• ETRI Journal
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• v.35 no.6
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• pp.1048-1057
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• 2013

In recent years, augmented reality (AR) technologies have been the subject of great interest among many communities. In education applications, old-fashioned materials (or textbooks) are still used, despite remarkable AR developments in the industrial area. We present an AR system for education. Our system consists of an authoring tool that can be used to create educational content, a viewer that plays that content, and an engine to manage the tool and viewer. In our system, a marker unit recognizes a marker printed on a plane or a cubic plane by adaptively adjusting the threshold to have an excellent recognition rate in diverse environments and acquires corresponding data of the marker. Based on the system, we test 142 elementary school students for increased educational benefits using our system.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.2
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• pp.713-728
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• 2021

This paper proposes an augmented reality technique to generate acrobatic scenes from hitting motion videos. After a user shoots a motion that mimics hitting an object with hands or feet, their pose is analyzed using motion tracking with deep learning to track hand or foot movement while hitting the object. Hitting position and time are then extracted to generate the object's moving trajectory using physics optimization and synchronized with the video. The proposed method can create videos for hitting objects with feet, e.g. soccer ball lifting; fists, e.g. tap ball, etc. and is suitable for augmented reality applications to include virtual objects.

• Journal of KIBIM
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• v.10 no.4
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• pp.60-69
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• 2020

Allowing on-site workers to access information of the construction process can enable task control, data integration, material and resource control. However, in the current practice of the construction industry, the existing methods and scope is quite limited, leading to inefficient management during the construction process. In this research, by adopting cutting edge technologies such as Augmented Reality(AR), digital twins, deep learning and computer vision with wearable AR devices, the authors proposed an AR visualization framework made of virtual components to help on-site workers to obtain information of the construction process with ease of use. Also, this paper investigates wearable AR devices and object detection algorithms, which are critical factors in the proposed framework, to test their suitability.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.573-577
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• 2015

Safety is paramount for construction industry throughout the world. Human errors which contribute to more than half of construction accidents, could be proactively prevented through effective education and training methods. Although Virtual Reality (VR) and Augmented Reality (AR) have gained much attention in various disciplines, few studies applied them for construction safety education. This research presents a new approach in construction safety education by utilizing VR and AR. The vision of aligning teaching & learning strategies is examined in order to ensure the potential benefits of the new method. This innovative approach shifts safety education from "Listen, and I will forget. See, and I may remember" towards "Practice, and I understand".

• The Journal of Korean Physical Therapy
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• v.29 no.2
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• pp.74-79
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• 2017

Purpose: The purpose of this study was to compare the effects of the FES-gait with augmented feedback training to the FES alone on the gait and functional performance in individuals with chronic stroke. Methods: This study used a pretest and posttest randomized control design. The subjects who signed the agreement were randomly divided into 12 experimental groups and 12 control groups. The experimental groups performed two types of augmented feedback training (knowledge of performance and knowledge of results) together with FES, and the control group performed FES on the TA and GM without augmented feedback and then walked for 30 minutes for 40 meters. Both the experimental groups and the control groups received training five times a week for four weeks. Results: The groups that received the FES with augmented feedback training significantly showed a greater improvement in single limb support (SLS) and gait velocity than the groups that received FES alone. In addition, timed up and go (TUG) test and six minute walk test (6MWT) showed a significant improvement in the groups that received FES with augmented feedback compared to the groups that received FES alone. Conclusion: Compared with the existing FES gait training, augmented feedback showed improvements in gait parameters, walking ability, and dynamic balance. The augmented feedback will be an important method that can provide motivation for motor learning to stroke patients.

• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.101-109
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• 2014

This paper aims to design and implement a collaborative learning system based on the augmented reality. The existing augment reality-based learning systems have just focused on interactivity between a system and learners without consideration of cooperability, thereby leading to an ineffective approach to encouraging an learning system to be more supportive and conducive of and to cooperation among learners. The collaborative learning system is a learning method, with which learners achieve a common objective through critical thinking and cooperative teamwork so as to seek solutions to such fulfillment. This requires positive interdependence, proactive interactions, a sense of responsibility shared by individuals as well as the group, and development of teamwork among learners. Educators and systems assume a critical role in helping the collaborative education be effective. An educator is responsible for defining a project at the outset of learning activities, organizing groups for learners, and providing evaluation criteria applied to a group's project activities. Meanwhile, a system shall support interactions to take place while facilitating learning activities. Furthermore, an educator shall provide a system for managing and evaluating activities involving interactions among learners. This paper suggests and embodies a collaborative learning system based on the augmented reality with consideration of the aforementioned collaborative education.

• Journal of the Semiconductor & Display Technology
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• v.16 no.3
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• pp.78-81
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• 2017

Augmented Reality(AR) is the core technology of the future knowledge service industry. It is expected to be used in various fields such as medical, education, entertainment etc. Briefly, augmented reality technology is a technique in which a mapped virtual object is augmented when a real-world object is viewed through a device after mapping a real-world object and a virtual object. In this paper, we implemented object detection and tracking system, which is a key technology of augmented reality. To speed up the object tracking, the ORB algorithm, which is a lightweight algorithm compared to the detection algorithm, is applied. In addition, KNN classifier, which is a machine learning algorithm, was applied to detect a single object by learning multiple images.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.3
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• pp.292-298
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• 2022

Coding education and algorithm education are essential in the era of the fourth industrial revolution. Text-oriented algorithm textbooks are perceived as difficult by students who are new to coding and algorithms. There is a need to develop educational content so that students can easily understand the principles of complex algorithms. This paper has implemented basic sorting algorithms as augmented reality contents for students who are new to algorithm education. To make it easier to understand the concept and principles of sorting algorithms, sorting data was expressed as a 3D box and the comparison of values according to the algorithms and the movement of values were produced as augmented reality contents in the form of 3D animations. In order to help with the understanding of sorting algorithms in C language, the change of variable values and the exchange of data were shown as animations according to the execution order of the code and the flow of the loop. Students can conveniently use contents through a smart phone without special equipment by being produced in a marker-based manner. Interest and immersion, as well as understanding of classes of sorting algorithms can be increased through educational augmented reality-based educational contents.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.05a
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• pp.677-678
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• 2017

Currently, vocational high schools are trying to learn through project learning and similar courses. This is to nurture talented students who can be directly involved in the industrial field. In this study, we modified the existing ADDIE model, designed the model for the class, and operated the actual augmented reality programming class to verify the validity. As a result of the operation, the learners' satisfaction and achievement were high, and the ability to solve the problem was improved as it was developed in the actual field. In this study, it is meaningful to develop a teaching model closely related to the field through the project learning using the augmented reality programming.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.313-315
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• 2017

Recently, application fields using machine learning have been widely expanded. In addition to the spread of smart devices, application services using location-based services are also in demand. However, it is difficult to provide the application service through the positioning in the indoor environment such as the specific space where the disaster situation where the information for positioning can not be collected and the actual location location information can not be used. In this situation, using the spatial information composed of the marker information and the markers of the neighbor registered in the augmented reality environment, positioning at a specific situation or position becomes possible. At this time, it is possible to learn the operation that makes the configuration of the marker-based spatial information correspond to the actual position through the machine learning, and the optimal positioning result can be obtained by minimizing the error. In this paper, we study the positioning methods required in specific situations using machine learning for learning of augmented reality markers and spatial information.