Communication channel established from a display to a device's camera is known as visual channel, and it is helpful in securing key exchange protocol. In this paper, we study how visual channel can be exploited by a network terminal and mobile device to jointly verify information in an interactive session, and how such information can be jointly presented in a user-friendly manner, taking into account that the mobile device can only capture and display a small region, and the user may only want to authenticate selective regions-of-interests. Motivated by applications in Kiosk computing and multi-factor authentication, we consider three security models: (1) the mobile device is trusted, (2) at most one of the terminal or the mobile device is dishonest, and (3) both the terminal and device are dishonest but they do not collude or communicate. We give two protocols and investigate them under the abovementioned models. We point out a form of replay attack that renders some other straightforward implementations cumbersome to use. To enhance user-friendliness, we propose a solution using visual cues embedded into the 2D barcodes and incorporate the framework of "augmented reality" for easy verifications through visual inspection. We give a proof-of-concept implementation to show that our scheme is feasible in practice.
Similar to our scheme, @cite_24 suggested a technique to embed designs into barcodes to increase the expressiveness and to bring visually meaning to them. These systems recognize the barcodes based on the topology, rather than geometry, of the codes @cite_22 , and were initially developed for tracking objects in tangible user interfaces and augmented reality applications @cite_12 . Augmented reality has been exploited to enhance user experience on many applications including education @cite_1 , gaming @cite_16 , outdoor activities @cite_3 . @cite_17 Using 2D barcodes as the visual tags in the augmented reality environment, where a camera can capture the barcode on physical object and link them to their information.
@cite_22 @cite_1 @cite_3 @cite_24 @cite_16 @cite_12 @cite_17
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The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes a framework for approaching handheld applications we call “augmented reality educational gaming.” We then describe our development process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread across five case studies with classrooms, and provide a design narrative explaining this development process and articulate an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions and implications are discussed. We have built an outdoors augmented reality system for mobile phones that matches camera-phone images against a large database of location-tagged images using a robust image retrieval algorithm. We avoid network latency by implementing the algorithm on the phone and deliver excellent performance by adapting a state-of-the-art image retrieval algorithm based on robust local descriptors. Matching is performed against a database of highly relevant features, which is continuously updated to reflect changes in the environment. We achieve fast updates and scalability by pruning of irrelevant features based on proximity to the user. By compressing and incrementally updating the features stored on the phone we make the system amenable to low-bandwidth wireless connections. We demonstrate system robustness on a dataset of location-tagged images and show a smart-phone implementation that achieves a high image matching rate while operating in near real-time. Visual markers are graphic symbols designed to be easily recognised by machines. They are traditionally used to track goods, but there is increasing interest in their application to mobile HCI. By scanning a visual marker through a camera phone users can retrieve localised information and access mobile services. One missed opportunity in current visual marker systems is that the markers themselves cannot be visually designed, they are not expressive to humans, and thus fail to convey information before being scanned. This paper provides an overview of d-touch, an open source system that allows users to create their own markers, controlling their aesthetic qualities. The system runs in real-time on mobile phones and desktop computers. To increase computational efficiency d-touch imposes constraints on the design of the markers in terms of the relationship of dark and light regions in the symbols. We report a user study in which pairs of novice users generated between 3 and 27 valid and expressive markers within one hour of being introduced to the system, demonstrating its flexibility and ease of use. While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive” pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science. We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments. "Audio d-touch" uses a consumer-grade web camera and customizable block objects to provide an interactive tangible interface for a variety of time based musical tasks such as sequencing, drum editing and collaborative composition. Three instruments are presented here. Future applications of the interface are also considered. The CyberCode is a visual tagging system based on a 2D-barcode technology and provides several features not provided by other tagging systems. CyberCode tags can be recognized by the low-cost CMOS or CCD cameras found in more and more mobile devices, and it can also be used to determine the 3D position of the tagged object as well as its ID number. This paper describes examples of augmented reality applications based on CyberCode, and discusses some key characteristics of tagging technologies that must be taken into account when designing augmented reality environments.