This monograph explores the synergy of Artificial Intelligence (AI), Augmented Reality (AR) and cognitive processes to enhance spatial abilities an integral aspect of cognitive development. The ability to comprehend and manipulate spatial information is not only fundamental to our understanding of the physical world but also plays a pivotal role in numerous academic and professional fields. Recognizing the profound impact of spatial ability on scientific disciplines and educational achievement, this monograph takes on the challenge of enhancing spatial skills among users.

The authors present the design and development of a mobile training system that incorporates AR features to enhance learners' spatial ability. Involving mental generation, transformation, and rotation of visual images for understanding spatial relationships, spatial ability is closely linked to success in various scientific disciplines and educational pursuits. While spatial visualization skills testsare available, this monograph takes a unique approach by focusing on developing targeted interventions to improve spatial ability. It aims to unlock new avenues for cognitive growth and dive into the untapped potential within the realm of spatial intelligence.

Beyond its emphasis on spatial ability enhancement, this monograph goes above and beyond traditional approaches by integrating AI techniques into the training system. As such, it aims to provide personalized and adaptive learning experiences for learners. The training system, through intelligent techniques, dynamically analyzes individual learners' strengths, weaknesses, and progress, tailoring content and challenges to their specific needs. This effort establishes a new frontier in educational technology, offering a groundbreaking solution that not only augments spatial ability development but also showcases the transformative potential of AI in reshaping the learning experience.

The book is a valuable resource for researchers, educators, developers and technology enthusiasts, as it exemplifies the profound impact of AI and AR in shaping the future of online learning experiences.

Addresses Augmented Reality, Artificial and Spatial Intelligence within the framework of Fuzzy Logic User Modelling Presents a multi-model evaluation using t-test analysis and an extended technology acceptance model Proposes a novel approach integrating adaptive hypermedia into mobile training applications using the SOLO taxonomy

Autorentext

Dr. Christos Papakostas is a Postdoctoral Researcher in the Department of Informatics and Computer Engineering at the University of West Attica (Greece). He received his Ph.D. from the same Department. Additionally, he holds a B.Eng. and an M.Sc. degree from the Department of Electrical and Computer Engineering at Democritus University of Thrace. During his studies and research, he has received several scholarships for his academic performance and Best Paper awards in international conferences on computer science topics. He has published research articles in international journals, and conferences and has served as Reviewer in the research community. His research interests include artificial intelligence, augmented reality, adaptive tutoring systems, and human-computer interaction.

Dr. Christos Troussas is Assistant Professor in the Department of Informatics and Computer Engineering at the University of West Attica. He has been PostDoc Researcher in the field of Software Engineering at the same Department. He has received a PhD degree in Informatics, a MSc degree with specialization in Intelligent Technologies of Human-Computer Interaction and a BSc degree in Informatics from the Department of Informatics, University of Piraeus. He has participated in national and international research projects. He is Academic Editor of the journal Advances in Human-Computer Interaction (Hindawi). Also, he has been Editorial Board member of many other international journals, and Program Committee chair or member in many international conferences. He has published extensively in international journals, books and conference proceedings and is coauthor of two monographs in the areas of personalized software engineering and artificial intelligence in education (by Springer and IOS Press). His academic influence is indicated by thousands of citations of his work and by having received best paper awards in international conferences in the field of computer science. His current research interests are in the areas of personalized software technology, human-computer interaction and adaptive hypermedia systems. He is among the world's top 2% of scientists, according to the Stanford University ranking for the years 2020, 2021 and 2022. Additionally, he holds the position of Research Fellow at INTI International University, Malaysia.

Dr. Cleo Sgouropoulou is Professor in the Department of Informatics and Computer Engineering at the University of West Attica (Greece). She has received a Diploma and Ph.D. degree from the Department of Electrical and Computer Engineering from the National Technical University of Athens (NTUA). Her research interests lie in the fields of artificial intelligence, human-computer interaction and software engineering. She has participated as a main researcher/coordinator in more than 30 related national and European-funded projects. Dr. Sgouropoulou has published more than 150 articles in internationaljournals, scientific collections and conference proceedings. She is an acting reviewer in distinguished journals and has served as General Chair, Program Chair and Steering Committee member in major international computer science conferences and participated in several Program and Organizing conference committees. Dr. Sgouropoulou has been prominently active in the area of European Learning Technologies Standardization. She has been a member of the European Standardization Committee (CEN) Workshop on Learning Technologies since 2000, and since 2007 she has been the Head of the Greek delegation of the Hellenic Organization for Standardization (ELOT) to the CEN Technical Committee 353 ICT for Learning, Education and Training and the coordinator of its Greek Mirror Committee TC48/WG3. As a field expert, Dr. Sgouropoulou has been appointed by CEN to contribute/coordinate several of its standardization projects on leaning objects, learning opportunities, learner mobility and learning outcomes/competence information. The results of this research work have been published as technical specifications (CEN Workshop Agreements) of the European Standardization Committee and have been presented to the scientific community as published articles. In 2010, Dr. Sgouropoulou was elected Vice-Chair of CEN TC353. Dr. Sgouropoulou has coordinated standardization activities on a European Learner Mobility Model for the development of a European Norm on European Learner Mobility Achievement Information (EuroLMAI). In February 2011, the EuroLMAI was formally voted by Member States and is now one of the first European Norms in the field of Learning Technologies.

Inhalt

Foreword.- Preface.- 1. Introduction and Overview of AI-enhanced Augmented Reality in Education.- 2. Review of the Literature on AI-enhanced Augmented Reality in Education.- 3. AI-driven and SOLO-based Domain Knowledge Modeling in PARSAT AR Software.- 4. Fuzzy Logic for modeling the Knowledge of Users in PARSAT AR Software.- 5. Artificial Intelligence-enhanced PARSAT AR Software: Architecture and Implementation.- 6. Multi-Model Evaluation of the Artificial Intelligence-Enhanced PARSAT AR Software.- 7. Conclusions of AI-driven AR in Education.