| Autor: |
Goppold, Marvin, Frenz, Martin, Nitsch, Verena |
| Přispěvatelé: |
Nägele, Christof, Kersh, Natasha, Stalder, Barbara E. |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
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| DOI: |
10.5281/zenodo.6975374 |
| Popis: |
Context: The paper introduces an augmented reality learning system that detects human vocational actions in company-based dual TVET. Based on digital twins in a simulation environment, a head-mounted display visualises simulated consequences of detected action errors while the system prevents consequences in reality. The learning system enables situated learning in TVET. A prototype resulting from the development process shows potential as a suitable learning medium for vocational schools. Because vocational schools do not have situational vocational characteristics, the research question asks which technical adaptions apprentices suggest improving the prototype for vocational schools. Do their suggestions constitute situated learning characteristics? Approach: 28 apprentices for Mechanics in plastics and rubber processing evaluated the prototype of the Augmented Reality learning system in a user study. The study used a learning task on an injection-moulding machine that assesses the quality and proceeds a filling study. The apprentices rated the system usability based on the ISONORM usability scale and responded to open feedback questions regarding possible improvements of the prototype. Findings: The results indicate many objective situational characteristics and constraints that allow improvements of environmental and occupational characteristics at VET schools. Due to missing social interaction in the focused vocational learning tasks, the social and subjective dimensions have not been part of the study. A reflection and evaluation phase after completing the learning tasks needs to address this issue didactically for optimal competence acquisition. Conclusion: The discussion paves the way for useful adaptions in order to incorporate an improved prototype in vocational schools. Teachers then can implement learning approaches based on vocational actions on a machine mock-up using an Augmented Reality learning system in the classroom. Future research should address the design of a suitable reflection phase to facilitate learning from performed actions. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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