In the early phases of the pandemic lockdown, our team was eager to share our collection in new ways. Using an existing 3D asset and advancements in AR technology we were able to augment a 3D model of a collection object with the voice of a curator to add context and value. This experience leveraged the unique capabilities of the open Pixar USD format USDZ extension. This paper documents the workflow behind creating an AR experience as well as other applications of the USD/USDZ format for cultural heritage applications. This paper will also provide valuable information about developments, limitations and misconceptions between WebXR glTF and USDZ.
Technology in education can influence students to learn with enthusiasm and can motivate them, leading to an effective process of learning. Researchers have identified the problem that technology will create a passive learning process if the technology used does not promote critical thinking, meaning-making or metacognition. Since its introduction, augmented reality (AR) has been shown to have good potential in making the learning process more active, effective and meaningful. This is because its advanced technology enables users to interact with virtual and real-time applications and brings the natural experiences to the user. In addition, the merging of AR with education has recently attracted research attention because of its ability to allow students to be immersed in realistic experiences. Therefore, this thesis paper is based on the research that has been conducted on AR. The review describes the application of AR on primary education using individual “topic cards” for different topics of primary school syllabus. The review of the results of the research shows that, overall, AR technologies have a positive result and potentiality that can be adapted in education. The review also indicates the advantages and limitations of AR which could be addressed in future research.