*The Immersive Power of Augmented Reality DOI: http://dx.doi.org/10.5772/intechopen.92361*

*Human 4.0 - From Biology to Cybernetic*

spotlight.

efficient way.

content.

view the content that augments physical world.

Users can use different devices such as smartphones, tablets and wearable devices to

Education is constantly changing to keep up with the trends in society. The main reason for changes is not emerging or improved technologies, but the new learners with their specific needs and requirements. Technologies are just tools to create the necessary learning environment where the training can be carried out in the most

Increasingly, augmented reality-based educational applications are being offered on the educational application market. Their goal is to engage learners' attention, enhance their participation in training and help the perception of abstract scientific

Augmented reality plays the role of the bridge that connects the digital and real world. It does not replace the physical world, as virtual reality does, but complements, expands and enriches the real physical environment with layers of computer-generated content. The technology provides interactive, accessible and digitally manipulative information about real objects. It transforms the way people interact with virtual content and creates the preconditions for engaging all human

• combines real and virtual objects. In augmented reality systems, virtual and

• offers real-time interactivity. Users can interact with virtual content, which

Augmented reality enhances users' perception of and interaction with the real world. With technology, any real object can be enriched with additional information, which sometimes cannot be detected and perceived directly through the

The term augmented reality was introduced in 1990 by Tom Caudell. The technology has already had a long history. In 1968, Ivan Sutherland invented the first

• allows registration of virtual objects in the physical 3D world. There is a geometric alignment of virtual objects with real ones in the physical world.

concepts by specifying and connecting them to the real world.

Ref. [3] defines augmented reality as a system that:

real objects coexist at the same time, in the same place.

**2. Augmented reality technology**

senses in perceiving the physical world.

responds to their actions.

Augmented and virtual realities create conditions for the realization of the ideas of the immersive learning. Immersive learning supposes that learners acquire new knowledge and skills in an environment rich in sensations, perceptions and emotions. The major benefits of augmented reality are connection and interaction between all participants in the learning process, physical objects and virtual

The world is keenly interested in augmented reality and the technology is expanding into different areas. More and more people, working in the field of education, are setting the question whether it is possible to use augmented reality as an effective tool to realize the ideas of new pedagogical paradigms and engage the learners' attention. This question is provoked by the effect and success of the game Pokemon Go, which is the most striking example of the application of augmented reality. It was the game that made the technology popular and put it in the public

**14**

users' senses.

head-mounted display model, which, despite its weight, is a step toward the use of augmented reality in the real world. In 1992, Luis Rosenberg created the first functioning augmented reality system Virtual Fixtures, designed to train pilots in the US Air Force. The commercial application of the technology dates back to 1998 with the introduction of yellow first down line. In 1999, Hirokazu Kato created ARToolKit-a library for developing augmented reality applications. In 2014, the launch of Google Glass set the era of the wearable devices, which gave a strong impetus to the development and spread of augmented reality technology.
