Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-29T12:08:45.791Z Has data issue: false hasContentIssue false
  • English
  • Français

REASONABLE APPLICATION OF AUGMENTED REALITY IN ENGINEERING EDUCATION

Part of: Design Education

Published online by Cambridge University Press:  11 June 2020

J. Chlebusch ,
I. Köhler  and
C. Stechert
J. Chlebusch
Affiliation:
Ostfalia University of Applied Sciences, Germany
I. Köhler
Affiliation:
Ostfalia University of Applied Sciences, Germany
C. Stechert*
Affiliation:
Ostfalia University of Applied Sciences, Germany
*
*[email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Augmented Reality (AR) is to be used extensively in today's digitized teaching in order to enable students to a more efficient learning. However, teaching content must not be only digitised, but must be communicated in a meaningful way. For this purpose, a generally valid flowchart has been developed, that allows lectures to choose the right content for AR experiences. In order to create this flowchart, empirical values from test runs were combined with pedagogically proven empirical values for good teaching.

Keywords

augmented reality (AR)case studyempirical studies
Type
Article
Information
Proceedings of the Design Society: DESIGN Conference , Volume 1 , May 2020 , pp. 1677 - 1686
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2020. Published by Cambridge University Press

References

Bloom, B. et al. (1984), Taxonomy od educational objectives: the classification of educational goals, Longman.Google Scholar
Campbell, M. et al. (2019), White Paper: The State of Industrial Augmented Reality 2019, PTC, PTC.com.Google Scholar
Davies, P. (2018), The Boeing Augmented Reality Kit (BARK) in Airplane Manufacturing. [online], AWE-Augmented World Expo. Available at: https://www.youtube.com/watch?v=jItpoNiOMWs (accessed 27.10.2019)Google Scholar
Lai, Y.-C. (2017), “Is Augmented Reality a new paradigm in design education when educational subsidy decreases”, International conference on engineering and product design education 7&8 september 2017, Oslo and Akershus University College of Applied Sciences, Norway.Google Scholar
Luttermann, C. (2000), Multimedia in der betrieblichen Weiterbildung, Integration neuer Technologien, Diplomica, Norderstedt.Google Scholar
Probst, A. and Ebner, M. (2018), “Introducing Augmented Reality at Secondary Colleges of Engineering”, International conference on engineering and product design education 6&7 september 2018, Dyson School of Design Engineering, Imperial College, London, United Kingdome.Google Scholar
Rozsa, J. (2012), Aktivierende Methoden für den Hochschulalltag, Heidelberger Hochschulverlag, Heidelberg.Google Scholar
Schneider, M. and Mustafic, M. (2015), Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe, Springer, Berlin. https://doi.org/10.1007/978-3-662-45062-8Google Scholar
Schöber, C. et al. (2018), “Reciprocal effects between self-efficacy and achievement in mathematics and reading”, Learning and individual differences, Vol. 63, pp. 1–11.CrossRefGoogle Scholar
Slater, M. (2017), “Implicit Learning Through Embodiment in Immersive Virtual reality”, In: Liu, D., Dede, C., Huang, R. and Richards, J. (Eds.), Virtual, Augmented, and Mixed Realities in Education, Springer, Singapore, pp. 23. https://doi.org/10.1007/978-981-10-5490-7Google Scholar
Syazani, S., Junaidi, A. and Chyi, K.D. (2014), “A Resource-Independent Marker-Based Augmented Reality Application”, In: Das, V.V. and Elkafrawy, P. (Eds.), Signal Processing and Information Technology, Springer, Heidelberg, New York, Dordrecht, London, pp. 204. https://doi.org/10.1007/978-3-319-11629-7CrossRefGoogle Scholar
Thomas, O., Metzger, D. and Niegemann, H. (2018), Digitalisierung in der Aus- und Weiterbildung, Springer Gabler, Berlin. https://doi.org/10.1007/978-3-662-56551-3CrossRefGoogle Scholar
Tscherner, M. (2018), Visualisierung von Augmented-Reality-Inhalten [Bachelor Thesis], Universität Berlin.Google Scholar
Weber, M. and Herrmann, M. (2008), “Advanced Hands and Eyes Interaction”, In: Mühlhäuser, M. and Gurevych, I. (Eds.), Handbook of Research on Ubiquitous Computing Technology for Real Time Enterprises, IGI Global, Hershey, pp. 454. https://doi.org/10.4018/978-1-59904-832-1.ch019Google Scholar