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216 Metaverse and Immersive Technologies

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8
Augmented Reality in Computer-
Aided Design (CAD)
Suresh Goka1, Syed Quadir Moinuddin2*, Ashok Kumar Dewangan2,
Shaik Himam Saheb2 and Barla Madhavi2
1
Department of Mechanical Engineering, National Institute of Technology,
Warangal, India
2
Department of Mechatronics Engineering, ICFAI Foundation for Higher
Education, Hyderabad, India
3
Department of Mechanical Engineering, National Institute of Technology,
Delhi, India

Abstract
In many industries or fields, the metaverse presents opportunities to improve the
operations and workflows supporting computer-aided design (CAD) computing
projects and their maintenance for a long time. It has the advantage of develop-
ing a three-dimensional (3D) world to focus on various aspects such as creation,
visualization, testing, and modeling to rework into the real world. Augmented
reality (AR) is an experience where users and designers enhance the products of
the physical world into computer-generated sources. It is exceptionally chang-
ing the nature of collaboration in product design. It is a cloud-based technol-
ogy and is useful for changing product design. As the motivation behind digital
modeling, metaverse modeling is well-suited to CAD to enhance manufacturing
mechanisms. This chapter explores the potential of creating 3D parametric com-
puter-aided models using the AR technique.

Keywords: Augmented reality, computer-aided design, metaverse, case study,

applications

*Corresponding author: [email protected]

Chandrashekhar A, Shaik Himam Saheb, Sandeep Kumar Panda, S. Balamurugan and Sheng-Lung Peng (eds.)
Metaverse and Immersive Technologies: An Introduction to Industrial, Business and Social
Applications, (217–234) © 2023 Scrivener Publishing LLC

217
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218 Metaverse and Immersive Technologies

8.1 Introduction
At present, computer-aided design (CAD) systems offer tremendously
qualitative and perfect modeling features and functions that lead to huge
production with a new way of part design even. Although 3D is the geo-
metrical database that has been used for a long time, the user interfacing
with the CAD systems is not affected significantly. Nowadays, CAD tool
uses standard WIMP and desktop-based graphical user interfaces (GUI)
[4]. The interactions are made employing a display unit, mouse, and key-
board [10–12]. Such interaction does not aid the designer to transform his
creative ideas into useful parts or geometrical models. Hence, new interac-
tion platforms and interfaces should be developed to help the designer in
the CAD modeling of components. Therefore, the challenges are consid-
ered for many fields and their flexibility with the certain processes of AR
and CAD through various applications like aerospace, academics, medical
and military fields etc. The following Figure 8.1 shows the architecture of
the AR interface.
There are too many attempts have done to understand the emotions of
human beings and hence to develop solutions to the same. A corporation
or industry’s product is released into the market with a certain aim in mind,
and whether it is successful or not depends on input from various public
sectors. So, here the emotions of the user/consumer are mainly important
to decide the status of the business of product. In this way, by knowing the
emotional interaction between the product and the user, progress in the
business can be assured. How specific emotions are induced and verified in

Solidworks
API 3D files

Shape
Geometric .sidprt files
generation
Device Manager commands Data
Speech
ARCAD
software 3D files
Data glove module
Manipulation
User Tracking commands .wrl files

3D model co-located in the real environment

HMD

Figure 8.1 Architecture of AR interface [1].

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Augmented Reality in CAD 219

favor of some creative activities is explored by some authors [2, 3, 13–16].

Similarly, human emotions can be elicited using many multimedia sources.
A technology known as Virtual Reality (VR) is seen as promising and
undoubtedly intriguing in terms of how it affects human emotions. The
flexibility and complexity of VR offer plentiful possibilities for provoking
these human emotions.
Thus the basic principle involved in VR could be able to engage the
users in a situation where their details of any kind reflect in exciting the
precise emotions using VR-based simulations completely. Emotions of
any type, including even audio and video aspects corresponding to multi
media are used to emphasize the emotions. Virtual Environment (VE) is
another similar platform that is very interactive for both the time and user
from some other media [17–20].
VR designers are the ones who work in the virtual environment follow-
ing certain guidelines and methodologies. But there are no such guidelines
are providing. To make a design activity, there is a need to develop a sys-
tematic, repeatable, and transferable methodology. Without a process, the
risk of continually tackling an issue or problem exists. Even though there is
some complexity in designing the virtual environment or the human emo-
tions themselves, the task is not trivial. Nevertheless, there are many ways
to deal with such complex issues because the space available for design is
too large and one can work it out by using various process parameters. For
example, the designer can able to generate genuine working conditions and
combine the existing circumstances even for the known emotion also.
Nowadays, there are very highly configured computers/desktops and
updated/latest software available in the market. Even though, it is neces-
sary to have extraordinary visualization skills in developing various func-
tional features of components with special dimensions. Hence AR can be
assured the envisioning and creating complex designs, overhanging parts,
and composite materials. Thus the existing AR technique can help enhance
design skills and visualization skills. That results in scientific simulations
and forecasting the functioning of designed tools to be served in various
industries, institutes, and educational organizations. The visualization data
provided by AR technology is an aid to fill the gap between the parts pro-
duced by physical methods and virtual models designed by using digital
computers. In this way, the services of AR technology are useful in various
sectors viz. assembly units, aerospace, manufacturing, military fields and
also in medical studies, entertainment flat forms etc. [21–24].
AR technology is significantly applicable from a research point of view,
especially in the aerospace industry. Boeing is one such industry and the
­scientists/researchers found that AR is a technology that can provide
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220 Metaverse and Immersive Technologies

multiple configurations and various scenarios that to check the artifacts of

the physical fabricated parts [4]. Simulation is the main platform here to
work out the above-mentioned details. Boeing has also started to adopt the
AR tool for assembly training. Hence it is possible to communicate com-
plicated commands/instructions and able to reduce the training needs. In
addition, Boeing has also extended the AR services to work with a demon-
stration project of NASA [5]. The project is on an International Space
Station (ISS). The main aim of the project was to save the traditional train-
ing methods in space stations. Also, the astronauts can get the required
information by accessing the AR library, which is updated with the space
tasks that are to be performed in a critical time [25].
In addition to the aerospace applications facilitated by Boeing, AR tech-
nology is useful for car manufacturers to inculcate the interior of the model
car able to conduct tests as if they were physically comfortable almost. AR
technology is used by Volkswagen and BMW to visualize and modify the
engine layout and car chassis etc. [6]. This technology was also incorpo-
rated into their assembly lines hence, further improving their assembly and
manufacturing methods. Volkswagen uses AR technology also for com-
paring the actual and calculated crash test imagery, analyzing interfering
edges, workshops, and planning production lines. In addition, part dimen-
sions and variance in vehicle parts can also be compared. The functioning
and effectiveness of other devices like navigation, speedo meters, and the
displaying information of windshield indicators can be augmented by AR
technology. AR can be employed in military training camps as the third
eye for the soldier to figure out the existence of some people behind him.
In addition, his location can be traced all the time without taking his eyes
off the war field. In medical studies also, AR technology is employed for
visualization and training aid for health education and medical diagno-
sis. Nevertheless, the imaging techniques like MRI, CT scans, ultrasound
imaging, and sphygmomanometers are used to collect anatomical data of
a patient even in 3-dimensional views using the AR technique. The col-
lected data is further rendered and analyzed in real-time for diagnosing the
patient information in detail [26–30].

8.2 AR System
In general, AR systems need some kind of clue as to where in a digital image
they should place their enhancements. Usually, AR markers are used for
this. The AR markers are the images that a camera might pick up and utilize
with software to pinpoint the location of virtual objects placed in a scene.
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Augmented Reality in CAD 221

The position and angle of the marker can be calculated by the computer
when it detects the markers using AR software. A webcam image that is
being processed by an AR platform like AR Tag, AR Google Sketch up, AR
Toolkit, etc. might be added with the AR markers as simply as printing a
marker design and inserting the printout in the field of the image. The soft-
ware could then deduce the correct position and orientation of a virtual
item using this information, as seen in Figure 8.2.
Additionally, a technique known as markerless AR allows for the cre-
ation of an AR effect without the use of markers. The same technology,
called Smart AR, was created by the well-known business Sony and could
produce virtual pictures of commonplace items like menus and posters
on screens. The same technology implements markerless functionality
via “object recognition technology.” Additionally, the “3D spatial recog-
nition technology” that Sony has developed is a proprietary system that it
employs in research robots like the AIBO robot. The new markerless AR
technology is not meant to be used extensively, though.
CAD applications are designers’ inevitable tools for conveying innova-
tive concepts and ideas. Even simulations are more suitable for validating
innovative ideas. In earlier stages of the design process, designers were fac-
ing intangibility problems because of replacing traditional methods with
CAD 3d modeling systems. Hence it was unable to interact with testing
components and tools physically.
Since the 1990s, CAD modeling platform has been emerging into vari-
ous fields rapidly for communicating and stimulating new ideas and revolu-
tionary concepts. Traditional methods are replaced with three-dimensional
computer-aided models resulting producing controlled sketches, hard and
complex prototypes, soft study components, control volumes and replicas
etc.

(a) (b) (c)

Figure 8.2 Three-dimensional mechanical objects are converted into an AR environment

from a CAD system [7]. (a) Solid works, (b) AR Google Sketch up software (c) AR maker.
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222 Metaverse and Immersive Technologies

Most complex design tasks are impossible without computer-aided

operations. Hence skillful operators are also required. So, CAD modeling
is helped in enhancing the abilities of designers and improves the skills of
the operators/programmers. Hence CAD tools are very helpful in produc-
ing and developing creative design tools. However, as the world transforms
into a virtual world from the physical world, the part designers are incip-
ient with intangible tasks. The rendering results on monitors are unable
to present design models as foam reproductions or tangible replicas in a
realistic and observable manner. Due to these factors, novice designers fre-
quently estimate the outcomes of 3D CAD modeling wrong, which leads
to errors. Rapid prototyping solutions were created to address such ill-­
defined issues [8, 31, 32].
Nevertheless, there are some restrictions on how early in the industrial
design process, RP can be applied. Due to labor and cost limitations, iter-
ative design & assessment methods are generally difficult for designers to
test and improve ideas. Second, because the manufactured products are
made from mock-ups made of polyurethane foam and polystyrene foam,
their designs cannot be changed easily. Finally, the representation of mate-
rial properties and textures and colors is not possible in some cases. Due
to the mentioned reasons, the designers will understand trial and error
during the process of product development.

8.3 Case Studies

The usage of contemporary rendering techniques in CAD systems aids users
in seeing the designed components. However, some users and students still
struggle with the specialized cognition of multi-view projections. During
the first week of their academic courses, students were given a mental rota-
tion exam to address this problem. Visualizing an object being rotated into
a different orientation in space is known as mental rotation. The exam is a
typical paper-based test. The students were given a set of multiple-choice
questions and asked to compare 3D items that were portrayed as 2D rep-
resentations on paper. The orientation of the original, the image, and the
identical one is the only distinctive difference between them.
The pupils were able to engage with real, physical objects in their local
vicinity as virtual models were being added to this world. They can perceive
the things they see more clearly by using this method. The paper examina-
tion served as the basis for the questions that made up the AR-assisted
mental rotation test, which was designed to examine the benefits of AR
models in assisting students with their specialized cognitive abilities and
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Augmented Reality in CAD 223

Figure 8.3 AR-assisted mental rotation test [7].

visual skills. A CAD system was used to create the 3D virtual models for
the tests that used augmented reality. Then the AR software was used to
turn the CAD models into AR models. In this method, as seen in Figure
8.4, 3D virtual models might be shown alongside the test paper with the
questions on the computer monitor.
The AR model was located in the webcam real-time video stream using
a special marker so that the AR-assisted test questions could be printed.
The learner may view the virtual object that is depicted on the paper from
any angle since it moves with them as they move. The results of the regu-
lar and AR-based mental rotation tests reveal potential benefits for AR in
spatial cognition, as shown in Figure 8.5, despite the lack of sufficient data
for statistical analysis.

100%

90%

80%

70%
Correct Answers

60%

50%
paper test
40% AR assisted

30%

20%
10%

0%
1 2 3 4 5 6 7 8 9 10
Student #

Figure 8.4 Results of the mental rotation test-comparison [7].

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224 Metaverse and Immersive Technologies

Blue foam +
CNC processing

CAD Augmented
Design Modeling Evaluation
Foam

Augmented
Reality

Figure 8.5 AF concept and process of construction [9].

To research the benefits of AR in the CAD process, a set of exercises

utilizing AR in the system were created to boost the student’s/spatial user’s
abilities. The augmented foam (AF) and augmented reality (AR) technol-
ogy developed by authors Woohun Lee and Jun Park layer a blue foam
mock-up with a 3D virtual part made from the same CAD model [9]. A
cleaning robot and a mug design were tried by AF. The designers success-
fully inspected and evaluated the design alternatives [33–35].
Physical interactions and tactile information are helpful or even cru-
cial in many product design processes. Up until 2205, the majority of AR
design work was restricted to large-scale objects because the designers
couldn’t pick them up and move them. Additionally, there was no direct
physical contact between the object and the observer; the information was
restricted to visual data only [36, 37].
A mixed-reality platform was utilized by Lee and colleagues to build vir-
tual products. To improve reality, the hand region was cut apart and added
as a virtual augmentation. They sought to incorporate the user’s hand into
a virtual setting. For projector-based dioramas, Low et al are authorized for
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Augmented Reality in CAD 225

the passive haptic interface. A synergic environment made of Styrofoam

blocks is lit up by projectors on its display surfaces. Physical objects were
used by Hinckley and colleagues as a passive haptic interface in virtual
settings (VE). The haptic interface and the visual interface, however, had a
spatial difference.
By merging virtual and physical prototyping, augmented prototyping
(AP) uses AR and RP technologies to enhance the product development
process. The colors and textures are applied to the RP-produced pieces via
AR. AF utilizes a foam mock-up made using CNC technology that is acces-
sible throughout the first design phases and for evaluations. The visibility
issue of the user’s hand with the virtual products was also fixed by AF to
enable active haptic interactions between the designers and the object with
visibility corrections.

8.3.1 Concept of Augmented Foam (AF)

Blue foam, which is often used, reasonably priced, simple to cut, and
quickly made by CNC, is combined with AR technologies by AF. The 3D
virtual item is created using the same CAD model that was used to produce
the blue foam mock-up and is then superimposed using AF over the blue
foam mock-up. The same idea of AF is depicted in the following Figure 8.6.
With the aid of 3D CAD data, AF was created to create a physical
form mock-up and then superimpose a 3D model of the same data on it.
Rhinoceros 3.0, for instance, was used to create a mug model, which was
afterwards converted to STL format. Additionally, using blue Urethane
foam, CNC was used to create foam mock-ups (Right fig). To make the
hand region detection process simpler, the CNC foam mock-ups were
highlighted in a dark blue color. As illustrated in Figure 8.6b1, an artificial
marker was mounted on the mock-up to facilitate visual tracking. The writ-
ers, Lee and Park, put AE to the test for a potential cup design. Benefits of
AF in the process of product design simulation are shown in Figure 8.3. The
virtual objects (the mug and its grab) in general-purpose AR, where plan
markers are employed without a mock-up, are not touchable, as shown in
Figure 8.6a1-a3. The virtual object has a floating appearance, apart from the
actual environment, as seen in Figure 8.6a3. Contrarily, AF improves visual
presence by adding shadows and other details, as seen in Figure 8.6b3.
The visual presence of AF with hand visibility correction has been notice-
ably improved. The virtual overlay of the mug object, as seen in Figure
8.6b2, obscures the reviewer’s hand. In contrast, the hand and the virtual
object are seamlessly combined in Figure 8.6b5. As shown in Figures 8.6b4
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226 Metaverse and Immersive Technologies

(a1) (b1) (b4)

(a2) (b2) (b5)

(a3) (b3) (b6)

Figure 8.6 AR9 (a1-a3) and augmented foam for all purposes (b1-b6) [9].

and 8.b6, designers can mimic various aesthetic experiences by altering the
product’s attributes while feeling and grabbing the final design.
In summary, the design and implementation of AF, a tangible AR can
speed up the process of creating very realistic prototypes for designers’
design concepts. As expected, AF provided a tactile interface and a visual
reality, boosting the sense of immersion by stimulating many senses and
allowing designers and design outcomes to interact spatially.

8.4 Applications
8.4.1 In Academics
Engineering graphics skills are a needful characteristic for undergraduate
students. The globe is currently experiencing a period of tremendous eco-
nomic and information technology advancement. In light of this, engineer-
ing graphics instructors have created several methods to help freshmen
engineering students develop their 3D visualization skills. The most mod-
ern solid modeling approaches use computer-aided design systems, while
older techniques still use drafting tables and T-square rulers. Beginning in
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Augmented Reality in CAD 227

the late 1980s as personal computer capabilities increased, educators have

been at the forefront of the movement to replace handheld instruments
with CAD systems and tools for teaching engineering graphics. To cre-
ate engineering drawing designs, CAD systems use graphics software and
computer technology. The environment provided by computer hardware
is excellent and considerably aids in the production and dissemination of
both static and dynamic media. In this process, they can edit and save the
design of the parts and even take printouts of the drawings. Modern CAD
packages allow rotating the component in 360 degrees thus enabling view-
ing at any desired angle. As a result, classes in descriptive geometry and
manual drawing/drafting have been removed from the academic course
curriculum at practically all engineering colleges. Consequently, a reduc-
tion in engineering students’ visualization was noted. Furthermore, it has
been noted that the emphasis placed on using CAD platforms rather than
the foundations of engineering drafting by students is a result of the con-
tent of graphics courses. Recent research indicates that 3D CAD software
does not appear to enhance students’ visualization skills and only provides
a limited amount of real-time 3D interactions [38–40, 51].
In the education field, AR is a useful platform for generating visual
models with abstract concepts. To understand chemistry, AR allows pro-
fessional students to visualize the special structure of molecules. With a
camera image that appeared with a pointer in the hand, they can visualize
virtual models. A physics background in mechanics is an example of an
augmented reality application that enables professional students to mimic
real-time experiments in a variety of fields. The ability for the pupils to
construct their concepts, conducts experiments, and study/examine them
in multi-dimensional views on virtual world windows. There are many
tools available for preprocessing, during processing, and post processing
to analyze the mass and force pathways of objects. By allowing students to
interact with their designs and concepts naturally, augmented reality tech-
nology can also improve the teaching and presentation abilities of engi-
neering graphics. They may simultaneously plot the assembly process and
check for component interface and interference.

8.4.2 Medical Applications

In orthopedic surgery, a crucial role has been played by computer tech-
nologies. Routinely, surgical planning was done in earlier days. Modern
planning software that incorporates patient-specific multimodal and
medical data has supplanted this. In addition to preoperative preparation,
computers are used more frequently to assist surgeons (intra-operatively)
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228 Metaverse and Immersive Technologies

[41–43, 52]. For instance, CAD techniques are demonstrated to be supe-

rior to traditional implantation techniques during arthroplasty surgeries.
On the other side, robotic solutions are suggested to boost accuracy while
simultaneously ensuring reproducibility. They haven’t yet been broadly
accepted across all disciplines, though.
Fundamentally, robotic technologies are designed to assist surgeons
with accurate and deliberate mechanical actions. By adding intuitive fea-
tures to medical information, technologies like augmented reality (AR)
improve the surgeon’s abilities. When the user is entirely immersed in
a virtual environment, this is referred to as augmented reality (AR). To
expand the user’s field of vision, one can utilize a monitor-based display
system, an optical see-through system, or a video see-through system. The
tracking technology that underlies AR is a key element. When putting vir-
tual items in the right places and relationships in the actual world, track-
ing is crucial. Observation of a particular pattern in the world by external
makers is serving as a standard [44–46, 53, 55].
There is a continuous change in surgical practice through computer-­
assisted solutions. AR is one such disruptive computer-integrated surgical
technique. Its possible role in orthopedic surgery is not yet known even
though AR has been used in several medical specialties [47–50, 54].
Although current CAD tools are powerful, they are not interactive or
intuitive enough for usage by a layperson. Customers cannot use these
technologies to express their design ideas, which restrict the advantages
of participatory design. This paper introduces ARCADE, a quick and
easy-to-use CAD environment made possible by augmented reality (AR)
technologies.

8.5 Conclusions
From a scholarly perspective, improving professional students’ visual-
ization abilities is crucial for the growth of design abilities in a variety of
engineering career domains. During their part of academics, the fresher
students have study courses on visualization skills. Some of the students
are facing troubles in dealing with projections, transformations etc. The
orthogonal and isometric views are to be drawn with more caution. It is
essential to be strong in geometric information and trigonometric rela-
tions even when modeling simple geometries. The lack of basic knowl-
edge of mathematics and drawing will create troubles in CAD modeling.
So, AR technology can provide a gateway for such obstacles. AR has the
potential of improving the abilities of students in terms of design makings,
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Augmented Reality in CAD 229

modifications, refinements, spatial design, etc. because the design supports

seeing and touching.
To provide an interactive learning experience, the authors namely
Tumkor Serdar, S Aziz, Sven and Chassapis have explored the integration
of AR and CAD process [7]. The many stages of the design process pro-
mote concept discovery, visualization, and evaluation. Real-time inter-
actions between the users and designed parts could be possible through
this 3D CAD modeling using a webcam view. Virtual representations and
visualizations of the 3D models designed can be assured to students/users
by using the AR system. In addition, Aerospace maintenance, Aerospace
manufacturing, navigation, airport operations etc. also have been utilizing
the services of AR.

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Augmented Reality in CAD 231

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27. Murala, D.K., Panda, S.K., Swain, S.K., A novel hybrid approach for provid-
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28. Panda, S.K., Swain, S.K., Mall, R., An investigation into usability aspects of
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29. Panda, S.K., Swain, S.K., Mall, R., Measuring web site usability quality
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sites. Comput. Eng. Intell. Syst., 5, 3, 66–85, 2014.
31. Bhalerao, V., Panda, S.K., Jena, A.K., Optimization of loss function on
human faces using generative adversarial networks, in: Machine Learning
Approaches for Urban Computing, Studies in Computational Intelligence,
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learning: A novel approach, in: Smart Intelligent Computing and Applications,
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232 Metaverse and Immersive Technologies

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37. Puranam, K.S.R., Gaddam, M.C.T., K, V.P.R., Panda, S.K., Reddy,
G.S.M., Anatomy and lifecycle of a bitcoin transaction. Proceedings of
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and Management (SUSCOM), Amity University Rajasthan, Jaipur - India,
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solutions for improving website quality and effectiveness, pp. 87–129, IGI
Global, 2016.
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cate questions in social media forums. Int. J. Innovative Technol. Exploring
Eng., 9, 4, 370–373, 2020.
40. Ahmareen, S., Raj, A., Potluri, S., Panda, S.K., Book shala: An android-based
application design and implementation of sharing books, in: Smart Intelligent
Computing and Applications, Smart Innovation, Systems and Technologies,
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in web engineering. Reg. Coll. Manag., 10, 3, 38–46, 2013.
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10603/123505
43. Panda, S.K., Chandrasekhar, A., Gantayat, P.K., Panda, M.R., Detecting brain
tumor using image segmentation: A novel approach, in: Data Engineering
and Intelligent Computing, Lecture Notes in Networks and Systems, vol.
446, V. Bhateja, L. Khin Wee, J.C.W. Lin, S.C. Satapathy, T.M. Rajesh (Eds.),
Springer, Singapore, 2022, https://doi.org/10.1007/978-981-19-1559-8_35.
44. Sanghi, P., Panda, S.K., Pati, C., Gantayat, P.K., Learning deep features
and classification for fresh or off vegetables to prevent food wastage using
machine learning algorithms, in: Intelligent Data Engineering and Analytics,
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Augmented Reality in CAD 233

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doi.org/10.1007/978-981-16-6624-7_44.
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delay-tolerant network with node categorization technique, in: Intelligent
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vol. 266, S.C. Satapathy, P. Peer, J. Tang, V. Bhateja, A. Ghosh (Eds.), Springer,
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46. Panda, S.K., Urkude, S.V., Urkude, V.R., Vairachilai, S., An investigation
into COVID 19 pandemic in India, in: The New Advanced Society: Artificial
Intelligence and Industrial Internet of Things Paradigm, vol. 1, pp. 289–305,
Wiley.
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single task size measure. J. Inf. Sci. Comput. Technol. (JISCT), 4, 3, October12,
2015.
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COVID-19 using deep learning: A novel approach, in: Smart
­
Intelligent Computing and Applications, Volume 2, Smart Innovation,
Systems and Technologies, vol. 283, S.C. Satapathy, V. Bhateja, M.N.
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model, in: Recent Advances in Blockchain Technology, Intelligent Systems
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Springer, Cham, 2023, https://doi.org/10.1007/978-3-031-22835-3_9.
52. Panda, S.K., Mishra, V., Dash, S.P., Pani, A.K., Recent advances in block-
chain technology real-world applications, Intelligent Systems Reference
Library (ISRL, volume 237), vol. 1, pp. 1–317, Springer, Switzerland, 2023,
978-3-031-22835-3.
53. Panda, S.K., Mohapatra, R.K., Panda, S., Balamurugan, S., The new advanced
society: Artificial intelligence and industrial internet of things paradigm, vol. 1,
pp. 1–512, John Wiley & Sons.
54. Nanda, S.K., Panda, S.K., Das, M., Satapathy, S.C., Decentralization of car
insurance system using machine learning and distributed ledger tech-
nology, in: Intelligent Data Engineering and Analytics. FICTA 2022, Smart
Innovation, Systems and Technologies, vol. 327, V. Bhateja, X.S. Yang,
 Downloaded from https://onlinelibrary.wiley.com/doi/ by National University Of Singapore Nus Libraries, Wiley Online Library on [26/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
234 Metaverse and Immersive Technologies

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55. Nanda, S.K., Panda, S.K., Dash, M., Medical supply chain integrated with
blockchain and IoT to track the logistics of medical products. Multimed.
Tools Appl., 2023. https://doi.org/10.1007/s11042-023-14846-8.
 Downloaded from https://onlinelibrary.wiley.com/doi/ by National University Of Singapore Nus Libraries, Wiley Online Library on [26/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
9
Metaverse: Post-Pandemic Impact
in Education
C.V. Suresh Babu1* and P. Preethi2
1
Dept. of Information Technology, Hindustan Institute of Technology and Science,
Bay Range Campus, Padur, Chennai, India
2
Department of Information Technology, Hindustan Institute of Technology and
Science, Bay Range Campus, Padur, India

Abstract
The coronavirus disease 2019 (COVID-19) epidemic has caused a shift in edu-
cation from offline learning to online learning, where most of the students are
attending their classes by using video call services. This modification prevents stu-
dents from actively participating in class. Video education is particularly limited
in its ability to replace offline classes, which requires both experimental and theo-
retical expertise. Computer knowledge-related inventions have a vital role in day-
to-day life as they transform and develop human commerce, communication, and
societal arrangements. The fourth technological surge is indeed centered around
spatial, immersive technologies like virtual reality (VR), augmented reality (AR),
mixed reality (MR), and extended reality (XR) [1], which provide users with an
immersive virtual experience enhanced with realistic feedback detection. This
surge has the potential to transform various aspects of society, including educa-
tion, business, remote work, and entertainment.
The term “metaverse” refers to a new three-dimensional virtual environment
that has the potential to become the next ubiquitous computing paradigm. The
term is a compound word formed from the prefix “meta”, which means “beyond”,
and “universe”, which refers to the physical universe. The metaverse is essentially
a virtual space that is an extension of the physical world, where users can inter-
act with each other and with digital objects in a three-dimensional space. It has
the potential to transform the way we interact with each other and with digital
content, and could have a significant impact on the future of online education,

*Corresponding author: [email protected]

Chandrashekhar A, Shaik Himam Saheb, Sandeep Kumar Panda, S. Balamurugan and Sheng-Lung Peng (eds.)
Metaverse and Immersive Technologies: An Introduction to Industrial, Business and Social
Applications, (235–258) © 2023 Scrivener Publishing LLC

235
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236 Metaverse and Immersive Technologies

business, and entertainment. The four categories listed on the metaverse roadmap
are virtual fact, augmented fact, reflection, and lifelogging, which involve a virtual
fact orb where the user can interact, play games, and discern effects or condition-
ing as they would in the literal world [24].
The online education ecosystem was taken into consideration when develop-
ing the metaverse-based platform, which suggests that holistic educational activ-
ities such as education, communication, and empathy are carried out within the
metaverse in addition to online teaching and learning. On this metaverse plat-
form, learners can feel the presence of learning, which can promote motivation
and immersion in the subject matter. The independence of spatial mobility also
opens the door to self-directed learning. Even when there are technical and moral
constraints on using the metaverse platform, it would be preferable to place more
emphasis on the interaction between students in the metaverse environment than
on having high expectations.
Keywords: Augmented reality, virtual reality, online, interaction

9.1 Introduction
The COVID-19 pandemic has accelerated the adoption of online learn-
ing and other digital technologies in education, and the concept of the
metaverse is gaining popularity as a tool for enhancing the educational
experience. The metaverse refers to a virtual space or universe that allows
for immersive, interactive experiences that can be accessed using virtual
and augmented reality technologies [10]. In education, the metaverse can
be used to create virtual classrooms and other learning environments,
where students can interact with each other and with instructors in real
time, regardless of their physical location.
The use of the metaverse in education has several potential benefits. For
example, it can provide a more engaging and immersive learning expe-
rience for students, which may lead to better learning outcomes. It can
also help to overcome some of the limitations of traditional online learning
platforms, such as a lack of social interaction and a sense of isolation. In
addition, the metaverse can enable educators to create more personalized
and adaptive learning experiences, based on the individual needs and pref-
erences of each student.
However, there are also some challenges and concerns associated with
the use of the metaverse in education. One of the main challenges is the
need for adequate infrastructure and technology to support the use of
virtual and augmented reality. Another challenge is the potential for dis-
traction and disengagement, as students may be more easily tempted to
engage in non-academic activities in a virtual environment. In addition,
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Metaverse: Post-Pandemic Impact in Education 237

there are concerns about privacy and security, as the use of the metaverse
may involve the collection and storage of sensitive data about students and
their activities.
Overall, while the metaverse has the potential to revolutionize the way
we approach education, it is important to carefully consider the benefits
and challenges before adopting it on a large scale. Education institutions
should carefully evaluate the available technologies and infrastructure, as
well as the needs and preferences of their students, in order to determine
whether the metaverse is a viable option for enhancing the educational
experience.
Neal Stephenson’s 1992 science fiction novel Snow Crash is often cred-
ited with introducing the concept of the metaverse to popular culture. Since
then, the idea has been explored and developed by researchers, developers,
and entrepreneurs in various fields, including virtual reality, augmented
reality, gaming, and social media. The Acceleration Studies Foundation,
was one of the early organizations to research and define the metaverse.
In 2006, the foundation published a Metaverse Roadmap report, which
identified four key categories of the metaverse: virtual worlds, augmented
reality, lifelogging and augmented memory, and mirror worlds. The report
also highlighted the potential of the metaverse to impact various aspects
of society, including education, commerce, entertainment, and social
interaction.
The concept of the metaverse typically involves a 3D virtual space where
users can create avatars and interact with others in a simulated environ-
ment. However, the definition of the metaverse is still evolving, and some
experts argue that it could encompass a broader range of technologies and
experiences beyond just 3D virtual worlds [20].
Overall, the metaverse represents a potentially transformative idea for
how we interact with technology and with each other. Its development
and adoption will likely continue to be shaped by advances in virtual and
augmented reality technologies, as well as by changing social and cultural
trends [14].

9.2 Background of the Study

Education is a vital field in today’s society and economy, and although
various technological inventions have emerged, the core execution styles,
such as using textbooks and classrooms [18], have remained the same.
The Metaverse has the potential to revolutionize the education sector by
enabling users to interact with a 3D virtual world using their bodies to
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238 Metaverse and Immersive Technologies

study in a virtual environment. However, the infrastructure, protocols, and

standards that will govern the Metaverse are currently being developed by
various entities, and there is intense competition to establish closed, pro-
prietary hardware and software ecosystems as the de facto Metaverse des-
tination. This competition has resulted in clashes between various systemic
philosophies and divergent tactical approaches, with ideas like openness
and privacy being at the forefront.
The winner of this race will determine the scope of user privacy rights
and whether the Metaverse will be accessible to students and schoolchil-
dren. These issues have significant educational implications since they will
determine whether or not the Metaverse can be widely used in online edu-
cation. Therefore, it is crucial to ensure that the Metaverse is developed
in a manner that protects user privacy rights and promotes accessibility,
especially for educational purposes.

9.2.1 Statement of the Problem

The metaverse basically revolves around the technologies that create a
multisensory relation with the surroundings, objects, and people inside the
virtual reality [17]. To make sure that people can feel everything as they do
in the real world even death, a XR system is deployed by the stereoscopic
displays to make it happen. This has been made possible with separate and
unique displays for both the eyes which is capable of replicating the sight
of the physical surroundings in the metaverse. Open education and online
education are having long history than we know. The Open Education act is
the one which helped in the creation of worldwide Open Universities after
the 1960s. With the advancement in the field of Computer Science and
Internet, the rise of Open Educational Practices, Open Educational coffers
and Open Courseware was inevitable. The online literacy is slowly leaving
out of the trend particularly in advanced and adult, nonstop education.
Due to the outbreak of COVID-19, it caused dismembering of attendance
a growing trend in all areas of education. By considering health factors
where physical contact could worsen the health of an individual online
tutoring was implemented world-wide. Ever since, the pandemic online
education was basically relying on two main systems which are asynchro-
nous and synchronous e-learning. Both the systems depend upon the soft-
ware or web operations in 2D digital surroundings.
The operations which are executed in the 2D web environments are
proved to have some limitations and even sometimes inadequacies. On
a long run with the extended use of the online platforms it is leading to
wonders which are similar to Zoom fatigue. Emotional insulation is most