With the development of 6G technology, conventional wireless communication systems are increasingly unable to meet stringent performance requirements in complex and dynamic environments. Therefore, integrated sensing and communication (ISAC), which enables efficient spectrum sharing, has attracted growing attention as a promising solution. This paper provides a comprehensive survey of reconfigurable intelligent surface (RIS)-unmanned aerial vehicle (UAV)-assisted ISAC systems. It first introduces a four-dimensional quantitative evaluation framework grounded in information theory. Then, we provide a structured overview of coordination mechanisms between different types of RIS and UAV platforms within ISAC architectures. Furthermore, we analyze the application characteristics of various multiple access schemes in these systems. Finally, the main technical challenges and potential future research directions are discussed and analyzed.

Emotion regulation skills are crucial for wellbeing, yet mastering them is not trivial. Because of wearability, private passthrough display, and ability to keep users connected to their surroundings, Augmented Reality (AR) technologies have potential for supporting on-the-spot emotion regulation. We designed TouchEmotion, an AR design exemplar consisting of three prototypes aimed to support metaphorical emotional trajectories for regulating anxiety, anger, and boredom. We employed Snap Spectacles to design interactive animations and touchpad interactions, which we examined through an exploratory study with 18 participants. Findings indicate potential of AR technologies and in particular of metaphorical emotional trajectories coupled with touch-based interactions for on-the-spot regulation of three discrete negative emotions. We advanced a design space for on-the-spot emotion regulation technologies, and proposed five design implications: nature-inspired slow transitions, frictions to support frustration tolerance, layered randomness to support surprise, and finger-worn devices integrated with AR technologies for increased acceptance in public contexts.

Objectives: To evaluate the impact of an augmented reality (AR) visualization system on surgeon workload and ergonomics during endoscopic spine surgery, compared to conventional display monitors.

Methods: Ten experienced endoscopic spine surgeons (five neurosurgeons and five orthopedic surgeons; mean age 54 years) each performed 20 surgeries: the first 10 using traditional displays and the following 10 with a novel AR system. A step-by-step guide for AR system setup and utilization is provided. Workload was assessed using the NASA Task Load Index (NASA-TLX), and ergonomics were evaluated using the Rapid Upper Limb Assessment (RULA) score after each procedure. Paired t-tests or Wilcoxon signed-rank tests were used to compare traditional and AR systems, with normality assessed via the ShapiroWilk test.

Results: Use of the AR system resulted in significantly lower NASA-TLX scores, particularly in physical demand, effort, and performance domains (P < 0.001). RULA scores improved substantially, decreasing from a mean of 6.0 with traditional displays to 3.0 with AR (P < 0.001), indicating improved ergonomic posture. All surgeons demonstrated consistent reductions in perceived workload and ergonomic risk when utilizing the AR system.

Conclusions: Integration of an AR visualization system in endoscopic spine surgery significantly reduces cognitive workload and improves ergonomic posture compared to traditional displays. These findings suggest that AR technology may enhance surgical efficiency, promote surgeon well-being, and support the long-term sustainability of minimally invasive spinal procedures.

The merging process of vehicles moving from the on-ramp to the right lane of a highway is quite critical at interchanges for both safety and operational efficiency. Several studies have emphasized the importance of merging zones at interchanges, identifying them as major sites of conflicts between passing and entering vehicles. Incorrect assessment of gaps and precedence in these zones can result in serious collisions and traffic disruptions at interchanges. This study looks at how effective Augmented Reality (AR) solutions in a connected environment are in improving safety at merging zones, helping drivers keep a safe distance from vehicles entering the highway from on-ramps. In a driving simulation study, four different safety measures are evaluated: i) a vehicle-to-vehicle spacing measurement support, which integrates a Variable Message Signs panel (VMS) with a new type of road pavement marking; ii) a Head-Up Display (HUD) that projects a static symbol onto the vehicle windshield, advising the driver to maintain a safe distance from the entering vehicle; iii) a connected vehicle system that integrates AR technology consisting of a dynamic symbol on the road surface, which provides the driver with additional visual cues about the actual longitudinal distance from the entering vehicle; iv) the same AR-based system with an additional audible warning. The driving behavior of forty-four participants in four different configurations with the safety measures was compared with their behavior in a configuration without any measures (baseline condition). The results demonstrated a significant positive impact from all tested measures, with the most effective solution being AR systems, which demonstrated the ability to assist drivers in adjusting their distance from the entering vehicles. This study confirms the high potentialities of AR technologies and connected vehicles in enhancing the overall safety of road networks, particularly in high-risk scenarios and challenging maneuvers.

A Planogram automation system has been developed to maximize the effectiveness of product arrangements on store shelves. However, its design could not be used at its full potential because of human errors that frequently occur when employees attempt to place products according to a predetermined planogram. These errors reduce both accuracy and efficiency in the implementation process. Previous research addressed this challenge by proposing solutions in the form of automatic planogram compliance supervisors that utilize object detection technology to detect deviations. In contrast, this work proposed another approach to minimize human errors, namely by developing a real-time guidance system for product placement on the shelves using an Augmented Reality (AR) platform. Two different AR devices were implemented, consisting of a handheld Samsung Galaxy Tab S7 and a Video See Through (VST), Head Mounted Display (HMD) using Meta Quest 3, and their performance was compared to the conventional paper-based method. The system was evaluated through a user study involving 11 participants who had prior experience in product placement but no experience with HMD devices. Results showed that paper instruction achieved the best completion time in task performance, while no significant differences were found in error performance. HMD and paper instruction demonstrated similar outcomes on cognitive load, whereas handheld AR showed the worst performance and physical demand. Based on these results and post-task feedback, it can be concluded that although paper instruction remained the most favored method, the HMD demonstrated the greatest potential for future product placement guidance systems.

As the global population ages, supporting successful aging through technology becomes increasingly important. Wearable augmented reality (AR) holds promise for enhancing older adults’ well-being, yet research on its use remains limited. This scoping literature review, following PRISMA methodology, examines older adults’ subjective experiences with wearable AR systems. A systematic search across Scopus, Web of Science, and PubMed identified k ¼ 22 relevant academic papers published between 2019 and 2024. Most studies focused on physical health, daily assistance, or cognitive support. Positive experiences of older adults were largely driven by emotional engagement, while negative experiences centered on usability challenges and head-mounted display ergonomics. The study underscores the need to design wearable AR systems that prioritize emotional and experiential quality, not just usability. Additionally, it offers targeted design recommendations to guide development and evaluation of age-inclusive wearable AR systems. Further research should explore the social potential of wearable AR in aging contexts.

Biology learning on the topic of the reproductive system in high schools still faces challenges due to the limited availability of learning media that can visualize abstract concepts interactively and contextually. Commonly used learning media are conventional, resulting in low student engagement and a lack of conceptual understanding. This study aims to develop an Augmented Reality (AR)-based digital learning module for the reproductive system and to test its validity, practicality, and effectiveness in Biology learning. The novelty of this research lies in the integration of Augmented Reality technology into the Biology learning module to provide interactive three-dimensional visualizations of the structures and processes of the reproductive system. This study used a Research and Development (R&D) approach with the ADDIE development model. The subjects were 11th-grade students at SMA Negeri 23 Makassar. The research instruments consisted of expert validation sheets, teacher and student response questionnaires, and learning achievement tests in the form of pretests and posttests. Data were analyzed using Aiken's V-index to determine validity, percentage analysis to assess practicality, and N-Gain analysis to evaluate effectiveness. The research results show that the AR-based digital teaching module has very high validity, practicality, and effectiveness. Therefore, the developed module is suitable for use as an innovative learning medium in biology education.

Background: The potential of Augmented Reality (AR) for enhancing learning has long been discussed, however, existing research primarily relies on media comparisons that provide little basis for robust theoretical development. The Cognitive Theory of Multimedia Learning (CTML) proposes design principles for learning materials to support cognitive processes leading to learning, which have been shown to be effective in different media, though have very rarely been investigated in AR.

Objectives: This study aims to investigate the effectiveness of two important learning principles, that is signalling and modality, on learning outcomes in AR, while examining the potential moderating impact that cognitive-affective factors caused by the technology may have.

Methods: Eighty adults participated in this pre-registered 2 ×2 experimental study. To test the signalling and modality principles, the presence of virtual signals (absent/present) and the content modality (text/audio) was manipulated between-subjects during an AR learning session. Declarative and procedural knowledge were measured after the learning session and additionally, learners' motivation and the system usability were included as moderators in the analysis to account for AR-specific influences.

Results and Conclusions: The findings revealed no significant main or interaction effects of the signalling and modality principles on either declarative or procedural knowledge, and motivation and system usability did not moderate these relationships. This indicates that the expected benefits of these design principles may not translate effectively to AR contexts, underscores the complexity of educational AR, and highlights the need for further research to better align instructional design with the unique affordances of immersive technologies.

In the era of digital technology advancement, education is also evolving rapidly. This provides a great opportunity for teachers to improve the quality of the teaching and learning process, especially in teaching media. One of the emerging technologies is augmented reality (AR) which combines the real world with digital elements to provide a more interactive and visual learning experience. This article aims to explore the effectiveness of using AR in learning science in elementary schools, especially in improving the understanding of abstract concepts that are difficult to understand. Through a literature review of previous studies, this article highlights the benefits of AR such as increased student understanding, learning engagement, and motivation. However, challenges such as limited infrastructure, high costs, and teacher readiness still hinder its implementation. This study concludes that AR has great potential to transform science learning, although it requires appropriate implementation strategies, including adequate infrastructure, teacher training, and relevant content development. Based on the literature review, the development of curriculum-appropriate AR applications and their long-term implementation is still not widely explored and can be the focus of future studies.

Augmented reality (AR) technology has shown promise in facilitating vocabulary learning for children with autism spectrum disorder (ASD). This study employed a single-subject research design with a withdrawal approach to investigate the effectiveness of an AR mobile application, in enhancing vocabulary learning performance among children with ASD. Nine participants aged 8–12 years diagnosed with mild ASD were recruited from a local special needs center. The study consisted of four phases: familiarization, baseline, intervention, and maintenance. Quantitative measures included correct response rates, percentage of data exceeding the median (PEM), and response time, complemented by qualitative behavioral observations. Results revealed substantial individual variability, with some participants exhibiting significant improvements in vocabulary learning performance during the intervention and maintenance phases, as evidenced by increased correct responses and high PEM values. Other participants showed more moderate improvements or minimal changes. Response time data indicated minimal differences, except for one participant who demonstrated remarkably faster response time post-intervention. Behavioral observations highlighted factors influencing engagement and learning, such as sustaining attention, personalization through interest-based content, and the potential benefits of interacting with 3D models. These findings suggest that while AR interventions can effectively support vocabulary learning for children with ASD, their effectiveness may depend on tailoring strategies to individual learner characteristics and needs within this heterogeneous population.

The Interaction of brand with customers within retail space has evolved drastically due to various technologies such as Augmented Reality and Virtual Reality. When we talk about one of the leading industries to adopt AR technologies i.e. Cosmetics, has started relying greatly on visualization of product, personalizing and engaging experience. Shopping of products online and purchase decisions are getting influenced due to the level of interactivity of various platforms, applications with virtual try-on feature and beauty filters powered by Artificial intelligence. Although, various factors like privacy, familiarity of a technology, consumer behavior of cosmetics and social conditioning of different genders often impacts the behavior towards immersive technologies differently. The impact on intention to purchase within cosmetic industry due to usage of immersive technologies considering gender and its influence gets explored in this study. Taking into consideration those customers who know about digital platforms pertaining to cosmetics and various AR application, this research uses focus group discussions under qualitative research approach. To get a better understanding of acceptance of technology, psychological reaction, perceptions based on gender, outcome influenced by behavior and drive related to engaging cosmetic technologies under this research a thematic Analysis was done. The findings highlight that immersive technologies positively impact purchase intention across genders by improving familiarity and comfort with cosmetic AR applications because of better visualization, convenience, confidence and engagement. Female consumers established greater familiarity and comfort with AR cosmetic applications because of superior exposure to beauty products and digital beauty culture. Male consumers however, progressively open towards immersive technologies, showcased cautious involvement in comparison due to social perceptions, privacy concerns and limited involvement with cosmetics. This research also recognizes key factors impacting adoption behavior such as realism, ease of use, interactivity, trust and personalization. The study contributes to existing literature by proving gender-based qualitative insights into the adoption of immersive technology Augmented Reality in cosmetic industry, particularly in the Indian context. Additionally, Practical implications for cosmetic retailers and technology developers are also discussed.

Context: Virtual Reality (VR), Augmented Reality (AR) and haptic technologies are increasingly integrated into dental education, offering new approaches to skill acquisition, student engagement and pedagogical efficiency. However, their comparative effectiveness relative to traditional methods remains underexplored.

Objectives: This umbrella review synthesizes evidence from systematic reviews to evaluate the impact of VR, AR and haptics on dental education. Primary outcomes include student and academic experience, perception and skill development in undergraduate and postgraduate contexts.

Methods: Systematic reviews and meta-analyses published in English that addressed the use of VR, AR, or haptics in dental education were included. A comprehensive search across five databases was conducted. Reviews were appraised using a tailored risk-of-bias tool based on the Joanna Briggs Institute and Covidence frameworks. Data were extracted and thematically synthesized using the PICOS model.

Results: Eighteen systematic reviews met inclusion criteria (total=481). VR was most studied (15/18), followed by haptics (11/18) and AR (5/18). Most reviews reported improvements in skill development and psychomotor performance, especially in restorative dentistry and prosthodontics. Student perceptions were generally positive, highlighting increased motivation and engagement. However, fewer studies evaluated experiential learning or long-term retention. Methodological quality varied across reviews, with only a minority rated as high confidence, and common limitations included heterogeneity and lack of blinding.

Conclusions: VR, AR and haptic technologies appear promising as adjuncts to traditional dental education, enhancing technical skills and engagement. Nonetheless, methodological inconsistencies limit the evidence base. High-quality research focusing on longitudinal outcomes and experiential learning is necessary to confirm and maximize their educational value.

Student engagement is a critical factor in effective science learning, particularly when students encounter abstract concepts that are difficult to visualize. Low engagement often results in limited participation and weak conceptual understanding in primary science classrooms. This study aims to examine the effectiveness of BioFun AR, an augmented reality–based learning medium, in enhancing students’ behavioral, emotional, and cognitive engagement in science learning. The study employed a mixedmethods design combining quantitative and qualitative approaches. Quantitative data were collected using engagement questionnaires and cognitive tests administered before and after the learning intervention. Qualitative data were obtained through classroom observations and semistructured interviews with teachers and first-grade students in Sukoharjo, Indonesia. The findings revealed a significant improvement in student engagement and learning outcomes after the implementation of BioFun AR. The average score increased from 72 in the pretest to 96 in the posttest, and the paired-samples t-test indicated a statistically significant difference (Sig. = 0.000 < 0.05) with a large effect size. Among the three dimensions of engagement, behavioral engagement showed the highest mean score, followed by emotional and cognitive engagement. Students demonstrated greater participation, enthusiasm, and persistence when identifying and explaining body parts and their functions through AR visualization. These results indicate that BioFun AR effectively supports interactive learning and enhances student engagement in primary science education.

This study assesses the readiness of Pakistani university librarians for Augmented Reality (AR), Virtual Reality (VR), and Metaverse technologies by examining their awareness, competence, interest, and perceptions. A quantitative survey design was employed, with data collected from 96 librarians via a validated online questionnaire. Descriptive statistics were used to analyse demographic profiles, awareness, proficiency, interest levels, and perceived future roles of these technologies. Librarians demonstrated moderate to high awareness of AR and the Metaverse but lower awareness of VR. Practical proficiency was limited across all three technologies. However, strong interest was expressed in learning and integrating these tools into library services. Perceptions of the Metaverse’s future role varied, with many anticipating moderates to transformative impacts. The study calls for targeted training programs, curriculum revisions, and institutional investments in infrastructure and partnerships to bridge the competence gap and foster technology adoption. This is the first empirical study in Pakistan to focus on librarians’ readiness for immersive technologies, offering foundational insights for policy, practice, and future research in developing countries.

Civic education is not limited to contemporary learning through traditional methods. Students are encouraged to actively participate through dialogue, collaboration, contribution, and discussion. Thus, the resulting discussions can stimulate their critical thinking regarding social issues. This study aims to analyse the implementation of augmented reality-based digital citizenship learning to improve the civic communication competence of higher education students. This study uses a qualitative case study approach. The participants in this study were 15 students from communication studies who took civic education courses. In-depth interviews were conducted using semi-structured techniques to collect data. The results of this study indicate that the use of augmented reality in civic education courses can help students identify forms of digital citizenship. Students can practise their civic communication competence through the DC-AR application. In addition, students can use the DC-AR application independently through their smartphones. Thus, the DC-AR application can be an alternative digital citizenship learning technology that can minimise the spread of hoaxes. Students are also encouraged to practise their social and cultural literacy skills through civic communication practices. This study concludes that civic education is not limited to theoretical elements. In higher education, civic education can be integrated with technology and communication science. Students not only understand digital citizenship but are also able to implement it through the DC-AR application by practising communication. The DC-AR application can also instil citizenship communication competencies in students as a strategy to improve the quality of human resources through education.

This study aims to systematically review the development of Augmented Reality (AR)-based learning materials to enhance students’ critical thinking skills in Senior High School Education. In the context of 21st-century education, critical thinking skills are essential competencies for facing global challenges and technological advances. The integration of AR technology in learning materials provides interactive and contextual learning experiences that foster active student engagement. This study employs the Systematic Literature Review (SLR) method with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Of the 100 identified articles, 20 met the inclusion criteria, focusing on AR implementation in teaching materials to enhance critical thinking. The synthesis results indicate that AR-based learning materials significantly improve critical thinking indicators such as analysis, evaluation, and reflection through immersive learning experiences. Furthermore, AR strengthens motivation, conceptual understanding, and collaborative skills. This study highlights the importance of designing AR-based digital learning materials integrated with reflective pedagogy and constructivist theory, particularly in Senior High School Education, to prepare students as critical, creative, and adaptive learners in the digital era.

The integration of deep learning principles into technology-enhanced learning remains limited, particularly in the development of Augmented Reality (AR) media that simultaneously promote cultural literacy and digital literacy. This study aimed to develop and validate a Deep Learning-Oriented Augmented Reality Multimedia for Elementary School Teacher Education students. The novelty of this study lies in the integration of the three core dimensions of deep learning Meaningful Learning, Mindful Learning, and Joyful Learning within an AR-based multimedia environment contextualized through Balinese cultural content. This research employed a Research and Development (R&D) approach using the Plomp model, encompassing preliminary investigation, design, realization, and evaluation stages. Product validity was assessed by nine experts consisting of three media experts, three learning experts, and three language experts. Data were collected using validation questionnaires and analyzed using Aiken’s V coefficient. The developed multimedia integrates instructional videos, interactive AR visualizations, project-based learning activities, gamified assessments, and cultural literacy materials into a unified learning ecosystem. The results indicate that the multimedia achieved a very high validity level across media, learning, and language aspects, demonstrating its feasibility for implementation in higher education. The findings suggest that integrating deep learning principles with AR technology can create meaningful, reflective, and enjoyable learning experiences while strengthening students’ cultural awareness and digital competencies. This study contributes an innovative instructional design framework for culturally contextualized and technology-enhanced learning in teacher education.

In the competitive tourism industry, augmented reality (AR) technology has emerged as a transformative tool for enhancing visitor experiences and promoting cultural identity by blending digital overlays with physical environments, yet prior research often overlooks its role in marketing cultural narratives from industry experts’ perspectives, revealing a theoretical gap in fostering emotional connections and sustainable development. This study aims to explore AR’s role in marketing the cultural identity of tourism destinations, examining how it creates competitive differentiation, strengthens tourist loyalty, and overcomes implementation challenges. Using a qualitative approach with thematic analysis, data were collected through semi-structured interviews with 27 industry experts (academics, managers, and technology specialists in tourism and AR), achieving theoretical saturation after 18 interviews, with analyses grounded in frameworks such as Symbolic Interactionism, Experiential Marketing, and the Technology Acceptance Model (TAM). Results revealed six main themes: enhancing cultural experiences (e.g., immersive 3D reconstructions), fostering emotional engagement (e.g., creating a sense of belonging), improving tourists’ understanding (e.g., enriching cultural knowledge and promoting responsible behavior), prerequisites for AR adoption (e.g., technological infrastructure and training), outcomes of AR implementation (e.g., increased trust and decision-making), and practical strategies (e.g., cost reduction via open-source platforms). AR delivers interactive, personalized experiences that bolster loyalty but faces barriers like high costs and the need for authentic content. This research fills the gap by providing a conceptual framework for AR in cultural marketing, offering practical recommendations for managers (e.g., collaborative content creation), developers (e.g., gamified apps), and policymakers (e.g., funding infrastructure), while emphasizing AR’s potential for sustainable tourism and suggesting future quantitative studies to validate these qualitative insights.

Augmented reality (AR) integrates virtual content into consumers’ physical environment. Although research suggests that consumers’ perceptions of augmentation quality—the perceived merge of the virtual and real world—afect relevant consumer variables, the literature has not developed a comprehensive measure that adequately captures the construct nor integrated it meaningfully with theory-relevant outcomes. Grounded theory and standard scale development procedures are applied to understand what comprises perceptions of augmentation quality and how to measure it to distinguish low- from high-quality AR-marketing attempts. The fndings suggest that quality perceptions in AR consist of a second-order factor, augmentation quality, represented by three frst-order factors (design, interaction, and embedding quality). In addition, this research demonstrates that high augmentation quality creates a sense of local presence, i.e., the sensation that the augmented object experienced with AR is real and present to the consumer. The research then theoretically integrates these factors into a more comprehensive model, tying it frmly into the nomological net. In particular, augmentation quality—mediated by local presence—afects utilitarian and hedonic outcomes as well as behavioral actions. Managerial implications for understanding and using AR marketing are presented.

There is growing evidence that immersive learning can enhance motivation and engagement. However, research that explores how motivational states are transformed into engagement, especially within the context of Augmented Reality (AR) is rather underdeveloped. The current study aims at predicting and explaining student engagement in terms of the four motivational dimensions of the ARCS, namely attention, relevance, confdence and satisfaction. The study used an explanatory mixed methods design comprising an online survey followed by semi-structured interviews. 106 pupils from four Scottish primary schools participated in a series of AR-supported learning activities embedded in the classroom curriculum. Partial Least-Squares analysis explained approximately 55% of the variance in pupil engagement in terms of their motivational levels of attention, relevance, and satisfaction, demonstrating a moderate-to-strong predictive capability. The followed-up qualitative analysis of the structured interviews provided a more in-depth analysis of how ARCS motivational dimensions infuence pupils’ engagement. Study fndings can help researchers to better understand the dynamics linking motivation and engagement. It can also help practitioners in designing more engaging and impactful AR-supported learning activities, targeting young learners.