Augmented Reality (AR) for Hands-On Skill Development: Case Study of Vocational/Technical Departments
Abstract
The use of Augmented Reality (AR) in vocational and technical education has provided new opportunities related to the development of skills based on immersion and practice particularly in settings associated with resource restrictions. The objective of current research is to examine the way AR-based tools can affect the performance in hands-on learning and student involvement in vocational training. The case study methodology was used in three technical institutions which provide courses in automotive repair, electrical work, and CNC machining. The study employed a mixed-methods research design, involving pre- and post-training performance evaluation, student questionnaires and interviews with instructors. These AR tools were mobile 3D simulations, wearable headsets (such as Microsoft HoloLens), and interactive workbench overlays. The research has assumed that AR will offer the contextual, real-time feedback, which would enhance the procedural memory and save reliance on the physical resources. Findings indicated considerable differences in capacity to learn skills and procedural accuracy and motivation of the students where AR-trained students performed higher average in practice assessments by 18 compared to control conditions. AR tools were more consistent, repeatable, and in control of the learner than conventional demonstration-based techniques. There were shortcomings however, cost, fatigue of the device and in some cases tracking errors were reported. The inference of the studies supports the claim that AR is a very effective tool in practical skill development in a workplace and suggests the use of scalable hybrid deployment paradigms as well as teacher education to implement it long-term.
