The MagicBook: a transitional AR interface

By Mark Billinghurst, Hirokazu Kato, Ivan Poupyrev. Computers & graphics, 2001

525 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/14ed9b6d6508658e2816181add32786373037eca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

In Human-Computer Interaction

Citations in the corpus

Seamful interweaving: heterogeneity in the theory and design of interactive systems (2004, background): “In augmented reality (AR) systems, users may use the technologies of VEs combined with tangible artefacts in more traditional media, such as urban models and interaction devices made from wood, wire and plastic [33], or tiles and book pages made from toner and paper [2].”
Augmented Reality: An Overview and Five Directions for AR in Education (2011, methodology): “On another front, according to Billinghurst, Kato, and Poupyrev (2001), AR books can provide a critical pathway for learners, since, with AR gear, users can experience three levels of reality while using interactive AR story books.”
A Survey of Augmented Reality (2015, methodology): “[Billinghurst et al., 2001] and how AR can be used to transition from reading a real book to exploring an immersive virtual reality space.”
Mini-Me: An Adaptive Avatar for Mixed Reality Remote Collaboration (2018, methodology): “The MagicBook interface [7] allowed a user to fly inside a 3D scene and experience it from an ego-centric view in immersive VR, while a second user provided guidance from an AR version of the scene using an exo-centric viewpoint.”
Augmented Reality: An Overview (2011, background): “For instance, Mark Billinghurst et al. [55] developed the Magic Book, a book whose pages incorporated simple AR technology to make the reading more captivating.”
Effects of Different Types of Virtual Reality Display on Presence and Learning in a Safety Training Scenario (2018, methodology): “For these reasons, the study in this paper compares: (i) a standard desktop monitor (representative of desktop VR), (ii) an HMD (Sony HMZ-T3W) with narrow field of view (FOV) and a 3-DOF tracker (representative of many setups for immersive VR used in the literature [11], [12], [13], [14], [15], [16]”
Towards Massively Multi-user Augmented Reality on Handheld Devices (2005, background): “Many marker-based AR applications that have so far been presented make heavy use of fiducials as tangible interface components, allowing their users to flip through the pages of marker-enhanced “magic books” [14], to use markers as cards in an augmented memory game [15], or to use markers for positi”
“Making it real”: exploring the potential of augmented reality for teaching primary school science (2006, background): “Previous work has also assessed the effectiveness of AR in teaching about other domains, such as molecular structure for older learners (Fjeld et al. 2002) as well as its use in younger children’s storytelling (McKenzie and Darnell 2003; Billinghurst et al. 2001).”