The Effectiveness of Augmented Reality in Enhancing the Experience of Visual Impact Assessment for Wind Turbine Development

Szymanek, L. and Simmons, D. (2015) The Effectiveness of Augmented Reality in Enhancing the Experience of Visual Impact Assessment for Wind Turbine Development. In: 38th European Conference on Visual Perception, Liverpool, England, 23-27 Aug 2015, (doi: 10.7490/f1000research.1110764.1) (Unpublished)

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A Visual Impact Assessment (VIA) is a formal requirement for proposed building developments likely to significantly affect the landscape. A key component of a VIA is the production of visual materials illustrating the development. But how effective are they? 67 Participants were told about a planned wind turbine development near our University and that the proposed site could be viewed from a location on campus. The illustrations used were: a printed static photograph simulating the proposed development (adhering to current UK guidelines), the same photograph presented on the screen of a laptop and an augmented reality simulation on a tablet computer which included an animated wind turbine superimposed on the scene. Participants were asked to rate various aspects of these simulations (e.g. clarity, trustworthiness) as well as to state their overall preference. The augmented reality simulation was rated as best in all ratings and the most preferred. The reasons given included that the animation gave a better idea of what the wind turbine would look like “in situ” and that it was easier to alternate viewing between the real scene and the simulated scene. These results will inform future government guidelines on materials used in VIAs. Supported by an Encompass First Step Award from Scottish Enterprise in partnership with the University of Glasgow and Linknode Ltd. (

Item Type:Conference Proceedings
Glasgow Author(s) Enlighten ID:Simmons, Dr David and Szymanek, Dr Larissa
Authors: Szymanek, L., and Simmons, D.
Subjects:B Philosophy. Psychology. Religion > BF Psychology
College/School:College of Science and Engineering > School of Psychology
Copyright Holders:Copyright © 2015 The Authors
Publisher Policy:Reproduced under a Creative Commons License
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