Informal learning and experiential learning when using assembly instructions in augmented reality and document format for simple tasks

Abstract

Augmented Reality (AR) applications and instructions are promising technologies to address economic challenges like increasing complexity of networked systems paired with the impact of a global skills shortage. However, AR is not widespread as a tool for education and training in the industrial sector. This is due, for example, to high perceived costs and low digital competencies in SMEs [1]. This puts SMEs at a competitive disadvantage. The goal of this paper was to holistically investigate tablet-AR- instructions for the assembly of a coating unit for gas turbine blades under high staff turnover in a German manufacturing SME regarding a) suitability and b) informal learning and potential to close experience gaps of inexperienced workers compared to paper instructions. The aim was to derive practical recommendations for the specific use case. Both instructions were tested by one group each for efficiency (time), effectiveness (frequency & type of errors) and perceived ease of use. The results of the mixed-methods study of observation, questionnaires, as well as interviews show that the instructions differ primarily in the number and quality of errors committed. The paper group not only made more errors, but also more critical ones that would have affected the startup of the coating unit. While the paper group reinterpreted the flow of the steps, which led to various errors, the AR group adhered strongly to the linear flow. Their biggest challenge was handling the AR application. They mainly used the embedded images and videos and not the holograms. Both groups showed signs of informal, physical learning through an initial hesitant approach to unfamiliar activities that turned into visible growing confidence. One might assume that the paper instructions left more opportunity for autonomous decision-making, as the paper group chose its own sequence of steps. However, the AR group demonstrated active thinking and experience-based work skills, especially in moments of technical inaccuracy and errors in instructions. According to the findings, a low-threshold and error-free form of digital instructions that takes advantage of AR-functions but is more intuitive to use would be more useful for the high-turnover use case. It can be assumed that digital instructions have the potential to promote faster comprehension through clear visualizations of complex processes and objects. Thus, AR and digital instructions could be more helpful in closing larger experience gaps through vivid visualization.

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