Editing Augmented reality (section)

===Education and training===
In educational settings, text, graphics, video, and audio may be superimposed into a student's real-time environment.<ref>[https://web.archive.org/web/20111024105916/http://www.prweb.com/releases/2011/10/prweb8899908.htm Groundbreaking Augmented Reality-Based Reading Curriculum Launches], ''PRweb'', 23 October 2011.</ref><ref>Stewart-Smith, Hanna. [https://www.zdnet.com/article/education-with-augmented-reality-ar-textbooks-released-in-japan-video/ Education with Augmented Reality: AR textbooks released in Japan], ''ZDnet'', 4 April 2012.</ref><ref>[http://smarterlearning.wordpress.com/2011/11/10/augmented-reality-in-education/ Augmented reality in education] ''smarter learning''.</ref> The 2015 Virtual, Augmented and Mixed Reality: 7th International Conference mentioned [[Google Glass]] as an example of augmented reality that can replace the physical classroom.<ref>{{Cite book|url=https://books.google.com/books?id=O7g0CgAAQBAJ&q=virternity|title=Virtual, Augmented and Mixed Reality: 7th International Conference, VAMR 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, 2–7 August 2015, Proceedings|last1=Shumaker|first1=Randall|last2=Lackey|first2=Stephanie|date=20 July 2015|publisher=Springer|isbn=9783319210674|language=en}}</ref> Content may be accessed by scanning or viewing an image with a mobile device or by using markerless AR techniques.<ref>{{Cite journal|last1=Moro|first1=Christian|last2=Birt|first2=James|last3=Stromberga|first3=Zane|last4=Phelps|first4=Charlotte|last5=Clark|first5=Justin|last6=Glasziou|first6=Paul|last7=Scott|first7=Anna Mae|date=2021|title=Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis|url=https://onlinelibrary.wiley.com/doi/10.1002/ase.2049|journal=Anatomical Sciences Education|language=en|volume=14|issue=3|pages=368–376|doi=10.1002/ase.2049|pmid=33378557|s2cid=229929326|issn=1935-9772}}</ref><ref>{{Cite web | url=https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality | title=How to Transform Your Classroom with Augmented Reality - EdSurge News| date=2 November 2015}}</ref><ref>{{Cite web|url=https://medium.com/ancient-eu/why-we-need-more-tech-in-history-education-805fa10a7251|title=Why We Need More Tech in History Education|last=Crabben|first=Jan van der|date=16 October 2018|website=ancient.eu|access-date=2018-10-23|archive-date=23 October 2018|archive-url=https://web.archive.org/web/20181023195947/https://medium.com/ancient-eu/why-we-need-more-tech-in-history-education-805fa10a7251|url-status=dead}}</ref>

In 2017, a local government in Australia, used augmented and mixed reality technology to transform urban planning and community engagement. By integrating immersive 3D visualizations with real-time data, allowing stakeholders and citizens to interact with proposed developments in a more intuitive and dynamic way.<ref>{{cite journal |last1=An|first1=A |title=Adopting metaverse-related mixed reality technologies to tackle urban development challenges: An empirical study of an Australian municipal government |journal=IET Smart Cities |date=14 February 2023|volume=5 |issue=1 |pages=64–72|doi=10.1049/smc2.12051 |doi-access=free}}</ref>

In higher education, Construct3D, a Studierstube system, allows students to learn mechanical engineering concepts, math or geometry.<ref>{{Cite web |url=http://acdc.sav.us.es/pixelbit/images/stories/p41/15.pdf |title=Augmented reality, an evolution of the application of mobile devices |access-date=19 June 2014 |archive-url=https://web.archive.org/web/20150417053823/http://acdc.sav.us.es/pixelbit/images/stories/p41/15.pdf |archive-date=17 April 2015 |url-status=dead |df=dmy-all }}</ref> Chemistry AR apps allow students to visualize and interact with the spatial structure of a molecule using a marker object held in the hand.<ref>Maier, Patrick; Tönnis, Marcus; Klinker, Gudron. [http://ar.in.tum.de/pub/maierp2009ijas/maierp2009ijas.pdf Augmented Reality for teaching spatial relations] {{Webarchive|url=https://web.archive.org/web/20130128175343/http://ar.in.tum.de/pub/maierp2009ijas/maierp2009ijas.pdf |date=28 January 2013 }}, ''Conference of the International Journal of Arts & Sciences (Toronto 2009'').</ref> Others have used HP Reveal, a free app, to create AR notecards for studying organic chemistry mechanisms or to create virtual demonstrations of how to use laboratory instrumentation.<ref>{{cite journal |last1=Plunkett |first1=Kyle N. |title=A Simple and Practical Method for Incorporating Augmented Reality into the Classroom and Laboratory |journal=Journal of Chemical Education |date=12 November 2019 |volume=96 |issue=11 |pages=2628–2631 |doi=10.1021/acs.jchemed.9b00607 |bibcode=2019JChEd..96.2628P |doi-access=free}}</ref>

Anatomy students can visualize different systems of the human body in three dimensions.<ref>{{cite web|url=https://www.vuforia.com/case-studies/anatomy-4d |title=Anatomy 4D |work=Qualcomm |access-date=2 July 2015 |url-status=dead |archive-url=https://web.archive.org/web/20160311085744/http://vuforia.com/case-studies/anatomy-4d |archive-date=11 March 2016 |df=dmy }}</ref> Using AR as a tool to learn anatomical structures has been shown to increase the learner knowledge and provide intrinsic benefits, such as increased engagement and learner immersion.<ref>{{Cite journal|last1=Moro|first1=Christian|last2=Štromberga|first2=Zane|last3=Raikos|first3=Athanasios|last4=Stirling|first4=Allan|date=November 2017|title=The effectiveness of virtual and augmented reality in health sciences and medical anatomy: VR and AR in Health Sciences and Medical Anatomy|journal=Anatomical Sciences Education|language=en|volume=10|issue=6|pages=549–559|doi=10.1002/ase.1696|pmid=28419750|s2cid=25961448|url=https://research.bond.edu.au/en/publications/d761ced8-4406-4a5e-ae3f-01862a09a36e}}</ref><ref>{{Cite journal|last1=Birt|first1=James|last2=Stromberga|first2=Zane|last3=Cowling|first3=Michael|last4=Moro|first4=Christian|date=2018-01-31|title=Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education|journal=Information|language=en|volume=9|issue=2|pages=31|doi=10.3390/info9020031|issn=2078-2489|doi-access=free}}</ref>

AR has been used to develop different safety training applications for several types of disasters, such as, earthquakes and building fire, and health and safety tasks.<ref>{{Cite journal |last1=Catal |first1=Cagatay |last2=Akbulut |first2=Akhan |last3=Tunali |first3=Berkay |last4=Ulug |first4=Erol |last5=Ozturk |first5=Eren |date=2020-09-01 |title=Evaluation of augmented reality technology for the design of an evacuation training game |journal=Virtual Reality |language=en |volume=24 |issue=3 |pages=359–368 |doi=10.1007/s10055-019-00410-z |issn=1434-9957|doi-access=free }}</ref><ref>{{Cite journal |last1=Gong |first1=Peizhen |last2=Lu |first2=Ying |last3=Lovreglio |first3=Ruggiero |last4=Lv |first4=Xiaofeng |last5=Chi |first5=Zexun |date=2024-10-01 |title=Applications and effectiveness of augmented reality in safety training: A systematic literature review and meta-analysis |url=https://www.sciencedirect.com/science/article/pii/S0925753524002145 |journal=Safety Science |volume=178 |pages=106624 |doi=10.1016/j.ssci.2024.106624 |issn=0925-7535}}</ref><ref>{{Cite journal |last1=Paes |first1=Daniel |last2=Feng |first2=Zhenan |last3=King |first3=Maddy |last4=Khorrami Shad |first4=Hesam |last5=Sasikumar |first5=Prasanth |last6=Pujoni |first6=Diego |last7=Lovreglio |first7=Ruggiero |date=June 2024 |title=Optical see-through augmented reality fire safety training for building occupants |journal=Automation in Construction |language=en |volume=162 |pages=105371 |doi=10.1016/j.autcon.2024.105371|doi-access=free }}</ref> Further, several AR solutions have been proposed and tested to navigate building evacuees towards safe places in both large scale and small scale disasters.<ref>{{Cite journal |last1=Lovreglio |first1=Ruggiero |last2=Kinateder |first2=Max |date=October 2020 |title=Augmented reality for pedestrian evacuation research: Promises and limitations |url=https://linkinghub.elsevier.com/retrieve/pii/S0925753520301478 |journal=Safety Science |language=en |volume=128 |pages=104750 |doi=10.1016/j.ssci.2020.104750}}</ref><ref>{{Cite book |last1=Mantoro |first1=Teddy |last2=Alamsyah |first2=Zaenal |last3=Ayu |first3=Media Anugerah |chapter=Pathfinding for Disaster Emergency Route Using Sparse A* and Dijkstra Algorithm with Augmented Reality |date=October 2021 |title=2021 IEEE 7th International Conference on Computing, Engineering and Design (ICCED) |chapter-url=https://ieeexplore.ieee.org/document/9664869/;jsessionid=ji9AewRr7XUqMhvK4eTjYawVSsfm_uYd8B6qi3p56mlvzZQMEkTV!1091101768 |pages=1–6 |doi=10.1109/ICCED53389.2021.9664869|isbn=978-1-6654-3996-1 }}</ref> AR applications can have several overlapping with many other digital technologies, such as [[Building information modeling|BIM]], [[internet of things]] and [[artificial intelligence]], to generate smarter safety training and navigation solutions.<ref>{{Citation |last1=Lovreglio |first1=R. |title=Digital Technologies for Fire Evacuations |date=2024 |work=Intelligent Building Fire Safety and Smart Firefighting |pages=439–454 |editor-last=Huang |editor-first=Xinyan |url=https://link.springer.com/10.1007/978-3-031-48161-1_18 |access-date=2024-03-15 |place=Cham |publisher=Springer Nature Switzerland |language=en |doi=10.1007/978-3-031-48161-1_18 |isbn=978-3-031-48160-4 |last2=Paes |first2=D. |last3=Feng |first3=Z. |last4=Zhao |first4=X. |editor2-last=Tam |editor2-first=Wai Cheong}}</ref>