ABSTRACT

Over the last years, augmented reality was used in various domains, from medical, industrial design,
modeling and production, robot teleoperation, military, entertainment, leisure activities to translation,
facial recognition, assistance while driving, interior and exterior design, virtual friends, internet of
things and eLearning. In eLearning, the combination between classical and augmented content (the
later coming with 3D models, images, sounds, animations, Internet browsing, etc.) can help the teacher
to better explain the content of the courses. In this paper, they have present four augmented reality
applications, created with the aim to improve communication and collaboration skills (two of them)
and to ease the learning of biology and geography (the other two). The motivation behind these
applications is to enhance the attractiveness of the classes, allow students to retrain new information
more easily and reduce the stress behind tests when presented as games.

Keywords: Augmented Reality; eLearning; Autism; Usability Testing

 Chapter 1
INTRODUCTION
Augmented reality (AR) technology has been advanced in the real world by introducing virtuality,
which makes people believe in the existence of things that do not physically exist. AR technology has
enabled people to enter and interact with immersive world which human can not directly interact with
using their own senses.

Figure 1.1 Virtual reality and Augmented reality

1.1 WHAT IS AR? (AUGMENTED REALITY)?

Augmented Reality (AR) makes the real-life environment around us into a digital interface by putting
virtual objects in real-time. Augmented Reality uses the existing environment and overlays new
information on the top of it unlike virtual reality, which creates a totally artificial environment.
Augmented Reality can be seen through a variety of experiences. Recent developments have made this
technology accessible using a smartphone which led to development of wide variety of augmented
reality apps. Reality is the term used to describe a three-dimensional, computer generated
environment which can be explored and interacted with by a person. That person becomes part of this
virtual world or is immersed within this environment and whilst there, is able to manipulate objects or
perform a series of actions.

1.1.1 AUGMENTED REALITY IN TECHNICAL TERMS

Answering “what is augmented reality” in technical terms is straight-forward. Virtual reality is the term
used to describe a three-dimensional, computer generated environment which can be explored and
interacted with by a person[CITATION Kre20 \l 1033 ]. Augmented Reality (AR) improves the
perception of the user, helps him to better understand the surrounding reality and interact with the real
world.

1.2 WHAT IS VIRTUAL REALITY?

The definition of virtual reality comes, naturally, from the definitions for both ‘virtual’ and ‘reality’.
The definition of ‘virtual’ is near and reality is what it is experienced as human beings. So, the term
‘virtual reality’ basically means ‘near-reality’. This could, of course, mean anything but it usually
refers to a specific type of reality emulation.The world is known through our senses and perception
systems. In school it was thought that human beings have five senses: taste, touch, smell, sight and
hearing. These are however only our most obvious sense organs. The truth is that humans have many
more senses than this, such as a sense of balance for example. These other sensory inputs, plus some
special processing of sensory information by our brains ensures that they have a rich flow of
information from the environment to our minds. Everything that they know about our reality comes by
way of our senses. In other words, our entire experience of reality is simply a combination of sensory
information and our brains sense-making mechanisms for that information. It stands to reason then, that
if you can present your senses with made-up information, your perception of reality would also change
in response to it. You would be presented with a version of reality that is not there, but from your
perspective it would be perceived as real. Something they have would refer to as a virtual reality. So, in
summary, virtual reality entails presenting our senses with a computer-generated virtual environment
that they have can explore in some fashion.

1.2.1 VIRTUAL REALITY IN TECHNICAL TERMS

VR refers to Virtual Reality which deals with simulated or virtual world. It ignores the real world
around us completely. Once the person wears the VR device, he/she feels that they have moved
physically though they have not moved actually. One such VR device is Oculus Rift.
1.3 AUGMENTED REALITY AND VIRTUAL REALITY
There has always been a debate about what to choose in the matter of AR and VR, on a large scale
it is always convenient to use AR due to its low cost of devices, also it’s easy implementation and
availability of resources. Here, are few reasons to choose AR over VR:

• Low device requirement

• Cost efficiency
• Compatibility
• User friendly
• Easy to implement
• Maintenance
• Device independent
 Chapter 2
LITERATURE SURVEY
Augmented Reality (AR) improves the perception of the user, helps him to better understand the
surrounding reality and interact with the real world. Virtual objects display information that user cannot
detect directly with their own senses. The information transmitted by virtual objects can help the user
in performing his tasks. AR is a specific example of what Fred Brooks calls intelligence amplification
(IA): using the computer as a tool to make it easier for a human being. In 2010, the authors presented
the notion of reality-virtuality continuum, originally defined by, in which AR is a part of the general
realm of combined reality. Both virtual environments (i.e. virtual realities - VR) and augmented
virtualization, in which real objects are added to virtual ones, replace the environment with a virtual
environment. In contrast, AR provides a local virtual reality. When considering not only artificiality but
also user transport, it classifies AR as being separated by both VR and telepresence[CITATION
Azu21 \l 1033 ]. The most important areas of intensive use have been described for the first time in,
and later in. Thus, doctors can use AR as a visual aid and training instrument in performing surgeries.
Canon’s Mixed Reality System (MREAL) supports the design process by allowing 3D computer
generated models to be combined with realworld objects.

Another category of augmented reality application is the assembly, maintenance and repair of
complex machines. AR could be used to annotate objects and environments with public or private
information. The virtual world is considered to divide the two worlds thus these technologies are
usually considered independently. It was believed that it is necessary to seamlessly fuse virtual-world
and real-world objects with AR and VR technologies in the real world. The fusion world was named
beyond the boundary of the two worlds “Fusion Reality”. In the near future, VR technologies can be
used to create immersive and more realistic virtual objects that can be integrated into the real world
through AR technologies, although the two technologies are currently separated. For many years,
military airplanes and helicopters have used HUDs (Head-Up Displays) and HMS (HelmetMounted
Sights) to overlay vector graphics over the images that the pilot had of the real world. Recon Jet is an
AR system already available for recreational activities. One of the most promising areas of application
in the AR is the translation field. An example of easy access to information from the Internet in real-
life situations is the combination of face detection with AR. Nowadays, many car manufacturers have
included on-board information displayed on the windscreen, such as speed, direction of movement
based on real-world object recognition, parking assistance, sensor information, and warnings related to
traffic, warnings related to possible collisions, etc. One of the most suggestive examples of using AR in
interior design is the most recent Ikea catalog using AR. A hacker from Japan used an available 3D
model and motion sensors to have an “AR meeting” with a famous Japanese cartoon star
(HatsuneMiku). An example of a gesture interface system is SixthSense, developed by MIT.

As the authors of 2010 Horizon Report assert[CITATION Joh00 \l 1033 ], the augmented
reality has a huge potential to provide a useful context for education, allowing learning and discovery
experiences connected to real world information. Mixed realities have been used in education for a long
time: the augmentation of wall paintings in caves is an approach to the transfer of knowledge about
hunting and survival; Heilig’s patent for Sensorama describes the need for a solution for teaching,
training and educating people in armed forces, industries and schools; Ivan Sutherland saw the
augmented image as a solution to give the user a “chance to get acquainted with concepts that cannot
be achieved in the physical world”; and the pioneering activity of Caudell and Mizel in Boeing’s
augmented reality were designed to teach workers how to assemble complex components into aircraft.
Large-scale applications for AR in education were impossible before recent releases of cheap and
affordable smartphones and tablets and before the emergence of software that allows the development
and experimentation of real-world augmentation. Opportunities to exploit AR technologies in education
are now growing, while mobile hardware is proliferating, and access to the internet becomes universal.
Among the first usage of augmented reality in education are applications in industrial training; surgical
assistance; maintenance of equipment’s; service and car repair; behavioral changes; architecture, urban
and environmental education. Applying AR in an educational context equals to using “technology to
add virtual objects to real scenes, by adding missing information to real life”. As one can see, the
emphasis is on providing additional information, such as a type that may be missing or inaccessible to
students in the real world. Teaching anatomy, which requires a considerable amount of effort, expertise
and temporal resources, is an example where AR can be used effectively to provide additional
information[CITATION Blu12 \l 1033 ]. In artificial intelligence augmented reality can be used to
show what are the steps executed by an algorithm based on a Greedy paradigm. Our ARBio and
GeoAR game are another example of AR application. One of the AR’s most significant features in
terms of pedagogy is that it offers a student-oriented and flexible space to provide learning
opportunities. Learning is taken away from traditional spaces, such as classrooms, amphitheaters and
labs, and follows the students wherever they are. Learning opportunities can be present, for example, at
home, at the workplace, in public transportation – and can be taken everywhere or can be transferred to
anyone. As the AR develops more about interactive applications, students can become critics and co-
creators, leaving behind a record of their learning the specific artifact or the place they have met. AR
does not come as a revolution: AR will not replace the existing pedagogical paradigm with a new world
based on high technology. Instead, the pedagogical past is a rich resource for the future. The work of
Mishra and Koehler highlighted the importance of understanding the nuances between content,
pedagogy and technology in designing learning environments. The model they propose, TPACK,
highlights the dynamic interaction between these three areas. In this, four AR applications developed
for different types of children: (1) children with autism, (2) kindergarten children, (3) middle-aged
children and (4) high school children. Our main goal is to see how AR applications are accepted by
children, and what impact they have on children as well as on teachers.

1.4
 Chapter 3
METHODOLOGY
The complete sequence is illustrated in digital photogrammetry techniques have matured considerably
to a point where a number of stable software tools have become widely available both as commercial
products and as free and open source tools.

1.1 PROPOSED METHODOLOGY FOR CREATING AUGMENTED

REALITY
Recent technical developments include automatic orientation and measurement procedures, generation
of 3D vector data, and digital surface model. Digital photogrammetry techniques require the user to
provide a group of images of an object acquired from different viewpoints (typically, at small
increments around the object). The way in which photographs are acquired is a critical aspect of the
process, as it greatly determines the quality of the final reconstruction. The second step is
computationally intensive, as it involves the generation of point cloud data from the source images. In
this step, specialized algorithms identify points of interest in the image set and calculate the 3D
coordinates of the surface of the object using the collinearity equation that defines the relationship
between object and image coordinates.

Finally, a 3D mesh model is generated from this point cloud. Depending on the quality, the
resulting mesh may contain gaps, so additional cleanup is sometimes necessary. Digital
photogrammetry techniques have matured considerably to a point where a number of stable software
tools have become widely available both as commercial products and as free and open source tools. In
terms of hardware, augmented reality can be experienced through a regular desktop PC equipped with a
Webcam (Desktop AR). The camera captures the real-world view and specialized software generates
the augmented content, which is positioned, oriented, and displayed on the computer screen as an
augmented mirror.

Early work of the authors with augmented reality books involves desktop AR experiences for teaching
engineering design graphics. Handheld devices such as tablets and smart phones can work as see-
through tools or “magic - lenses” to visualize AR content. Previous work of the authors with
augmented reality books includes AR experiences using this “magic lens” metaphor. Finally, special
displays and eyeglasses, such as the popular Google Glass, can also be used to experience AR. These
devices integrate a series of cameras that capture real world images and combine it with the virtual
content, which is displayed directly on the transparent lenses.Because of their simplicity, markers can
be easily integrated in printed lecture notes and assignments, allowing instructors to enhance
educational materials, and students to visualize the contents being described on paper in full 3D. Two
different elements can be used: black and white patterns and regular images. Black and white markers
are the most recognizable, reliable, and widely used type of augmented reality. They are typically
square shapes with unique black and white patterns inside. This unique pattern allows the AR software
to select the correct AR content that is linked to the marker. Alternatively, regular images provide a
“markerless” interaction, which is a more ubiquitous and user friendly approach. Any image can be
used to trigger AR content but a high level of contrast and detail in the image, as well as more
processing power, are required. Examples of both black and white markers and image-based markers
are shown in Fig. 3.1.

The first step requires the acquisition of 3D information of the object that needs to be modeled.
Because of the nature of image-based modeling software, objects with plain, transparent, glossy, or
reflective surfaces will not work correctly. Similar problems occur when underexposed or overexposed
photographs are used. Multiple pictures will be taken by shooting at least a loop of sequential
photographs about the subject (two loops at different heights are usually recommended). For better
results, the same lighting conditions must be used for all photographs, and the object being
photographed must not move. Additionally, to facilitate the 3D reconstruction, it is also recommended
that the object being photographed occupies at least 70% or more of the pixels in the images and that
the sequence of pictures has some overlap. The set of photographs can now be processed by an image-
based modeling tool. In this paper, they have used Autodesk Memento Beta, a solution for converting
captured reality input into high definition meshes that can be fixed and optimized.

Depending on the quality of the resulting 3D model, additional cleanup may be required to
eliminate unnecessary noise or busy surroundings. Basic fixing/cleanup can be performed by smart
selection and clean up tools available in Autodesk Memento. Finally, the textured 3D model
reconstructed by Autodesk Memento can be exported to several formats: OBJ, STL, PLY, and FBX.
Because of the formats supported by our AR authoring tool and based on Augmented
recommendations, models are exported to FBX so they can be processed successfully. Creating an
interactive AR element with Augmented Author is a visual and intuitive process. First, a marker is
selected from the marker ID menu and printed, so the scene can be visualized interactively as it is being
created. Next, the camera needs to be activated and pointed to the printed marker. On the computer
screen, the marker will turn orange, indicating that the AR software is recognizing the marker. At this
point, the user can browse for the model that was created in the previous step and drag and drop it from
the model library part of the interface to the icon that corresponds with the marker that was printed in
the first step. The 3D model will be placed over the marker in the software interface to provide a visual
cue of the link that was created.

The tool can use 3D models in the following formats: FBX, DAE, and OBJ. If textures are used,
they must be included as part of the 3D file. If animations are included in the model, they will be
played repeatedly when the scene is exported and visualized with Augmented Viewer. The controllers
located on the main panel can be used to move, scale, and rotate the 3D with respect to the marker.
This allows for basic adjustments in the scene, which are useful in many situations such as when the
model has a different vertical orientation from the marker scene or the 3D model is too large with
respect to the marker. This basic process will be repeated as many times as models and markers are
used in the application. A maximum of 12 models can be included in a single scene. Finally, the AR
scene with all markers and models will be exported to Augmented Viewer, so it can be visualized on
any device (desktop or mobile) equipped with a camera. Augmented Viewer is a 3D content viewer
that can open AR scenes created with Augmented.

The purpose of this first game is to fuel more ships from the flight to allow them to carry out
their missions. Once the missions at a specific level of the game are completed, the user goes to next
level, to discover other missions, and so on until the final level is reached. In multiplayer mode, fueling
is made easier and faster when two or more players fuel up the same ship, allowing the accumulation of
a higher number of points and thus moving faster to next levels. Non-collaborating players stay more at
a level and arrive harder at higher levels, while players who collaborate perform their tasks more
quickly and manage to get faster to the end of the game. Fig 3.1 shows a sequence of the game level
having only one ship to fuel.
 Figure 3.2 One of the Three Ships to be fueled

The application architecture is based on the client-server model. Mobile users are customers
who communicate with the server through the UDP protocol to have the highest and most efficient
speed. The client, implemented in Android, presents all the graphic elements, contains the augmented
reality elements, made using the Metaio framework and ensures communication with the user. The
server, deployed in Java, generates the necessary data for a game level, ensures communication
between users, and manages the information needed to unfold the current level, before storing in a
database the score for the current user and global statistics. With the help of four volunteers, usability
tests have been made and the game was constantly improved. They proposed that switching from one
level to another to involve an increasing in the number of ships, in the distance between ships and the
user, rotating them, moving faster so that their fueling becomes more challenging. Also, a time counter
has been introduced, which provides bonuses when the level is completed faster. In order to observe
the effect of the application on autistic children, they have contacted an expert, the observations made
by him being positive. Children who suffer from this disease prefer to communicate with images. The
ability to understand and think is enhanced when they receive visual stimulation. Multiplayer mode fits
best for them. The emphasis in their case is on focusing on the environment and the detection of color-
changing visuals. The radar provides the concrete position of the fueled ship, which develops the
attention. Game partners will realize that they have to work together to fuel the ship efficiently. In
conclusion, this direction of development shows promising first results.
 Chapter 4
ARBIO
1.5 ARBIO AND AUGMENTED REALITY
In this section the ARBIO application using augmented reality is implemented. Apps for primary and
secondary classes help students acquire information from biology, geography, history, and astronomy.
Here are two of our applications, for biology and geography, two others for history and astronomy
being under construction.

1.5.1 FUNCTIONALITY OF ARBIO

ARBio is an application that uses augmented reality to respond to the curiosities of children in primary
school, but not only. With the help of the application, the user lives the experience of augmented reality
by enriching the reality of the images of some animals with their three-dimensional representation and
with onomatopoeias produced by animals. The user is also able to browse the list of animals and read
information about each one. ARBio is a modern learning method and an interesting experience for a
user of any age.

The main modules of the application are: the augmented reality module and the module for
viewing and reading animal information, including local marker downloading. The augmented reality
module is the most important and complex part of the application because it augments the reality of the
environment by adding virtual elements. This module was made using the Artoolkit framework.

From the implementation point of view, the logic of the augmented reality module is divided
into two main components. The first component uses C++ programming language. This module
contains methods from the ARWrapper library to initialize and manipulate the augmented reality
section of the application. This module is basically the link between the Artoolkit framework and the
ARBio application. The second component containing the augmented reality logic uses the Java
programming language and manages objects (patterns, markers, sound files) in data structures that it
sends to the other component by JNI (Java Native Interface) method calls. Therefore, the
communication between the two components is made by native calls of predefined methods. The first
step in achieving the augmentation of reality was to create markers. For this application, they only used
markers consisting of square templates. Each marker, pre-trained in the application, corresponds to a
virtual model so that whenever a marker appears in the camera view, the reality will be augmented by
adding the appropriate animal.

Figure 4.3AR-BIO application

The markers are made up of a black border and the inside of the marker is a suggestive image of
the animal with which the marker is correlated. A marker can be identified and tracked by the app only
if trained, the training being performed through the Artoolkit framework. A model is a three-
dimensional object that is linked to the application with a marker so that each time the marker appears
within the camera, the model will be displayed above the marker. In the ARBio application, the models
are represented by animals. Models are the ones that augment reality by being displayed above the
marker. To model, create, view, and add texture to some models, they have used the Autodesk Maya
utility, allowing us to model and animate 3D objects. Maya incorporates the laws of physics to control
the behavior of virtual objects. The functionalities they offer are numerous and can produce animations
that seem to be detached from reality. The Android Application Module is the module for creating
tasks, managing resources, designing and running the application. The main functionality of this
module is to interact with the user, to respond to the user’s commands.
 Chapter 5
GEOAR
1.1 GEOAR AND AUGMENTED REALITY
The GeoAR application helps pupils in secondary school where they have to learn the geography of
Europe (countries, capitals, flags and neighbors). GeoAR is an application that lets you play and learn
at the same time. GeoAR offers the opportunity to test and deepen your knowledge in the memory with
a full game of various questions. In order to have different levels of difficulties, several questions have
included in they answer candidates few of the most common confusions made. For example, the flag of
Andorra resembles the flag of Romania and the one of Republic of Moldova.

1.5.2 FUNCTIONALITY OF GEOAR

Many questions have response variants that are meant to mislead if one is not very familiar with all the
details, making the game even more exciting. Also, if the user needs more information about a
particular country, the application guides you to the Wikipedia page containing the country’s
information (such as: hymn, population, history, sights etc.).

The printed maps accompanying the mobile software do not contain written information (such
as neighbors and country names), but only the contours for each country (these are actually the markers
used by our application). When looked at the maps through its phone and video camera, it is seen them
filled in with the name of the country, along with the flag, capital and neighbors.

Figure 5.4GeoAR
 If one of the country’s flag and country maps is to be saved, this is possible with the extra
feature of the application that can produce a printed map photo and the country name flag positioned
above, depending on the user’s preference (he can enlarge/shrink and re-position overlapped objects).

The application has three important modules:

 The Learn Europe module - was mostly made in the Unity interface that allowed the use
of the Vuforia development kit. The project exported to Android Studio has packaged
the functionality provided by Unity and Vuforia in several libraries. With the help of
JNI Android technology, it’s easy to make links between libraries and Java code.
 The Test Your Knowledge Module - As each piece of information you want to keep is
tested, this module deals with these tests. The created game aims to test the user about
the information presented in the learning part. Questions and variations of responses are
read from a configuration file and mixed every new run to raise the difficulty level.
 The Find out more module - has the functionality to redirect the user to the Wikipedia
page of the country they select. If the user wants to know more about a country in
Europe, there is no need to search on Google, but it can be done through the app. An
internet connection is required and a single push.

Chapter 6
APPLICATIONS
Augmented Reality Apps are software applications which merge the digital visual (audio and other
types also) content into the user’s real-world environment. There are various uses of AR software like
training, work and consumer applications in various industries including public safety, healthcare,
tourism, gas and oil, and marketing.

The first commercial application of AR technology was the yellow "first down" line that began
appearing in televised football games in 1998. Some other popular examples of AR apps include
Across-Air, Google Sky Map, Layar, Lookator, SpotCrime, PokemonGo etc.

There are some examples of how Augmented reality is used:

1) This allows users to put life-size 3D models in their environment with or without the use of
trackers. Trackers are the simple images that 3D models can be linked to in Augmented Reality.
Examples: AUGMENT, Sun Seeker, etc.

Figure 6.5Augmented reality application

2) Augment allows its users to see their products in 3D in a real-life environment and in real-time
through tablets or smartphones to drive sales and improve user engagement. This app is available on
both, iOS and Android platform. This app can be used for Retail, E-Commerce, Architecture, and other
purposes also. Customers can view the images in 3D by rotating them and viewing all the augmented
content before deciding to buy. It has plenty of customers, companies such as Coca-Cola, Siemens,
Nokia, Nestle, and Boeing are using this application.
3) Sun-Seeker is an AR app which provides a flat compass view and a 3D view showing the solar
path, its hour intervals, its equinox, winter and summer solstice paths, sunrise and sunset times, twilight
times, magic hours and also a Map view showing solar direction for each daylight hour. The app runs
on both the mediums i.e., Android and iOS. The app has got 3+ ratings from its users.
4) Ambient Bot is a notification service that ambiently provides daily information to users based
on the assumption that the users wear a lightweight HMD . The user can see a virtual creature
visualized with VR technologies and render the creature in the real world with AR technologies. Figure
6.1. shows the basic concept of Ambient Bot. The creature only imparts daily information based on the
user’s interests when he/she gazes at the creature; however, the creature leaves the user’s scope when
he/she does not want to receive any information from the creature. Therefore, the creature can
ambiently exist in the user’s view without disturbing his/her current activities when he/she does not
focus on the creature. In addition, Ambient Bot provides the information in a social manner because the
user develops an intimate relationship with the creature; thus, the interaction with the creature will
enable a richer daily life.

Figure 6.6 Ambient Bot

As shown in Figure 6.2, a prototype system is constructed with Unity and shows the virtual character
using Oculus Rift. The character conveys the information when the character is at the center of the
user’s view and stops speaking when the character is out of the center of the view. In this system, the
situation in which the character is at the center of the user’s view is defined as the character making eye
contact with the user. Therefore, the character speaks while the user makes eye contact with the
character.
 Chapter 7
ADVANTAGES AND DISADVANTAGES
Augmented reality is an artificial environment or scene that are created by using hardware devices and
software of a computer. This artificial scene or environment is presented in such a manner that it looks
and appears 3-D and it is felt like a 3-D world.
AR is used in various domains for wide variety of applications. The common sectors where it is used
are education, Gaming industry, Engineering, Medical, military etc. The figure-1 depicts Augmented
Reality concept. Augmented reality system consists of sensors, user input devices, CPU and
display/output devices. Example of AR device is Microsoft HoloLens.
Examples of AR (Augmented Reality) systems are virtual dressing rooms, virtual battlefield,
games such as Pokemon Go etc. It is widely used in medical and healthcare applications such as
keyhole surgery, Accu Vein, EyeDecide AR app, SimX etc.Augmented Reality can be applied in many
areas

1. It can be used in medical studies to enable students to know the human body structure.
2. It can be used in scientific research laboratories so that scientist can easily research on a
specific topic.
3. It can be used in entertainment like in games and movies to make the gaming experience
more real and to allow individual to experience adventures under extreme conditions.
4. It can be used in driving schools as it gives a real look of roads and traffic.
5. It can be used in military training for the soldiers to get familiar with different areas in the
battlefield.

1.1 ADVANTAGES OF AUGMENTED REALITY

 The AR system is highly interactive in nature and operates simultaneously with real time
environment.
 It enables user to explore places.
 Through Augmented Reality user can experiment with an artificial environment.
 Augmented Reality make the education more easily and comfort.
 Due to its use in medical industry, life of patients has become safer. It helps in efficient
diagnosis of diseases and in early detection of them. 
  It can save money by testing critical situations in order to confirm their success without
actually implementing in real time. Once it is proven, it can be implemented in real
world. 
 It can be used by military people without putting their life in danger by way of battle
field simulation before the actual war. This will also help them in actual war to take
critical decisions. 
 It can be applied to part of training programs as it makes things memorable and eye
catching. 
 It enhances perceptions and interactions with the real world. 
 It reduces line between real world and virtual world. 
 The equipment’s used in virtual reality are affordable.

1.6 DISADVANTAGES OF VIRTUAL REALITY

 It consists of complex technology.
 It requires basic learning to effectively use AR compliant devices. 
 It requires basic learning to effectively use AR compliant devices.
 Lack of privacy is a concern in AR based applications. 
 It is expensive to develop AR technology-based projects.
 Also, it is not easy to maintain.
 Moreover, production of AR based devices is costly. 
 In AR, people are missing out on important moments.  
 Chapter 8
CONCLUSION AND FUTURE WORK
The areas of applicability of augmented reality are increasingly diversified, from classical fields, such
as medicine, engineering, military, collaborative 3D modeling or robotics, to newer areas adapted to
our present days: entertainment, social networks, interior and exterior design, translation, security, etc .
Augmented Reality is a technology that has changed the face of smartphone apps and gaming. AR adds
digital images and data to amplify views of the real world, giving users more information about their
environments. This step is beyond virtual reality, which attempts to simulate reality. AR apps are
growing at a tremendous speed as they give businesses a different edge which attracts the customers.

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