Advantages and challenges associated with augmented reality for education: A systematic review of the literature

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Enhancing Our Lives with Immersive Virtual Reality

Industry 4.0, digitization, and opportunities for sustainability

The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respe...

Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks

In the past two decades, augmented reality (AR) has received a growing amount of attention by researchers in the manufacturing technology community, because AR can be applied to address a wide range of problems throughout the assembly phase in the lifecycle of a product, e.g., planning, design, ergonomics assessment, operation guidance and training. However, to the best of authors’ knowledge, there has not been any comprehensive review of AR-based assembly systems. This paper aims to provide a concise overview of the technical features, characteristics and broad range of applications of AR-based assembly systems published between 1990 and 2015. Among these selected articles, two thirds of them were published between 2005 and 2015, and they are considered as recent pertinent works which will be discussed in detail. In addition, the current limitation factors and future trends in the development will also be discussed.

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A comprehensive survey of augmented reality assembly research

The current work describes design guidelines for the development of Virtual Reality (VR) and Augmented Reality (AR) platforms to train technicians on maintenance and assembly tasks of industrial machineries. The main skill involved in this kind of tasks is the procedural skill. Based on past literature and studies conducted within the SKILLS project, several main design guidelines were formulated. First, observational learning integrated properly within the training protocol increases training efficiency. Second, training protocols combining physical and cognitive fidelity enhances procedural skills acquisition. Third, guidance aids should be provided in a proper and controlled way. And last, enriched information about the task helps trainees to develop a useful mental model of the task. These recommendations were implemented in both VR and AR training platforms.

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Design Guidelines for the Development of Virtual Reality and Augmented Reality Training Systems for Maintenance and Assembly Tasks

A high percentage of the human activities are based on procedural tasks, for example cooking a cake, driving a car, fixing a machine, etc. Reading an instruction book, watching a video or listening the explanation from an expert have been the traditional methods to learn procedural tasks. But, most researchers agree that procedural tasks are learnt gradually as a result of practice through repeating exposures to the task.

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Training of Procedural Tasks Through the Use of Virtual Reality and Direct Aids

One of the research topics within the EU-project SKILLS 1 was the training of Industrial Maintenance and Assembly (IMA) tasks. The IMA demonstrator developed comprehends two different training platforms, one based on technologies of Virtual Reality (VR) and the other one on Augmented Reality (AR). To qualify the efficiency of the developed training systems different studies have been conducted, followed by a final

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Transfer of Skills Evaluation for Assembly and Maintenance Training

The goal of this study was to evaluate different learning conditions for motor skill transfer. The study was divided into two experiments with the same task: learning a 3D trajectory with accuracy. The first experiment was focused on evaluating the efficiency of three feedback schemes for the target trajectory: visual, haptic and visual-haptic feedback. The second experiment was focused on analyzing the influence of decreasing the feedback during the training process. The results suggest that the best learning condition for learning a 3D trajectory with accuracy is to provide visual-haptic feedback, which facilitates the understanding of the dimension and orientation of each trajectory segment and solves any visual discrepancies that may exist. Furthermore, although continuous feedback can create dependences in users and impede the transfer of motor skills, feedback based on user request can also be dangerous since users can create a wrong mental representation that keep them from replicating the trajectory accurately. Therefore, when the performance of a task depends on references created during the training process, it seems appropriate for the system to provide automatic feedback based on user performance.

Jorge Miquel Rodriguez

Papers

Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks

Design Guidelines for the Development of Virtual Reality and Augmented Reality Training Systems for Maintenance and Assembly Tasks

Training of Procedural Tasks Through the Use of Virtual Reality and Direct Aids

Transfer of Skills Evaluation for Assembly and Maintenance Training

Training strategies for learning a 3D trajectory with accuracy