Comparing Augmented Reality in industry and Technology Education: Exploring teacher views and research needs

The use of Augmented Reality (AR) is a relatively new but significant trend in the educational landscape, including in technology education. The aim of this article is to discuss different perspectives on AR applications and describe the similarities, possibilities, and differences between them. Initial research in the field of technology education has shown numerous applications, especially since many tools, machines, and techniques must be learned in the hands-on practical sector, a discipline where AR is already being used in the industrial sector. However, there are even more applications in the industrial context. The resources utilized in these cases are often not available in the education sector, and the requirements for such systems differ between educational and industrial applications. When considering the specific application of AR in schools, it offers yet another perspective compared to educational research and industrial applications. Based on the results of an exploratory study among technology teachers in Lower Saxony, it becomes clear that costs, accessibility, and the lack (thus far) of appropriate learning materials are seen by teachers as the biggest challenges to effectively using AR in schools. It is noted that research and development projects in general technology education are necessary to effectively implement AR in technology education

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

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

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Augmented Reality zur Unterstützung des selbstgesteuerten Lernens in der praktischen Techniklehrkräfteausbildung. Vorstellung des Projekts SelTecAR und erste Befunde zu Unterstützungsbedarfen bei Studierenden

Die Realität durch Augmented Reality (AR) zu erweitern, kann zur Unterstützung selbstgesteuerter Lernprozesse ein nützliches Werkzeug sein. Diese Möglichkeit wird im Projekt SelTecAR (Selbstgesteuertes Lernen im Technikstudium durch Augumented Reality) der AG Technische Bildung der Universität Oldenburg zur Verbesserung der handwerklich-praktischen Ausbildung von Techniklehramtsstudierenden genutzt. Innerhalb dieses Projekts wird eine AR-Umgebung in den Lehrwerkstätten etabliert und die Einführung des Systems wissenschaftlich begleitet. Zu dieser Begleitung zählt unter anderem die Erfassung der Unterstützungsbedarfe der Studierenden in den Werkstätten. Der Artikel beschreibt, welche Möglichkeiten die AR-Technologie im Bereich des selbstgesteuerten Lernens bietet und zeigt erste Ergebnisse einer Bedarfsanalyse, die aufzeigt, bei welchen praktischen Inhalten des Studiums Studierende besonders hohen Unterstützungsbedarf sehen. (DIPF/Orig.

Effect of room acoustic properties and head orientation on practical speech-in-noise measurements for various spatial configurations

Speech recognition scores in noise can be affected by measurement conditions such as the spatial configuration, room acoustic properties, or the position and head orientation of a test person. This is critical when comparing repeated measurements, e.g., during hearing aid verification. While the basic effects of these factors are known, specific effect sizes for practically relevant configurations have not previously been reported. We investigated the effects of audiological test-room acoustics with low reverberation, and of head movements on speech-in-noise tests for typical spatial configurations. Speech-recognition thresholds (SRTs) and head movements were measured in 240 normal-hearing participants in six rooms for five loudspeaker configurations (S0N0, S0N±45, S0N±90, S0N180 and S±45N∓45). Additionally, head positions were reproduced with an artificial head, and using a binaural speech intelligibility model, binaural room impulse responses were measured to estimate the influence of head movements on the SRT. The results show that the effects of room acoustic properties and head movements varies greatly between spatial configurations. Head rotations around the vertical axis can affect speech recognition scores by up to 8 dB, most critically for the configuration S0N180. For spatially separated sound sources, different room acoustic conditions caused differences in SRT of up to 5 dB