plate.
5.5.RECONSTRUCTION OF HOLOGRAPHIC IMAGE

When the hologram plate is illuminated by a laser beam identical to the reference
beam which was used to record the hologram, an exact reconstruction of the original object
wavefront is obtained. An imaging system (an eye or a camera) located in the reconstructed
beam 'sees' exactly the same scene as it would have done when viewing the original. When
the lens is moved, the image changes in the same way as it would have done when the object

was in place. If several objects were present when the hologram was recorded, the
reconstructed objects move relative to one another, i.e. exhibit parallax, in the same way as
the original objects would have done. It was very common in the early days of holography to
use a chess board as the object and then take photographs at several different angles using the
reconstructed light to show how the relative positions of the chess pieces appeared to change.
A holographic image can also be obtained using a different laser beam configuration
to the original recording object beam, but the reconstructed image will not match the original
exactly. When a laser is used to reconstruct the hologram, the image is speckled just as the
original image will have been. This can be a major drawback in viewing a hologram.
White light consists of light of a wide range of wavelengths. Normally, if a hologram

is illuminated by a white light source, each wavelength can be considered to generate its own
holographic reconstruction, and these will vary in size, angle, and distance. These will be
superimposed, and the summed image will wipe out any information about the original scene,
as if superimposing a set of photographs of the same object of different sizes and orientations.
However, a holographic image can be obtained using white light in specific circumstances,
e.g. with volume holograms and rainbow holograms. The white light source used to view
these holograms should always approximate to a point source, i.e. a spot light or the sun. An
extended source (e.g. a fluorescent lamp) will not reconstruct a hologram since its light is
incident at each point at a wide range of angles, giving multiple reconstructions which will
"wipe" one another out.White light reconstructions do not contain speckles.
5.6. CONCLUSION
Holography is the next stage of photography and conventional film and its three-
dimensionality creates completely new possibilities for use, such as for product presentation.
A 3D hologram displays products, objects, and animated sequences three-dimensionally and
enables seemingly real objects or animations to appear to float completely freely in space.
Unlike a conventional film on a standard screen, a 3D hologram is visible from all sides,
which means the observer can walk around the hologram, enabling an absolutely realistic-
looking image to form. Holography has been widely referred to in movies, novels, and TV,
usually in science fiction, starting in the late 1970s. This chapter explain about the working
of a hologram.

CHAPTER 6
EDUCATING STUDENTS USING AUGMENTED REALITY
Augmented reality in education can serve a number of purposes. It helps students

easily acquire, process, and remember information. Additionally, AR makes learning itself
more engaging and fun.It is also not limited to a single age group or level of education and
can be used equally well in all levels of schooling: from pre-school education up to college,
or even at work.
6.1.OPPORTUNITIES AND CHALLENGES

Augmented reality in education can serve a number of purposes. It helps the students
easily acquire, process, and remember the information. Additionally, AR makes learning
itself more engaging and fun.
It is also not limited to a single age group or level of education, and can be used equally well
in all levels of schooling; from pre-school education up to college, or even at work
6.1.1.BENEFITS
 Accessible learning materials – anytime, anywhere. Augmented reality has the potential to
replace paper textbooks, physical models, posters, printed manuals. It offers portable and
less expensive learning materials. As a result, education becomes more accessible and
mobile.
 No special equipment is required. Unlike VR, augmented reality doesn’t require any
expensive hardware. Because 73% of all teens currently own a smartphone, AR
technologies are immediately available for use for the majority of the target audience.
 Higher student engagement and interest. Interactive, gamified AR learning can have a
significant positive impact on students. It keeps them engaged throughout the lesson and
makes learning fun and effortless.
 Improved collaboration capabilities. Augmented reality apps offer vast opportunities to
diversify and shake up boring classes. Interactive lessons, where all students are involved
in the learning process at the same time, help improve teamwork skills.

 A faster and more effective learning process. AR in education helps students achieve
better results through visualization and full immersion in the subject matter. A picture is
worth a thousand words, right? So, instead of reading theory about something, students
can see it with their own eyes, in action.
 Practical learning. Apart from schooling, professional training can also benefit greatly
from the use of AR. For example, accurate reproduction of in-field conditions can help
master the practical skills required for a certain job.
 Safe and efficient workplace training. Imagine being able to practice in heart surgery or
operating a space shuttle without putting other people in danger or risking millions of
dollars in damage if something goes wrong. It is possible with AR.
 Universally applicable to any level of education and training. Be it learning games for
kindergarten or on-the-job training, AR isn’t limited to only one use case or field of
application.
6.1.2.CHALLENGES
Despite the listed benefits, there are certain pitfalls you should take into account when
building EdTech solutions with augmented reality:
 A lack of necessary training. Some teachers might struggle putting these new technologies
into practice as their background training doesn’t provide the necessary skills. Only the
most open-minded teachers and innovative educational institutions are ready to apply
augmented reality apps in education.
 Dependence on hardware. Using augmented reality in the classroom requires a certain
resource base. For example, not all students have smartphones capable of supporting AR
applications.
 Content portability issues. The AR app you build needs to work equally well on all
platforms and devices. However, it is practically impossible to provide the same quality of
AR content on any device.
6.2.AUGMENTED REALITY IN EDUCATION-EXAMPLES & CASES

Despite a common misbelief, AR technologies offer so much more than chasing pokemon
around town.

 Augmented reality in the classroom- Probably, the most popular application for
augmented reality in education is the use of AR apps directly in the classroom. In this
case, they can help the teacher explain a subject, provide a visual representation of the
material, and help students test out their knowledge in practice.
Namely, can find an AR app for almost any subject, including chemistry, geometry, zoology,
grammar, and even programming.
 Distance learning- By using augmented reality, students can learn even outside the
classroom. What’s more, online or distance learning can be easier and more efficient with
AR-aided educational materials.
 For example, Modly, a language-learning app, has recently integrated an AR-based virtual
teacher to help users practice their skills as if they were in a real-life setting
 Marketing in education
There is huge potential in AR technologies for marketing and advertising, even in the
education field. A number of universities in the USA are already using AR tours to increase
enrollment and help new students find their way around campus.
6.3.USES OF AR IN EDUCATION
6.3.1 Augmented Reality classroom
Augmented reality animated content in classroom lessons could catch students’

attention in our dynamic day and age, as well as motivate them to study. Adding extra data,
e.g. a short bio of a person, fun facts, historical data about sites or events, visual 3D models,
would give students a wider understanding of topics.
While doing homework, students may scan certain elements of a book and receive text, audio
or video tips from teachers. Or they may find useful information about the course, a teacher
or other students which could lead to better communication.

6.3.2 Explain abstract and difficult concepts
AR technology has an ability to render objects that are hard to imagine and turn them
into 3D models, thus making it easier to grasp the abstract and difficult content. This is
especially good for visual learners and practically anyone to translate theoretical material into
a real concept. For example, Polytechnic Institute of Leiria in Portugal integrates AR into
math lessons and students report it as helpful, easy and interesting.
6.3.3 Engagement and interaction
By incorporating Augmented Reality into lessons teachers are able to involve students
into the process with 3-dimensional models. It may be just a part of the lesson, like a teaser,
or the support of the main topic with extra info from a different perspective. Like this case,
when a Canadian tech company CASE transformed the wall of the school gym into a ball
game by adding Augmented Reality layer to it. Kids through balls onto a wall to hit floating
shapes and so have fun physical exercises.
6.3.4 Discover and learn
Visitors of museums could access AR via smartphones and discover historical content
related to objects. Additional information about what they see, though due to space or budget
limitations, not all museums and landmarks can afford this. Once AR becomes more
available, there will be new great opportunities for museums. The upside is that Augmented
reality is already accessible to visitors through mobile devices.
6.3.5 Objects modeling
Manual training, hand exercises, quiz solving etc. help earn a better knowledge of any
lesson. AR apps for medical students may be one of the ways to learn human anatomy,
explore more deeply. Augmented Reality basically means interaction with 3D models. And
you can set the rotation, transparency, color scheme, styles etc. Finally, there could be more
advanced animations via special gadgets like hologram

6.3.6 Training
In many cases, theoretical knowledge is not enough to obtain proper skills in

professional areas. Students shouldn’t be mere listeners and passive observers. Students of
technical faculties especially need practice and hands-on experience in their areas. Through
interaction, unlike VR, AR features could help perform a virtual practice – with augmented
tutorials, digital modeling, and simulations, and acquire some experience in the end. It is not
a secret that motivated and engaged students will understand a subject better and learn faster.
6.4.AUGMENTED REALITY EDUCATION APPS
Within augmented reality, in education, we can divide it into 3 categories of apps: the
ones specialized for students, the ones for kids, and apps for self-education. Let’s start off
with a few examples of AR apps for students.
6.4.1.Augmented reality apps for students
Elements 4D (Android / iOS) by DAQRI studio, an app for studying chemistry. It

allows combining different elements as the simulation, to see how they would react in reality.
To start it special triggers on printed cards are used. On their website, you can find lessons
plans suitable for high school, secondary and elementary school programs.
Anatomy 4D (iOS / Android) is best suitable for medical students. By scanning

printed targets the application shows 3D models of a human body and allows to interact with
it. Users may change and adjust any part of the human body, learn more about parts, joints,
functions etc.
Corinth Micro Anatomy, available for Windows Mobile, is another human anatomy
application that may be interesting for medical staff. Or Human Heart 3D app with
less content, but more specific – to explore human heart in details. 3D model of a heart
completed with various animations and textual tips about it.

AugThat (Android / iOS), designed by a former teacher, is the application that brings
AR in a classroom. AugThat mainly targets students who lack motivation with help
of 3ZooKazam or Bugs 3D.
6.4.2Augmented Reality apps for kids
Math alive, developed for kids in up to 3rd grades, connect a computer, a camera, and
specially printed cards. Pupils under a teacher supervision place cards in front of a camera,
practicing basic counting skills. Animal Alphabet AR Flashcards is a similar AR app but for
learning letters, the application brings cards “into life” by showing live animals when the
answer is correct.
ZooKazam (Android / iOS) in order to teach about animal species offers animated 3D
models and various info-graphics about mammals, insects, fish, birds, and reptiles. Bugs 3D
(Android) helps kids to know more about insects, placing quests and questions about them
and showing descriptions and images to play with.
For fun activities, art and drawing there are Quiver and Chromville. To learn about
plants and flora there is Arloon Plants (Android / iOS.). For the smallest kids check out Pete
the Cat: School Jam app – it serves “pre-education” goals, like to teach empathy for live
beings, as well as creativity.
6.5. Tools/Platforms to create AR content
There is a category of AR apps that isn’t for educational purposes primarily, but they
may serve as a tool to create augmented reality content for various subjects. Check out some
of the following (the list is not exhaustive).
 Augment (Android and iOS) with packages suitable for educational purposes in schools
and universities. The platform provides options to create 3D models, as well as multiple
other useful features.
 ZVR, a powerful tool by Zspace that comes with an extensive toolkit to create educational
materials. Students equipped with special glasses could interact with AR objects, while
there may also be used by engineers and designers.

 Daqri Studio, the application to make AR projects and experiences, with examples of
education apps like Anatomy 4D, Elements 4D.
 Blippar (Android / iOS) an AR creation tool already used for many educational projects
and partnered with different media outlets. It visualizes topics and objects from print
material turning it into 3D interactive models.
 Aurasma and Layar, two powerful and popular tools to create AR content designed by
Layar Creator. Both of them have potential in many areas, not just education. Coming with
user-friendly constructors, guides and tutorials, YouTube videos, audio tracks, images,
https links, 3D models etc.
6.6.CONCLUSION
Despite the rising use of Augmented Reality in many areas of the modern era,
augmented reality in education is still new and unsettled. Though possibilities of AR
in teaching/studying are great, providing new ways of learning. Teachers get to catch the
attention of students and motivate them better, while students get new tools to visualize their
subjects and complex concepts, as well as obtain practical skills. Moreover, even parents can
benefit – by engaging their children to study with playful apps.

CHAPTER 7
AUGMENTED REALITY
Augmented reality in education will soon affect the conventional learning process.
AR has the potential to change the location and timing of studying, to introduce new and
additional ways and methods. Capabilities of Augmented Reality technology may make
classes more engaging and information more apprehendable. Educators know that the
learning process should be all about creativity and interaction. While teachers do not
necessarily need to recruit all students into science, their goal is to get them interested in a
subject. That’s where AR could come in handy.
Nowadays 80% of young people own smart phones. Most of them are active smart
phone users that use these gadgets to access social platforms, play games and to be in
connection with friends and relatives. In the meantime, much lesser part of young adults uses
phones for studying purposes, to do the homework, dig information about a subject, etc. The
potential of combining smart phones and Augmented Reality for education is big, though it
still has to be fully discovered. AR, in various ways, could grant students extra digital
information about any subject, and make complex information easier to understand.
Nowadays we may find some excellent examples of augmented reality in education
worldwide. Ability to connect reality and digital content has been steadily improving,
opening more options for teachers and students
7.1.COST
Whenever modern technology or new concept takes shape of device, is not affordable
for everyone to get it. According to fox news when world’s first commercial portable cell
phone on September 21, 1983, Motorola came is costs $3,995 at that time and for mobile
supporting digital camera, fast internet and accessing things that we are doing now was a
dream back then but today is reality with less cost.

Cost required for Microsoft HoloLens is $3000 for development edition which is
suitable for individual and $5000 for organizations with additional features such as added
security and device management etc. and for meta 2 is $1,495 there numbers have been taken
from their official website in January 2018. But this cost can be minimized if we will provide
only features that will be needed by students while learning. Its costly for us students to
implement this idea to find what impact it will have that’s why we showed these images to
students and ask them to solve questionnaire to get feedback about implementation of this
technology.
7.2.RESEARCH METHODOLOGY
This research has been conducted by reviewing existed literature to get idea about
work that has already been done related to this paper and reviews were taken from different
students about these technologies by asking them to solve questionnaire and teachers were
interviewed for their views about this technology and its implementation in the field of
education.
7.3.RESULTS
7.3.1.QUESTIONNARES
Questionnaires were solved for evaluation by different people from different fields to
get diversity in results. 200 people answered these questions. There were some people who
initially didn’t knew about these technologies after seeing pictures and by explaining what it
is and what is purpose of this idea and answering their questions idea was clearer than before.
Results were analyzed by inputting data in Microsoft excel and calculating percentage. As
this survey has been conducted in Hyderabad city of Pakistan so people answered by keeping
in mind country’s situation. While answering about reason of low quality around 50% people
think that it because of not enough qualified teachers. We can see how clear it is that
qualified teachers are needed in remote areas and how it is main reason of lack of quality in
education in remote areas. This technology is solution to this problem because highly
qualified teachers would be able to give lectures from distance, and student will get real-life
experience as if they are present in class with instructor. While answering about in quality of
education in remote areas more than majority thinks quality of education in remote areas is
poor. Only education can make people independent enough to change their conditions and
create opportunities for themselves, huge amount of efforts are needed to be done in this area

to make quality education common for people. As shown in Fig 3 when people were asked
about effectiveness of Microsoft HoloLens or Hologram in comparison to traditional methods
70% preferred and found effective these methods more than traditional ways of educating
students by showing them images through slides or playing videos in classroom or in homes.
Further when people were asked to rate these technologies if are used in providing education.
25% finds it excellent whereas 10% selected not good, whereas holograms are concerned 50
% people selected good while 20 % selected excellent.
7.3.2. Interviews
To get idea about what teachers would think about this technology 10 teachers were
interviewed n asked about what they think about this technology and what impact it can made
on current quality of education in remote areas they said education is very important for
every country. Quality of education is very poor in villages of many countries, if we talk
about Pakistan there is a lot of work needed to be done to improve quality of education in
those areas. Many teachers in remote areas don’t teach students properly, student’s concepts
are not cleared which make them loose their interest education or becomes barrier from them
to compete with other students. If any of these technologies (Microsoft HoloLens, meta2,
Holograms) will be implemented in villages it will not only help students to learn new things
and get quality of education from highly qualified teacher but teachers from villages will also
be able to improve their level of education and way of teaching.
7. 4.LIMITATIONS
Limitation of this idea, delivering education through devices that are using AR
technology, such as Microsoft HoloLens, Meta 2 and Hologram, in the field of education. is
cost that would be required to bring this technology in villages.
7.5.EXPECTED OUTCOMES
Outcomes we are expecting if this technology would be implemented are, people from
villages would be able to acquire education with the help of devices using AR technology or
Holograms. With the help of devices such as Microsoft HoloLens and meta 2 technology
people will get feel of educational environment. While attending classes in their village, they
can learn different skills and techniques from people all over the world. This technology will
give them real time learning experience and will help them learn effectively. Holograms will

allow users see teacher in 3D while being in real environment. Students will get chance to
learn latest technologies and advancements in field from highly
Fig.7.3. Survey Result On Quality Of Education In Remote Ares
Fig.7.4. Survey Result On Educating Students In Remote Ares Using Holograms

Fig.7.5.Survey On Effectiveness Of AR Technology Than Traditional Methods
Fig.7.6.Survey Result On Providing Education Using Microsoft Hololens

Fig7.7.survey result on reason of low quality education in pakisthan
Fig.7.8.Survey Result On Students Attention To AR Technology
7.6.SCOPE
At this level this research has proposed idea of implementing this technology in field
of education and has discussed views of different people about this research. Also, previous
literature has been discussed related to this technology. Its implementation would need

technical people to create those glasses and fair amount of money would be required to pay
them, which at this level is not possible as it would be very costly to implement.

CHAPTER 8
CONCLUSION
In this paper a unique way of providing education in remote areas has been proposed
with the help of Augmented Reality technology and Holograms. Augmented Reality is used
in meta 2 and Microsoft’s HoloLens. Areas in which children are unable to get proper
education, these devices will be provided to them, AR technology will give them real-time
experience of studying in educational institutes by making them see virtual teacher in front of
them. Student will not only learn through lectures of teachers, but they would also be able to
learn different skills and techniques without going to other places to learn. Holograms will
allow them to see without wearing any glasses. All students will see same image which will
be shown to them from devices. Whereas Microsoft HoloLens and meta 2 requires wearing
glasses to experience this technology.

REFERENCES
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Education « Augmented Reality News :: Next Reality,” 2017. [Online]. Available:
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[2]“Mixed Reality for Education – Educational tools and scenarios.” [Online]. Available:
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EDUCATING STUDENTS IN REMOTE AREAS USING

Submitted in partial fulfilment of the requirements for the award of Degree of

(Reg No: VAK15EC012)

DEPARTMENT OF ELECTRONICS AND COMMUNICATION

Submitted in partial fulfilment of the requirements for the award of Degree of

(Reg No: VAK15EC012)

MS. DIVYA KUMARAN A K

DEPARTMENT OF ELECTRONICS AND COMMUNICATION

Certified that this is a bonafide record of seminar entitled on ‘Educating

Prof. Divya Kumaran A K Prof.Muhammed Anshad P Y

Asst. Professor, Asst. Professor,

Prof.Amlu Anna Joshy Prof.Saheeda P A

I extend my heartfelt gratitude to our respected principal Dr. MATHAVRAJ

I would like to express my sincere thanks to Ms. SAHEEDA P A the Head of

Augmented Reality(AR) technology nowadays is widely used in various fields of

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4.1 MICROSOFT HOLOLENS 25

EDUCATING STUDENTS USING MICROSOFT

SURVEY RESULT ON QUALITY OF EDUCATION IN

SURVEY RESULT ON EDUCATING STUDENTS IN

SURVEY RESULT ON EFFECTIVENESS OF AR

SURVEY RESULT ON PROVIDING EDUCATION USING

SURVEY RESULT ON REASON FOR LOW QUALITY

SURVEY RESULT ON STUDENT’S ATTENTION TO AR

1.1. PROPOSED SYSTEM.

1) Augmented Reality - Two widely known technologies AR and VR which are

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3) Holograms Holograms are 3D images formed by recorded light patterns. Which

This paper discusses AR technology and holograms to provide education in remote

1.2.PROBLEM STATEMENT AND OBJECTIVE

1.3. AUGMENTED REALITY

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The Redmond, Washington-based company utilized HoloLens in different

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2.1. EXISTING WORKS – AN OVERVIEW

1. Augmented 3d Holograms In Higher Education, Increasing Students’ Learning

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In less-developed countries schools in remote rural areas are likely to be poor in

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3.Microsoft Wants To Make Hololens The Future Of Education

4. NASA, Microsoft Collaborate to Bring Science Fiction to Science Fact

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The International Space Station is a convergence of science, technology and human

5. Mixed Reality For Education – Educational Tools And Scenarios

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6.Affordances And Limitations Of Immersive Participatory Augmented Reality

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Virtual reality (VR) is an interactive computer-generated experience taking place

Current VR technology most commonly uses virtual reality headsets or multi-

All modern VR displays are based on technology developed

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fast processors. These components led to relative affordability for independent VR

Independent production of VR images and video has increased by the development

VR is most commonly used in entertainment applications such as gaming and 3D

In robotics, virtual reality has been used to control robots

With the supervision of experts to provide feedback, simulated VR surgical environment

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3.3.CONCERNS AND CHALLENGES

A number of unwanted symptoms have been caused by prolonged use of virtual

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