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Submit a ProposalAugmented Reality and Virtual Reality in Special Education
 | Edited by V. Ajantha Devi, Williamjeet Singh, and Yogesh Kumar Copyright: 2024 | Status: Published ISBN: 9781394166398 | Hardcover | 251 pages Price: $225 USD  |
One Line Description
Discover the groundbreaking potential of augmented reality in special education with this comprehensive book, which fills a significant research gap and explores the transformative impact of AR/VR on teaching and learning experiences for individuals with disabilities.
Audience
Educators, professionals, and researchers in fields where AR and VR techniques, especially in education are employed, as well as academicians, professionals, or anyone who may have a keen interest in AR, VR, mixed reality, educational technology, sports training, industrial training, or rehabilitation
Educators, professionals, and researchers in fields where AR and VR techniques, especially in education are employed, as well as academicians, professionals, or anyone who may have a keen interest in AR, VR, mixed reality, educational technology, sports training, industrial training, or rehabilitation
Description
Millions of young people across the world have impairments. Because of their apparent problems, these young people have typically been marginalized or excluded from schools. Studies on augmented reality applications in education for special children are still in their early stages and there is a dearth of research on the effects and implications of augmented reality in education for special children or individuals with special needs, such as intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and physical disabilities. Technological advancements have enabled the creation of whole new learning environments, vastly expanding the breadth and sophistication of teaching and learning activities. For example, several studies have shown that virtual reality and augmented reality can help autistic people understand facial emotions and improve their social skills.
By compiling a collection of conceptual and research chapters investigating the infiltration of AR/VR into teaching and learning practices and experiences for disabled people, this book will fill a significant gap in current research literature.
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Millions of young people across the world have impairments. Because of their apparent problems, these young people have typically been marginalized or excluded from schools. Studies on augmented reality applications in education for special children are still in their early stages and there is a dearth of research on the effects and implications of augmented reality in education for special children or individuals with special needs, such as intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and physical disabilities. Technological advancements have enabled the creation of whole new learning environments, vastly expanding the breadth and sophistication of teaching and learning activities. For example, several studies have shown that virtual reality and augmented reality can help autistic people understand facial emotions and improve their social skills.
By compiling a collection of conceptual and research chapters investigating the infiltration of AR/VR into teaching and learning practices and experiences for disabled people, this book will fill a significant gap in current research literature.
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Author / Editor Details
V. Ajantha Devi, PhD is a research head at AP3 Solutions, Chennai, Tamil Nadu, India. She is a Microsoft Certified Application Developer (MCAD) and Microsoft Certified Technical Specialist (MCTS) with more than 35 papers in international journals and conference proceedings to her credit. She has written, co-authored, and edited several books in the field of computer and has five Australian patents and one Indian patent to her credit in the areas of artificial intelligence, image processing, and medical imaging.
V. Ajantha Devi, PhD is a research head at AP3 Solutions, Chennai, Tamil Nadu, India. She is a Microsoft Certified Application Developer (MCAD) and Microsoft Certified Technical Specialist (MCTS) with more than 35 papers in international journals and conference proceedings to her credit. She has written, co-authored, and edited several books in the field of computer and has five Australian patents and one Indian patent to her credit in the areas of artificial intelligence, image processing, and medical imaging.
Williamjeet Singh, PhD is an assistant professor in the Department of Computer Science and Engineering at Punjabi University, Patiala, Punjab, India. He has over 12 years of teaching and research experience and is the author of many research papers and articles published in national and international journals and conferences of repute. He is working on techno-social projects, one of which was awarded to him by the Department of Science and Technology (DST), New Delhi, India. Most recently, his work includes developing a mobile app for hearing-impaired individuals called World of Indian Sign Language.
Yogesh Kumar, PhD is an associate professor in the Department of Computer Engineering, Indus University, Ahmedabad, Gujarat. He has more than 14 years of experience in research and teaching. He has published ten papers, six book chapters, 12 papers in international conferences, 28 articles in peer-reviewed journals, and has been granted four patents.
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Table of Contents
Preface
1. Digital Learning Environments—Constructing Augmented and Virtual Reality in Educational Applications
Kapil Mehta and Chamkaur Singh
1.1 Introduction
1.1.1 Organization of the Chapter
1.1.2 Multimedia Principles
1.1.2.1 Study One: Spatial Contiguity Principle
1.1.2.2 Study Two: Coherence Principle
1.2 Materials and Methods—Interaction between AR and VR
1.2.1 Immersion, Presence, and Embodiment
1.2.2 Interaction Methods
1.3 AR and VR Adaptability for Education
1.3.1 CoSpaces
1.3.2 Interior and Exterior Design
1.4 Constructing Framework of the ARLE System
1.4.1 Analysis
1.4.2 Design
1.4.3 Development
1.5 Digital Learning Environment Analysis in the Context of AR and VR
1.5.1 Physical Learning Environment
1.5.2 Psychological Learning Environment
1.5.3 Social Learning Environment
1.6 General Discussion and Future Aspects
References
2. Role of AR and VR Technology in Transforming Education Ecology
Gagandeep Kaur, Harpreet Kaur, Sonia Goyal, Veerpal Kaur and Prabhleen Kaur
2.1 Introduction
2.2 Related Works
2.2.1 Bibliometric Analysis
2.2.1.1 Search Key
2.2.1.2 Dataset Analysis
2.3 Source Analysis
2.3.1 Most Relevant Sources
2.3.2 Source Growth
2.4 Author Analysis
2.4.1 Corresponding Author’s Country
2.4.2 Most Relevant Words
2.4.3 Wordcloud
2.4.4 Tree Map
2.4.5 Trend Topics
2.4.6 Thematic Map
2.4.7 Thematic Evolution
2.5 Strengths and Limitations of AR/VR in Education
2.5.1 Limitations of AR/VR Technology in the Education System
2.6 Conclusion
References
3. Enhancing Social Skills Development Through Augmented Reality (AR) and Virtual Reality (VR) in Special Education
Ajantha Devi Vairamani
3.1 Introduction
3.2 Theoretical Frameworks for Social Skills Development
3.3 Using AR for Social Skills Training
3.4 VR Simulations for Social Skills Development
3.5 Building Empathy and Perspective-Taking Through AR and VR
3.6 Virtual Social Interactions and Communication Training
3.7 Collaborative VR Environments for Social Skills Development
3.8 Assessing Social Skills Development in AR and VR Environments
3.9 Best Practices and Strategies for Implementing AR and VR in Social Skills Training
3.10 Real-World Examples of AR and VR Implementations in Social Skills Development: Case Studies
3.11 Potential Advancements and Future Research Directions for AR and VR in Social Skills Development
3.12 Conclusion
References
4. Immersive Learning’s Promise: The Educational Potential of Augmented and Virtual Reality
Priya Trivedi
4.1 Introduction
4.2 The Impact of AR/VR on Education
4.3 Literature Survey
4.4 Some Uses of AR/VR in K–12 Education
4.5 Higher Education and AR/VR
4.6 AR/VR for Administrators and Educators
4.7 AR/VR Technologies: Current Applications in Education
4.7.1 K–12 Education: Increasing Opportunities and Improving Classroom Experiences
4.7.2 Curricula and Resource Collections for Immersive Learning
4.7.3 Special Education
4.7.4 Medical Education
4.7.5 Humanities, the Arts, and Other Academic Fields
4.7.6 Soft Skills and Career Development
4.7.7 Specialized Training and Technical Education
4.8 Teacher Preparation: Setting Up Teachers for Success
4.9 Invest in Health, Security, and Efficacy Research
4.10 Challenges Lie in Implementing VR in a Learning Environment
4.11 Policymakers and Recommendations
4.12 Conclusion
References
5. Influence of Augmented Reality and Virtual Reality in Special Education in India
Ravichandran K.
List of Symbols and Abbreviations
5.1 Introduction
5.1.1 Increased Usage of AR and VR in Education
5.1.2 The Significance of AR and VR in Special Education
5.1.3 Defining Special Education
5.1.4 Overview of Special Education as a Concept
5.1.5 Types of Disabilities Requiring Special Education Services
5.1.6 Significance of Personalized Learning Plans for Children with Disabilities
5.2 Review of Literature
5.2.1 Use Cases for AR in Special Education
5.2.2 Use Cases for VR in Special Education
5.2.3 VR Supports College Students with ASD during Social–Emotional Development
5.3 Methodology
5.4 Results
5.4.1 Demographics
5.4.2 ANOVA Test
5.4.3 One-Sample Kolmogorov–Smirnov Test
5.5 Discussion
5.6 Findings
5.6.1 ANOVA Findings
5.6.2 One-Sample Kolmogorov–Smirnov Test Findings
5.7 Conclusion
Acknowledgments
Conflict of Interest Statement
References
6. Exploring the Untapped Potential of the Metaverse in Special Education: A Comprehensive Analysis of Applications and AI Integration
K. B. Priya Iyer and Ajantha Devi Vairamani
6.1 Introduction
6.2 Pillars of the Metaverse
6.3 Importance of Special Education in the Metaverse
6.4 Inclusion of the Metaverse in Special Education
6.5 Benefits of Metaverse in Special Education
6.5.1 Helps Visually Impaired Kids with Sensory Enhancement
6.5.2 Reenacts Social Communication for Kids with Autism
6.5.3 Uses Visual Imagery to Teach Hearing- and Speech-Impaired Students
6.5.4 Makes Learning Accessible to Everyone
6.6 Metaverse vs. Conventional Learning
6.7 Accessibility Features in the Metaverse
6.8 Risks of Metaverse in Special Education
6.9 AI Integration in the Metaverse for Special Education
6.10 Challenges and Considerations
6.11 Future Directions and Potential Impact
6.12 Conclusion
References
7. Fostering and Integrating Augmented Reality/Virtual Reality Experiences for Learners with Autism Spectrum Disorders (ASDs)
Usha Nandhini R. and P. Senthamizh Pavai
List of Abbreviations
7.1 Introduction
7.2 Augmented Reality (AR) in Learning
7.2.1 Status of AR from the Beginning to the Present
7.2.2 Learning with AR in Special Education
7.2.3 How Does AR Support Special Education?
7.2.4 Benefits of AR
7.2.5 Issues with AR
7.3 VR in Learning
7.3.1 Status of VR from the Beginning to the Present
7.3.2 Learning with VR in Special Education
7.3.3 What is the Impact of Integrating VR Technology into Special Education?
7.3.3.1 Non-Immersive
7.3.3.2 Semi-Immersive
7.3.3.3 Fully Immersive
7.3.4 Benefits of VR in Special Education
7.3.5 Issues with VR
7.4 Variance between AR and VR
7.5 AR/VR Enhancement in Children with Autism
7.6 The Plan and Expansion of an AR/VR Application for Children with ASD
7.7 Setup Requirements for AR/VR
7.8 Suggestions to Address Technical Problems Encountered in AR/VR Applications
7.9 Experimental Implementation for Autistic Children Based on Research Articles
7.9.1 Experiment 1: Virtual Public Speaking
7.9.2 Experiment 2: Stimming—Repetitive Behaviors
7.10 Challenges and Solutions
7.11 Discussion
7.12 Conclusion
Acknowledgments
Conflict of Interest Statement
References
8. Impact of AR/VR in the Learning Process of Children with Dyslexia
C.V. Suresh Babu and Vinutha S.
8.1 Introduction
8.2 Background of the Study
8.2.1 Statement of the Problem
8.3 Medical Background
8.3.1 Significance of the Study
8.3.2 Suitable Alternative
8.3.2.1 Text-to-Speech Feature
8.3.2.2 Audiobooks
8.4 Research Aim, Objectives, and Hypothesis
8.4.1 Research on Dyslexia Bars
8.4.2 Research Questions
8.4.2.1 How Can Sound Therapy be Beneficial?
8.4.2.2 What Benefits does AR Offer?
8.4.2.3 What is the Situation of the Healthcare AR and VR Market Right Now?
8.4.2.4 Despite Its Many Drawbacks, Is VR Still Worthwhile?
8.4.3 Hypothesis on AR/VR
8.4.4 Objectives of the Solution
8.4.5 Delimitations of the Study
8.4.6 Limitations of Using AR/VR
8.5 Proposed Methodology
8.5.1 Implementation of AR/VR for Dyslexia Bars
8.5.2 Comparisons
8.6 Conclusion
References
9. Immersive Experience in the Education of Special Kids Using the Metaverse Platform
Magesh Kasthuri
9.1 Introduction
9.2 Technologies Used in Special Education
9.2.1 Artificial Intelligence
9.2.2 Virtual Reality
9.2.3 Augmented Reality
9.2.4 Robotics
9.2.5 Gamification Using Gadgets
9.2.6 Metaverse Platforms
9.3 Component View of the Metaverse in Special Education
9.4 System Architecture of Metaverse in Special Education
9.5 Recent Studies on Trends in Special Education
9.6 Why Use Metaverse in Special Education?
9.7 Challenges of the Metaverse in Special Education
9.8 Future Potential of the Metaverse in Special Education
9.9 Conclusion
Acknowledgments
Conflict of Interest Statement
References
10. Privacy and Security Concerns with Augmented Reality/Virtual Reality: A Systematic Review
Sukhpreet Kaur, Saumya Rajvanshi and Gurleen Kaur
List of Abbreviations
10.1 Introduction
10.2 Augmented Reality/Virtual Reality
10.2.1 Benefits of AR
10.2.1.1 Higher Attention
10.2.1.2 Student Engagement and Interest
10.2.1.3 Learning Environment
10.2.1.4 Indulging the Content
10.2.1.5 Collaboration
10.2.1.6 Memory
10.2.1.7 Sensory Development
10.2.1.8 Cost-Effectiveness
10.2.2 Classroom Examples of AR
10.2.2.1 Math
10.2.2.2 Chemistry and Biology
10.2.2.3 History
10.2.2.4 Coding
10.2.2.5 Educational AR Apps
10.2.2.6 Human Anatomy Atlas
10.2.2.7 Holo-Human
10.2.2.8 VR Frog Dissection
10.2.2.9 GeoGebra AR
10.2.2.10 Expeditions
10.2.2.11 Exoplanet
10.2.2.12 Star Walk
10.2.2.13 Touch Surgery
10.2.2.14 4-D Interactive Anatomy
10.2.2.15 Visible Body
10.2.2.16 Plantale
10.2.2.17 Boulevard AR
10.2.2.18 3DBear
10.3 Virtual Reality
10.3.1 Virtual Reality in Real World
10.3.2 Advantages
10.3.3 Disadvantages
10.4 Algorithms of AR Used in Education
10.4.1 Variance Inflation Factor (VIF)
10.4.2 The Hum-AR Library
10.4.3 SketchAR
10.4.4 Virtual Reality-Collaborating Classroom Grounded on Deep Learning Algorithm
10.4.5 Security Risks for AR
10.4.5.1 Cybersecurity Risks in AR
10.4.5.2 Attacks on AR Browsers
10.5 Reported Works
10.5.1 Comparative Analysis
10.6 Conclusion
Acknowledgement
Conflict of Interest Statement
References
Index
Back to Top
Preface
1. Digital Learning Environments—Constructing Augmented and Virtual Reality in Educational Applications
Kapil Mehta and Chamkaur Singh
1.1 Introduction
1.1.1 Organization of the Chapter
1.1.2 Multimedia Principles
1.1.2.1 Study One: Spatial Contiguity Principle
1.1.2.2 Study Two: Coherence Principle
1.2 Materials and Methods—Interaction between AR and VR
1.2.1 Immersion, Presence, and Embodiment
1.2.2 Interaction Methods
1.3 AR and VR Adaptability for Education
1.3.1 CoSpaces
1.3.2 Interior and Exterior Design
1.4 Constructing Framework of the ARLE System
1.4.1 Analysis
1.4.2 Design
1.4.3 Development
1.5 Digital Learning Environment Analysis in the Context of AR and VR
1.5.1 Physical Learning Environment
1.5.2 Psychological Learning Environment
1.5.3 Social Learning Environment
1.6 General Discussion and Future Aspects
References
2. Role of AR and VR Technology in Transforming Education Ecology
Gagandeep Kaur, Harpreet Kaur, Sonia Goyal, Veerpal Kaur and Prabhleen Kaur
2.1 Introduction
2.2 Related Works
2.2.1 Bibliometric Analysis
2.2.1.1 Search Key
2.2.1.2 Dataset Analysis
2.3 Source Analysis
2.3.1 Most Relevant Sources
2.3.2 Source Growth
2.4 Author Analysis
2.4.1 Corresponding Author’s Country
2.4.2 Most Relevant Words
2.4.3 Wordcloud
2.4.4 Tree Map
2.4.5 Trend Topics
2.4.6 Thematic Map
2.4.7 Thematic Evolution
2.5 Strengths and Limitations of AR/VR in Education
2.5.1 Limitations of AR/VR Technology in the Education System
2.6 Conclusion
References
3. Enhancing Social Skills Development Through Augmented Reality (AR) and Virtual Reality (VR) in Special Education
Ajantha Devi Vairamani
3.1 Introduction
3.2 Theoretical Frameworks for Social Skills Development
3.3 Using AR for Social Skills Training
3.4 VR Simulations for Social Skills Development
3.5 Building Empathy and Perspective-Taking Through AR and VR
3.6 Virtual Social Interactions and Communication Training
3.7 Collaborative VR Environments for Social Skills Development
3.8 Assessing Social Skills Development in AR and VR Environments
3.9 Best Practices and Strategies for Implementing AR and VR in Social Skills Training
3.10 Real-World Examples of AR and VR Implementations in Social Skills Development: Case Studies
3.11 Potential Advancements and Future Research Directions for AR and VR in Social Skills Development
3.12 Conclusion
References
4. Immersive Learning’s Promise: The Educational Potential of Augmented and Virtual Reality
Priya Trivedi
4.1 Introduction
4.2 The Impact of AR/VR on Education
4.3 Literature Survey
4.4 Some Uses of AR/VR in K–12 Education
4.5 Higher Education and AR/VR
4.6 AR/VR for Administrators and Educators
4.7 AR/VR Technologies: Current Applications in Education
4.7.1 K–12 Education: Increasing Opportunities and Improving Classroom Experiences
4.7.2 Curricula and Resource Collections for Immersive Learning
4.7.3 Special Education
4.7.4 Medical Education
4.7.5 Humanities, the Arts, and Other Academic Fields
4.7.6 Soft Skills and Career Development
4.7.7 Specialized Training and Technical Education
4.8 Teacher Preparation: Setting Up Teachers for Success
4.9 Invest in Health, Security, and Efficacy Research
4.10 Challenges Lie in Implementing VR in a Learning Environment
4.11 Policymakers and Recommendations
4.12 Conclusion
References
5. Influence of Augmented Reality and Virtual Reality in Special Education in India
Ravichandran K.
List of Symbols and Abbreviations
5.1 Introduction
5.1.1 Increased Usage of AR and VR in Education
5.1.2 The Significance of AR and VR in Special Education
5.1.3 Defining Special Education
5.1.4 Overview of Special Education as a Concept
5.1.5 Types of Disabilities Requiring Special Education Services
5.1.6 Significance of Personalized Learning Plans for Children with Disabilities
5.2 Review of Literature
5.2.1 Use Cases for AR in Special Education
5.2.2 Use Cases for VR in Special Education
5.2.3 VR Supports College Students with ASD during Social–Emotional Development
5.3 Methodology
5.4 Results
5.4.1 Demographics
5.4.2 ANOVA Test
5.4.3 One-Sample Kolmogorov–Smirnov Test
5.5 Discussion
5.6 Findings
5.6.1 ANOVA Findings
5.6.2 One-Sample Kolmogorov–Smirnov Test Findings
5.7 Conclusion
Acknowledgments
Conflict of Interest Statement
References
6. Exploring the Untapped Potential of the Metaverse in Special Education: A Comprehensive Analysis of Applications and AI Integration
K. B. Priya Iyer and Ajantha Devi Vairamani
6.1 Introduction
6.2 Pillars of the Metaverse
6.3 Importance of Special Education in the Metaverse
6.4 Inclusion of the Metaverse in Special Education
6.5 Benefits of Metaverse in Special Education
6.5.1 Helps Visually Impaired Kids with Sensory Enhancement
6.5.2 Reenacts Social Communication for Kids with Autism
6.5.3 Uses Visual Imagery to Teach Hearing- and Speech-Impaired Students
6.5.4 Makes Learning Accessible to Everyone
6.6 Metaverse vs. Conventional Learning
6.7 Accessibility Features in the Metaverse
6.8 Risks of Metaverse in Special Education
6.9 AI Integration in the Metaverse for Special Education
6.10 Challenges and Considerations
6.11 Future Directions and Potential Impact
6.12 Conclusion
References
7. Fostering and Integrating Augmented Reality/Virtual Reality Experiences for Learners with Autism Spectrum Disorders (ASDs)
Usha Nandhini R. and P. Senthamizh Pavai
List of Abbreviations
7.1 Introduction
7.2 Augmented Reality (AR) in Learning
7.2.1 Status of AR from the Beginning to the Present
7.2.2 Learning with AR in Special Education
7.2.3 How Does AR Support Special Education?
7.2.4 Benefits of AR
7.2.5 Issues with AR
7.3 VR in Learning
7.3.1 Status of VR from the Beginning to the Present
7.3.2 Learning with VR in Special Education
7.3.3 What is the Impact of Integrating VR Technology into Special Education?
7.3.3.1 Non-Immersive
7.3.3.2 Semi-Immersive
7.3.3.3 Fully Immersive
7.3.4 Benefits of VR in Special Education
7.3.5 Issues with VR
7.4 Variance between AR and VR
7.5 AR/VR Enhancement in Children with Autism
7.6 The Plan and Expansion of an AR/VR Application for Children with ASD
7.7 Setup Requirements for AR/VR
7.8 Suggestions to Address Technical Problems Encountered in AR/VR Applications
7.9 Experimental Implementation for Autistic Children Based on Research Articles
7.9.1 Experiment 1: Virtual Public Speaking
7.9.2 Experiment 2: Stimming—Repetitive Behaviors
7.10 Challenges and Solutions
7.11 Discussion
7.12 Conclusion
Acknowledgments
Conflict of Interest Statement
References
8. Impact of AR/VR in the Learning Process of Children with Dyslexia
C.V. Suresh Babu and Vinutha S.
8.1 Introduction
8.2 Background of the Study
8.2.1 Statement of the Problem
8.3 Medical Background
8.3.1 Significance of the Study
8.3.2 Suitable Alternative
8.3.2.1 Text-to-Speech Feature
8.3.2.2 Audiobooks
8.4 Research Aim, Objectives, and Hypothesis
8.4.1 Research on Dyslexia Bars
8.4.2 Research Questions
8.4.2.1 How Can Sound Therapy be Beneficial?
8.4.2.2 What Benefits does AR Offer?
8.4.2.3 What is the Situation of the Healthcare AR and VR Market Right Now?
8.4.2.4 Despite Its Many Drawbacks, Is VR Still Worthwhile?
8.4.3 Hypothesis on AR/VR
8.4.4 Objectives of the Solution
8.4.5 Delimitations of the Study
8.4.6 Limitations of Using AR/VR
8.5 Proposed Methodology
8.5.1 Implementation of AR/VR for Dyslexia Bars
8.5.2 Comparisons
8.6 Conclusion
References
9. Immersive Experience in the Education of Special Kids Using the Metaverse Platform
Magesh Kasthuri
9.1 Introduction
9.2 Technologies Used in Special Education
9.2.1 Artificial Intelligence
9.2.2 Virtual Reality
9.2.3 Augmented Reality
9.2.4 Robotics
9.2.5 Gamification Using Gadgets
9.2.6 Metaverse Platforms
9.3 Component View of the Metaverse in Special Education
9.4 System Architecture of Metaverse in Special Education
9.5 Recent Studies on Trends in Special Education
9.6 Why Use Metaverse in Special Education?
9.7 Challenges of the Metaverse in Special Education
9.8 Future Potential of the Metaverse in Special Education
9.9 Conclusion
Acknowledgments
Conflict of Interest Statement
References
10. Privacy and Security Concerns with Augmented Reality/Virtual Reality: A Systematic Review
Sukhpreet Kaur, Saumya Rajvanshi and Gurleen Kaur
List of Abbreviations
10.1 Introduction
10.2 Augmented Reality/Virtual Reality
10.2.1 Benefits of AR
10.2.1.1 Higher Attention
10.2.1.2 Student Engagement and Interest
10.2.1.3 Learning Environment
10.2.1.4 Indulging the Content
10.2.1.5 Collaboration
10.2.1.6 Memory
10.2.1.7 Sensory Development
10.2.1.8 Cost-Effectiveness
10.2.2 Classroom Examples of AR
10.2.2.1 Math
10.2.2.2 Chemistry and Biology
10.2.2.3 History
10.2.2.4 Coding
10.2.2.5 Educational AR Apps
10.2.2.6 Human Anatomy Atlas
10.2.2.7 Holo-Human
10.2.2.8 VR Frog Dissection
10.2.2.9 GeoGebra AR
10.2.2.10 Expeditions
10.2.2.11 Exoplanet
10.2.2.12 Star Walk
10.2.2.13 Touch Surgery
10.2.2.14 4-D Interactive Anatomy
10.2.2.15 Visible Body
10.2.2.16 Plantale
10.2.2.17 Boulevard AR
10.2.2.18 3DBear
10.3 Virtual Reality
10.3.1 Virtual Reality in Real World
10.3.2 Advantages
10.3.3 Disadvantages
10.4 Algorithms of AR Used in Education
10.4.1 Variance Inflation Factor (VIF)
10.4.2 The Hum-AR Library
10.4.3 SketchAR
10.4.4 Virtual Reality-Collaborating Classroom Grounded on Deep Learning Algorithm
10.4.5 Security Risks for AR
10.4.5.1 Cybersecurity Risks in AR
10.4.5.2 Attacks on AR Browsers
10.5 Reported Works
10.5.1 Comparative Analysis
10.6 Conclusion
Acknowledgement
Conflict of Interest Statement
References
Index
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