Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions.

Prototyping is a vital activity in product development. For reasons of time, cost and level of definition, low fidelity representations of products are used to advance understanding and progress design. With the advent of Mixed Reality prototyping, the ways in which abstractions of different fidelities can be created have multiplied, but there is no guidance on how best to specify this abstraction. In this paper, a taxonomy of the dimensions of product fidelity is proposed so that both designers and researchers can better understand how fidelity can be managed to maximise prototype value.

Over the last ten years, several stakeholders from the higher education sector have been involved in the area of student activation. This is due to the fact that, among other things, lecturers can get better feedback from the learners through active learning and thus can make the lecture more goal-oriented. Due to technological progress and currently available learning platforms, interactive methods are often used, which can be carried out with the help of online tools. Among the most commonly used methods are Peer Instruction (PI) and Just in Time Teaching (JiTT).

All kinds of Mixed Reality are increasingly used in industrial and social context, such as product development processes. Through Augmented Reality (AR) technology and the constant availability of powerful mobile devices, 3D-based content can be virtually linked to the real environment. This enables teaching complex content efficiently, which is otherwise difficult to achieve using conventional methods.

This paper shows an example on the creation of an AR-Experience to activate students even in a situation, that prevents attandence learning. The procedure is explained along the design and calculation of a non-switchable clutches within the lecture "machine elements".

Engineering projects involve the progressive development of preliminary information until a final design is reached. Appreciating its status may help make better decisions about task sequencing and may reduce unnecessary iteration. We present an approach to 1) elicit this maturity, 2) aggregate several of its facets per subsystem and generate insights for task prioritisation, and 3) overlaying this information in Augmented Reality onto a physical prototype. The progress is discussed and it is proposed that the approach can aid understanding, communication and management of design progress.

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.

Design fixation refers to the designers’ inability to avoid becoming stuck with preexisting ideas in order to generate new ones. With the recent fast advancements and developments, XR has emerged as a powerful promising technology that can shed new light on this issue. Consequently, this paper aims at: (1) investigating the underlying mechanisms of design fixation as reported in literature; (2) exploring the state-of-art in the use of XR technology in design; and (3) identifying ways to mitigate design fixation by employing XR technology.

The maintenance of an industrial plant is mainly based on analogue and manual methods and processes. In the future, the maintenance data of the real object should be determined digital and transferred to a PDM system in real time. This is made possible with a digital method of component identification. This publication presents a system-based component identification using Mixed Reality. Coordinates are determined by the terminal device and compared with a reference structure. After successful identification, maintenance data can be determined and automatically transferred to a PDM System.

Spatial Augmented Reality (SAR) differs from other forms of AR by allowing the projection of digital images onto a model. This allows the AR to be more tangible and for interaction to be more realistic. The scale of the model plays a role in the realism but may be constrained by technical factors. This study attempts to understand the influence scale has on a design session by analysing the concept generation process, the ease of designing and the design behaviour. Understanding how these factors are influenced by the model scale betters the understanding of how SAR can influence design.

Immersive visualisations introduce new possibilities for experiencing design, and as such for presenting information. To date, studies in design have focused mostly on immersive visualisations supporting product decisions. However, little attention has been paid to information presentation, e.g. in design reviews, for decisions in the boardroom, and/or for client presentations. This study with industry practitioners identifies information presentation practices and challenges, develops an immersive visualisation prototype, and explores opportunities for the use of immersive visualisations.