author = {Orts, Sergio and Rhemann, Christoph and Fanello, Sean and Kim, David and Kowdle, Adarsh and Chang, Wayne and Degtyarev, Yury and Davidson, Philip and Khamis, Sameh and Dou, Minsong and Tankovich, Vladimir and Loop, Charles and Cai, Qin and Chou, Philip and Mennicken, Sarah and Valentin, Julien and Kohli, Pushmeet and Pradeep, Vivek and Wang, Shenlong and Izadi, Shahram},
author = {Gross, Markus and W{\"u}rmlin, Stephan and Naef, Martin and Lamboray, Edouard and Spagno, Christian and Kunz, Andreas and Koller-Meier, Esther and Svoboda, Tomas and {Van Gool}, Luc and Lang, Silke and et al.},
abstract = {Construction is a high hazard industry which involves many factors that are potentially dangerous to workers. Safety has always been advocated by many construction companies, and they have been working hard to make sure their employees are protected from fatalities and injuries. With the advent of Virtual and Augmented Reality (VR/AR), there has been a witnessed trend of capitalizing on sophisticated immersive VR/AR applications to create forgiving environments for visualizing complex workplace situations, building up risk-preventive knowledge and undergoing training. To better understand the state-of-the-art of VR/AR applications in construction safety (VR/AR-CS) and from which to uncover the related issues and propose possible improvements, this paper starts with a review and synthesis of research evidence for several VR/AR prototypes, products and the related training and evaluation paradigms. Predicated upon a wide range of well-acknowledged scholarly journals, this paper comes up with...},
address = {Amsterdam},
author = {Li, Xiao and Yi, Wen and Chi, Hung-Lin and Wang, Xiangyu and Chan, Albert},
abstract = {RoomAlive is a proof-of-concept prototype that transforms any room into an immersive, augmented entertainment experience. Our system enables new interactive projection mapping experiences that dynamically adapts content to any room. Users can touch, shoot, stomp, dodge and steer projected content that seamlessly co-exists with their existing physical environment. The basic building blocks of RoomAlive are projector-depth camera units, which can be combined through a scalable, distributed framework. The projector-depth camera units are individually autocalibrating, self-localizing, and create a unified model of the room with no user intervention. We investigate the design space of gaming experiences that are possible with RoomAlive and explore methods for dynamically mapping content based on room layout and user position. Finally we showcase four experience prototypes that demonstrate the novel interactive experiences that are possible with RoomAlive and discuss the design challenges of adapting any game to any room.},
author = {Jones, Brett and Sodhi, Rajinder and Murdock, Michael and Mehra, Ravish and Benko, Hrvoje and Wilson, Andy and Ofek, Eyal and MacIntyre, Blair and Raghuvanshi, Nikunj and Shapira, Lior},
author = {Berger, Matthew and Tagliasacchi, Andrea and Seversky, Lee and Alliez, Pierre and Guennebaud, Gael and Levine, Joshua and Sharf, Andrei and Silva, Claudio},
doi = {10.1111/cgf.12802},
journal = {Computer Graphics Forum},
number = {1},
pages = {301--329},
pdf = {https://hal.inria.fr/hal-01348404/file/survey-author.pdf},
publisher = {{Wiley}},
title = {A Survey of Surface Reconstruction from Point Clouds},
abstract = {In this paper we present two efficient GPU-based visual hull computation algorithms. We compare them in terms of performance using image sets of varying size and different voxel resolutions. In addition, we present a real-time 3D reconstruction system which uses the proposed GPU-based reconstruction method to achieve real-time performance (30 fps) using 16 cameras and 4 PCs.},
author = {{Ladikos}, A. and {Benhimane}, S. and {Navab}, N.},
booktitle = {2008 IEEE Computer Society Conference on Computer Vision and Pattern Recognition Workshops},
doi = {10.1109/CVPRW.2008.4563098},
isbn = {978-1-4244-2339-2},
issn = {2160-7508},
keywords = {computational geometry; image reconstruction; image resolution; visual hull computation; real-time 3D reconstruction; CUDA; GPU; image sets; voxel resolutions; real-time performance; Image reconstruction; Cameras; Real time systems; Reconstruction algorithms; Personal communication networks; Shape; Hardware; Image segmentation; Distributed computing; Computer science},
month = {June},
pages = {1--8},
publisher = {IEEE},
title = {Efficient visual hull computation for real-time 3D reconstruction using CUDA},
author = {Collet, Alvaro and Chuang, Ming and Sweeney, Pat and Gillett, Don and Evseev, Dennis and Calabrese, David and Hoppe, Hugues and Kirk, Adam and Sullivan, Steve},
abstract = {Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25\% in VR P < 0.05), dizziness (40\% in VR, P < 0.001), or blurred vision (35\% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549--559. {\copyright} 2017 American Association of Anatomists.},
author = {Moro, Christian and {\v S}tromberga, Zane and Raikos, Athanasios and Stirling, Allan},
abstract = {This study evaluates the effectiveness of augmented reality (AR) as an e-commerce tool using two products --- sunglasses and watches. Study 1 explores the effectiveness of AR by comparing it to a conventional website. The results show that AR provides effective communication benefits by generating greater novelty, immersion, enjoyment, and usefulness, resulting in positive attitudes toward medium and purchase intention, compared to the web-based product presentations. Study 2 compares the paths by which consumers evaluate products through AR versus web with a focus on interactivity and vividness. It is revealed that immersion mediates the relationship between interactivity/vividness and two outcome variables --- usefulness and enjoyment in the AR condition compared to the web condition where no significant paths between interactivity and immersion and between previous media experience and media novelty are found. Participants' subjective opinions about AR are examined through opinion mining to better understand consumer responses to AR.},
author = {Yim, Mark Yi-Cheon and Chu, Shu-Chuan and Sauer, Paul L.},
abstract = {Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.},
author = {Radu, Iulian},
doi = {10.1007/s00779-013-0747-y},
issn = {1617-4917},
journal = {Personal and Ubiquitous Computing},
number = {6},
pages = {1533--1543},
risfield_0_da = {2014/08/01},
title = {Augmented reality in education: a meta-review and cross-media analysis},
