Exploring the Benefits of Augmented Reality Documentation for Maintenance and Repair
01 Oct 2011-IEEE Transactions on Visualization and Computer Graphics (IEEE)-Vol. 17, Iss: 10, pp 1355-1368
TL;DR: An experimental augmented reality application that provides benefits to professional mechanics performing maintenance and repair tasks in a field setting is explored and a qualitative survey showed that mechanics found the augmented reality condition intuitive and satisfying for the tested sequence of tasks.
Abstract: We explore the development of an experimental augmented reality application that provides benefits to professional mechanics performing maintenance and repair tasks in a field setting. We developed a prototype that supports military mechanics conducting routine maintenance tasks inside an armored vehicle turret, and evaluated it with a user study. Our prototype uses a tracked headworn display to augment a mechanic's natural view with text, labels, arrows, and animated sequences designed to facilitate task comprehension, localization, and execution. A within-subject controlled user study examined professional military mechanics using our system to complete 18 common tasks under field conditions. These tasks included installing and removing fasteners and indicator lights, and connecting cables, all within the cramped interior of an armored personnel carrier turret. An augmented reality condition was tested against two baseline conditions: the same headworn display providing untracked text and graphics and a fixed flat panel display representing an improved version of the laptop-based documentation currently employed in practice. The augmented reality condition allowed mechanics to locate tasks more quickly than when using either baseline, and in some instances, resulted in less overall head movement. A qualitative survey showed that mechanics found the augmented reality condition intuitive and satisfying for the tested sequence of tasks.
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TL;DR: The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.
Abstract: In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.
780 citations
01 Aug 2014
TL;DR: Analysis of publications that have previously compared student learning in AR versus non-AR applications identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects.
Abstract: Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.
679 citations
Cites background from "Exploring the Benefits of Augmented..."
...Henderson & Feiner [26, 27] explore the use of AR in guiding repair & maintenance activities on military tanks....
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...Henderson and Feiner [26, 27] explore the use of AR in guiding repair and maintenance activities on military tanks....
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TL;DR: The results indicate a high fragmentation among hardware, software and AR solutions which lead to a high complexity for selecting and developing AR systems.
Abstract: Augmented Reality (AR) technologies for supporting maintenance operations have been an academic research topic for around 50 years now. In the last decade, major progresses have been made and the AR technology is getting closer to being implemented in industry. In this paper, the advantages and disadvantages of AR have been explored and quantified in terms of Key Performance Indicators (KPI) for industrial maintenance. Unfortunately, some technical issues still prevent AR from being suitable for industrial applications. This paper aims to show, through the results of a systematic literature review, the current state of the art of AR in maintenance and the most relevant technical limitations. The analysis included filtering from a large number of publications to 30 primary studies published between 1997 and 2017. The results indicate a high fragmentation among hardware, software and AR solutions which lead to a high complexity for selecting and developing AR systems. The results of the study show the areas where AR technology still lacks maturity. Future research directions are also proposed encompassing hardware, tracking and user-AR interaction in industrial maintenance is proposed.
479 citations
TL;DR: The results suggest thatUse of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated.
Abstract: 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...
467 citations
Cites methods from "Exploring the Benefits of Augmented..."
...…the use of AR as an guidance tool compared to traditional guidance tools such as textbooks (Andersen, Andersen, Larsen, Moeslund, & Madsen, 2009; Henderson & Feiner, 2011a, 2011b; Klinker et al. 2001; Tang, Owen, Biocca, & Mou, 2003; Tumler et al., 2008; Wiedenmaier, Oehme, Schnidt, & Luczak,…...
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TL;DR: In this paper, a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning is presented, where a qualitative content analysis is used to investigate the general characteristics of AR applications in STEM education, instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions.
Abstract: This study presents a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning. It synthesizes a set of 28 publications from 2010 to 2017. A qualitative content analysis is used to investigate the general characteristics of augmented reality applications in STEM education, the instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions. This review found that most augmented reality applications for STEM learning offered exploration or simulation activities. The applications reviewed offered a number of similar design features based on digital knowledge discovery mechanisms to consume information through the interaction with digital elements. However, few studies provided students with assistance in carrying out learning activities. Most of the studies reviewed evaluated the effects of augmented reality technology in fostering students' conceptual understanding, followed by those that investigated affective learning outcomes. A number of suggestions for future research arose from this review. Researchers need to design features that allow students to acquire basic competences related with STEM disciplines, and future applications need to include metacognitive scaffolding and experimental support for inquiry-based learning activities. Finally, it would be useful to explore how augmented reality learning activities can be part of blended instructional strategies such as the flipped classroom.
395 citations
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Abstract: From the Publisher:
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"Exploring the Benefits of Augmented..." refers background or methods in this paper
...These mechanics experienced nearly the same test procedure as other participants, but their data were excluded after we modified two tasks to reduce the overall execution time of our experiment....
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...A mechanic must first spatially frame each task in a presumed model of the larger environment, and map its location to the physical world....
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05 Apr 2003
TL;DR: Results indicate that overlaying 3D instructions on the actual work pieces reduced the error rate for an assembly task by 82%, particularly diminishing cumulative errors - errors due to previous assembly mistakes.
Abstract: Although there has been much speculation about the potential of Augmented Reality (AR), there are very few empirical studies about its effectiveness. This paper describes an experiment that tested the relative effectiveness of AR instructions in an assembly task. Task information was displayed in user's field of view and registered with the workspace as 3D objects to explicitly demonstrate the exact execution of a procedure step. Three instructional media were compared with the AR system: a printed manual, computer assisted instruction (CAI) using a monitor-based display, and CAI utilizing a head-mounted display. Results indicate that overlaying 3D instructions on the actual work pieces reduced the error rate for an assembly task by 82%, particularly diminishing cumulative errors - errors due to previous assembly mistakes. Measurement of mental effort indicated decreased mental effort in the AR condition, suggesting some of the mental calculation of the assembly task is offloaded to the system.
554 citations
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