ARSuL – Augmented Reality basierte Unterstützung für das Lernen im Sanitär-Heizung-Klima-Handwerk

Motivation

The ever-shorter innovation and product cycles in the craft industry require a continuous training and flexibility of the employees which, however, is not always possible. Due to the increasing shortage of young talent, some sectors are already integrating less skilled employees into strong technically oriented working processes. Thus, there is the need for a system that accompanies the employees without costly qualifications and that provides them the required skills.

Aims & Methods

Our goal is to develop a tailored qualification and to support the employees in their working context. The support is realized by the complex integration of sensors, intuitive human-technology interfaces, and a learning management system. For this purpose, available learning media are united in an innovative system. This learning system should be available on computers and mobile devices (e.g., smartphones, tablet PCs, and smart glasses). The content is provided for all employees, considering their previous knowledge and their individual tasks. The system follows the approach of integrated learning.

Innovation and Perspectives

The project focuses on the motto of lifelong learning, which is realized by the practical combination of innovative learning concepts, applying technological aids that increase the extra occupational learning success and weakening classical structures between teacher and apprentice. Elderly or less physical reliable experts thus remain in the crafts businesses and are a good assistance in the field of education and training.

  • Funding Programme

    Mensch-Technik-Interaktion im demografischen Wandel – Erfahrbares Lernen

  • Volume

    1.71 Mio. €

  • Project Duration

    01.01.2017 – 31.12.2019

  • Consortium

    • Vaillant Deutschland GmbH & Co. KG
    • Hochschule Niederrhein, Krefeld
    • Hochschule Ruhr West, Bottrop
    • Zentralstelle für die Weiterbildung im Handwerk, Düsseldorf
    • Competence Center E-Commerce (CCEC), Fachhochschule Südwestfalen

Videos

Prof. Dr. Frank Schulte - Turning virtual experiences into real know how – Learning in VR/AR/MR from a competency perspective (Invited Talks 2018 | Soest)

Christian Dominic Fehling - Augmented and Virtual Reality: New Landscapes for General and Vocational Training (22. CCEC Workshop 2017 | Soest)

Academic Papers

2019 | Universal Design for Learning in Augmented and Virtual Reality Trainings

The chapter “Universal Design for Learning in Augmented and Virtual Reality Trainings“ is part of the book “Universal Access Through Inclusive Instructional Design: International Perspectives on UDL“. It will be published in September 2019 (Routledge).

About the book

Universal Access Through Inclusive Instructional Design explores the ways that educators around the world reduce barriers for students with disabilities and other challenges by planning and implementing accessible, equitable, high-quality curricula. Incorporating key frameworks such as Universal Design for Learning, these dynamic contributions highlight essential supports for flexibility in student engagement, representation of content, and learner action and expression. This comprehensive resource—rich with coverage of foundations, policies, technology applications, accessibility challenges, case studies, and more—leads the way to design and delivery of instruction that meets the needs of learners in varying contexts, from early childhood through adulthood.

Publisher

Universal Design for Learning in Augmented and Virtual Reality Trainings

Authors

Katharina Menke
South Westphalia University of Applied Sciences

Jennifer Beckmann
South Westphalia University of Applied Sciences

Peter Weber
South Westphalia University of Applied Sciences

2019 | AR/VR-Trainings in the ARSuL-Project: Results from a Prototype Evaluation

This paper was presented on the conference “14th annual International Technology, Education and Development Conference (INTED) 2019” in Valencia.

Abstract

Augmented Reality (AR) and Virtual Reality (VR) can engage multiple senses more intensely than traditional trainings. Furthermore, physical laws can be suspended, extreme situations experienced in a risk-free manner, and learners can be provided contextual information as an overlay to reality. The ARSuL-Project (“Augmented Reality Based Support for Learning in the Heating, Ventilation and Air Conditioning Industry”) aims to promote the development and evaluation of AR/VR-based support
functions and learning offers for craft enterprises and their employees. First prototypes and demonstrators were evaluated in a comparative setup with apprentices and trained workers. In this paper, exemplary test results of the evaluation are presented, addressing knowledge gain, learning success, and the subjects’ experience. In addition, problems, as reported by the participants and also improvement that they suggested will be outlined and cross-checked with conclusions from an analysis of the ARSuL AR/VR design elements with regards to their conformity with the principles of the Universal Design for Learning (UDL) framework.

Paper

AR/VR-Trainings in the ARSuL-Project: Results from a Prototype Evaluation

Authors
Jennifer Beckmann
South Westphalia University of Applied Sciences

Katharina Menke
South Westphalia University of Applied Sciences

Peter Weber
South Westphalia University of Applied Sciences

2019 | Holistic Evaluation of AR/VR-Trainings in the ARSuL-Project

This paper was presented on the conference “14th annual International Technology, Education and Development Conference (INTED) 2019” in Valencia.

Abstract

With the appearance of consumer hardware for virtual and augmented reality (VR/AR), the range of available applications has continuously grown. Today, VR and AR are renowned technologies that also draw attention in education, where especially the immersive and contextual experience are considered promising with regard to authentic and scalable learning environments.

This paper introduces the ARSuL Project (Augmented Reality Based Support for Learning in the Heating, Ventilation and Air Conditioning Industry), which aims to develop a system that assists craftsmen on site and during their vocational and further education by means of E-Learning, AR, and VR. The project consortium developed prototypes and demonstrators, which need to be tested and evaluated to better understand their potential, their shortcomings, and especially the user experience they create. As literature does not provide a proven holistic and integrated evaluation framework for AR / VR trainings, we present the integrated evaluation concept that we developed for ARSuL, covering the interactive experience and the learning experience of the users, as well as learning outcomes and technology acceptance.

Paper

Holistic Evaluation of AR/VR-Trainings in the ARSuL-Project

Authors
Jennifer Beckmann
South Westphalia University of Applied Sciences

Katharina Menke
South Westphalia University of Applied Sciences

Peter Weber
South Westphalia University of Applied Sciences

2018 | AR and VR Meet Boiler Suits: Deriving Design Elements for AR / VR Trainings in the HVAC Industry

This paper was presented on the conference EdMedia + Innovate Learning 2018 in Amsterdam.

Abstract

In the past few years, Virtual and Augmented Reality developed into a major technology trend that seems promising also for (further) education. New opportunities arise and need systematic evaluation. The research project ARSuL focuses on AR / VR based support functions and learning offers for HVAC (Heating, Ventilation and Air Conditioning) craftsmen. In this paper, we derive user-specific design elements for AR / VR trainings for this special target group from a comprehensive requirements analysis. Further, we outline a first AR / VR learning scenario that we substantiate using a combination of knowledge and cognitive process dimensions and learning scenarios for virtual / augmented worlds.

Paper

AR and VR Meet Boiler Suits: Deriving Design Elements for AR / VR Trainings in the HVAC Industry

Authors
Jennifer Beckmann
South Westphalia University of Applied Sciences

Katharina Menke
South Westphalia University of Applied Sciences

Peter Weber
South Westphalia University of Applied Sciences