Applying augmented reality multimedia technology to construct a platform for translation and teaching system

This paper investigates the integration of augmented reality (AR) technology into English translation teaching for college students, emphasizing the pivotal role of innovative teaching methods in enhancing students' translation skills and learning experiences. To address the issue of insufficient interest in English translation teaching, the paper initially assesses the purpose and significance of learning English translation through a questionnaire survey, elucidating challenges encountered in English language acquisition. Subsequently, adhering to AR principles, a teaching demonstration platform rooted in AR technology is conceived and developed, intricately aligned with English translation instruction. The platform serves as a solution to issues in English learning, such as inadequate course comprehension, low utilization of teaching resources, and instructors' lack of experience. The research culminates in the analysis of survey results, wherein the quantitative disparities in translation ability between students utilizing the research platform and those subjected to traditional teaching methods are examined. The findings underscore the positive impact of the AR-based research platform on improving students' translation proficiency. The AR platform heightens learners' engagement in the learning process, contributes to constructing a robust knowledge framework, and enhances overall learning outcomes. The platform offers educators opportunities to optimize experimental courses and elevate teaching standards. The paper's outcomes present novel pedagogical scenarios for learners, propose technical solutions for other technical disciplines and furnish a theoretical foundation and application model for a new generation of experimental demonstration platforms.

Integrated system architecture with mixed-reality user interface for virtual-physical hybrid swarm simulations

This paper introduces a hybrid robotic swarm system architecture that combines virtual and physical components and enables human-swarm interaction through mixed reality (MR) devices. The system comprises three main modules: (1) the virtual module, which simulates robotic agents, (2) the physical module, consisting of real robotic agents, and (3) the user interface (UI) module. To facilitate communication between the modules, the UI module connects with the virtual module using Photon Network and with the physical module through the Robot Operating System (ROS) bridge. Additionally, the virtual and physical modules communicate via the ROS bridge. The virtual and physical agents form a hybrid swarm by integrating these three modules. The human-swarm interface based on MR technology enables one or multiple human users to interact with the swarm in various ways. Users can create and assign tasks, monitor real-time swarm status and activities, or control and interact with specific robotic agents. To validate the system-level integration and embedded swarm functions, two experimental demonstrations were conducted: (a) two users playing planner and observer roles, assigning five tasks for the swarm to allocate the tasks autonomously and execute them, and (b) a single user interacting with the hybrid swarm consisting of two physical agents and 170 virtual agents by creating and assigning a task list and then controlling one of the physical robots to complete a target identification mission.

High-speed real 3D scene acquisition and 3D holographic reconstruction system based on ultrafast optical axial scanning

The lack of three-dimensional (3D) content is one of the challenges that have been faced by holographic 3D display. Here, we proposed a real 3D scene acquisition and 3D holographic reconstruction system based on ultrafast optical axial scanning. An electrically tunable lens (ETL) was used for high-speed focus shift (up to 2.5 ms). A CCD camera was synchronized with the ETL to acquire multi-focused image sequence of real scene. Then, the focusing area of each multi-focused image was extracted by using Tenengrad operator, and the 3D image were obtained. Finally, 3D holographic reconstruction visible to the naked eye can be achieved by the layer-based diffraction algorithm. The feasibility and effectiveness of the proposed method have been demonstrated by simulation and experiment, and the experimental results agree well with the simulation results. This method will further expand the application of holographic 3D display in the field of education, advertising, entertainment, and other fields.

Incorporating Mixed Reality for Knowledge Retention in Physiology, Anatomy, Pathology, and Pharmacology Interdisciplinary Education: A Randomized Controlled Trial

Disease education is a fundamental component in health science and medicine curricula, as it prepares students for their progression into health profession careers. However, this requires an ability to integrate concepts across multiple disciplines. Technology-enhanced interventions may bridge this gap, and this study assessed the effectiveness of a textbook-style or a three-dimensional mixed reality (MR, a hybrid of augmented and virtual reality) HoloLens resource for student learning and knowledge retention using asthma as a model of disease. Sixty-seven first-year undergraduate health science and medical students were randomized into two groups to complete a lesson on the physiology, anatomy, pathology, and pharmacology of asthma, delivered through either a textbook-style (n = 34) or MR (n = 33) resource. Participants took part in the study in small groups and completed the intervention and surveys in separate areas of a large laboratory space. A pre-test prior to the lesson included multiple-choice questions, with the post-test having additional multiple-choice questions to assess learning. A follow-up test to assess retention was performed two weeks later. Pre- and post-test scores revealed increased learning across both the textbook (p = 0.001) and MR (p = 0.05) interventions, although higher test results were obtained by those using the textbook-style resource (p < 0.05). There was no difference between groups in knowledge retention scores. Although the textbook-style resource was more effective for increasing test results, participants perceived MR as more favorable, highlighting the experience as enjoyable and useful. This study presents MR as an option for integration in cases where educators wish to enhance student enjoyment of the learning experience. However, the results suggest that traditional text-based resources persist as a fundamental delivery mode within a modern curriculum.

The Impact of Student Characteristics for Working with AR Technologies in Higher Education—Findings from an Exploratory Study with Microsoft HoloLens

Augmented reality (AR) is being used in various fields and increasingly being used in the educational sector. Although there is still little research available on the use of this technology in education, the research literature indicates its potential and effectiveness. However, information about students’ characteristics and individual learning preconditions in relation to learning with AR technologies is still scarce. In this study, 18 student teachers for science and technology for lower secondary schools of a German-speaking university of teacher education were asked about different aspects related to motivation, interest, attitude, and self-efficacy before (questionnaire) and after (interviews) participating in an AR-supported teaching unit with Microsoft HoloLens. The results show that the students have a very positive attitude towards AR technologies and were highly motivated to work with this technology. Attitudes towards AR technologies, as well as towards new technologies in general, were found to be related to motivational factors and aspects of self-efficacy in the context of the AR teaching unit. As these aspects can have an impact on learning outcomes, it is of utmost importance to understand and recognize them. Educators and researchers should therefore pay more attention to these issues in the future.

Holographic 3D Display Using Depth Maps Generated by 2D-to-3D Rendering Approach

Holographic display has the potential to be utilized in many 3D application scenarios because it provides all the depth cues that human eyes can perceive. However, the shortage of 3D content has limited the application of holographic 3D displays. To enrich 3D content for holographic display, a 2D to 3D rendering approach is presented. In this method, 2D images are firstly classified into three categories, including distant view images, perspective view images and close-up images. For each category, the computer-generated depth map (CGDM) is calculated using a corresponding gradient model. The resulting CGDMs are applied in a layer-based holographic algorithm to obtain computer-generated holograms (CGHs). The correctly reconstructed region of the image changes with the reconstruction distance, providing a natural 3D display effect. The realistic 3D effect makes the proposed approach can be applied in many applications, such as education, navigation, and health sciences in the future.