Augmented reality to support self-directed learning in practical technology teacher training : Presentation of the SelTecAR project and investigation of the conditions for success.

Abstract

Augmenting reality through augmented reality (AR) can be a useful tool to support self-directed learning processes. This possibility is being used in the SelTecAR project (Self-directed Learning in Technical Studies through Augumented Reality) of the Technical Education working group at the University of Oldenburg to improve the manual-practical training of technical education students and to consider more strongly that some students with previous experience can link to previously acquired skills, the other students cannot. Therefor a new learning concept is being developed for the technology teacher training for the workshop module, which enables AR-supported self-directed learning with flexible learning times and assistance. Within the project, an augmented reality environment is created in the workshops where teaching takes place, in which students can use their own smartphones to view instructions as overlays or video tutorials and call up important information on tools or machines. For the purpose of scientific monitoring, support needs are determined in order to be able to set up the AR environment in a targeted manner; in addition, conditions for success for the use of the AR environment are investigated. The results of the determination of the support needs for self-directed learning show that especially the work with machine tools and the circuit design are learning contents for which help for self-directed learning is needed. The investigation of the conditions for success in implementing such an environment happens within the development. Several points become apparent. Among other things, the selection of the right software plays a major role depending on the support needs. In addition, access must be low-threshold (use of the private smartphone, without login, etc.) and the use must be integrated into the instruction phases preceding the self-learning phases