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    A Review of Quadruped Robot Control and Perception Based on Augmented Reality
    (2025)
    Erick Criollo-Rodríguez
    ;
    William Oñate
    ;
    Gustavo Caiza
    ;
    Erick Pule-Ponce
    ;
    Jonathan Maldonado-Mejía
    This article presents a systematic literature review on the control and perception of quadruped robots using augmented reality (AR), focusing on current approaches that enable the implementation of teleoperation systems and the limitations encountered during their development. The main objective is to evaluate the architectures and methods currently in use, as well as the solutions offered by AR when applied specifically to quadruped platforms. The review also addresses the shortcomings of conventional control methods in unstructured environments. Methodologically, the study was conducted following the PRISMA guidelines, covering indexed publications between 2018 and 2024. The findings indicate that AR integration significantly enhances operator immersion, facilitates teleoperation, and enables real-time feedback through spatial mapping and sensor visualization. Furthermore, the review highlights current challenges such as latency, co-localization errors, and cognitive overload, emphasizing the need for more ergonomic, adaptive, and intelligent interface designs in future implementations. © 2025 IEEE.
      17
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    Enhancing Industrial Processes Through Augmented Reality: A Scoping Review
    (2025)
    Miranda, Alba  
    ;
    Aracely M. Vallejo
    ;
    Paulina Ayala
    ;
    Marcelo V. Garcia
    ;
    Jose E. Naranjo
    Augmented reality (AR) in industry improves training and technical assistance by overlaying digital information on real environments, facilitating the visualisation and understanding of complex processes. It also enables more effective remote collaboration, optimising problem solving and decision making in real time. This paper proposes a scoping review, using PRISMA guidelines, on the optimisation of industrial processes through the application of AR. The objectives of this study included characterising successful implementations of AR in various industrial processes, comparing different hardware, graphics engines, associated costs, and determining the percentage of optimisation achieved through AR. The databases included were Scopus, SpringerLink, IEEExplore, and MDPI. Eligibility criteria were defined as English-language articles published between 2019 and 2024 that provide significant contributions to AR applications in engineering. The Cochrane method was used to assess bias. The rigorous selection process resulted in the inclusion of 38 articles. Key findings indicate that AR reduces errors and execution times, improves efficiency and productivity, and optimises training and maintenance processes, leading to cost savings and quality improvement. Unity 3D is the most widely used graphics engine for AR applications. The main applications of AR are in maintenance, assembly, training and inspection, with maintenance being the most researched area. Challenges include the learning curve, high initial costs, and hardware limitations.
      18
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    Enhancing mathematics learning with 3D augmented reality escape room
    (2024)
    Zapata, Mireya  
    ;
    Ramos Galarza, Carlos  
    ;
    Valencia-Aragón, Kevin  
    ;
    Lidia Guachi
    Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (Mage=17.72, SD=0.65; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group (M=32) and a control group (M=33). The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning
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