[{"year":"2025","date_created":"2025-08-06T09:41:25Z","publisher":"Springer Nature","title":"Quantitative and Qualitative Literature Review of Augmented Reality in Teaching","publication":"Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)","abstract":[{"text":"At Paderborn University, an AR-based app is being developed to prepare electrical engineering students for laboratory work. This paper aims to review the development of AR since 2010, particularly in technical university laboratories, through a systematic literature review. The study investigates AR's relevance in university teaching and examines specific AR applications in laboratory settings.\r\nUsing a mixed-method approach, the research first employs a web crawler to gather 27,249 articles from the Lens database, followed by a bibliometric analysis. Further, Google Scholar is used to find 374 articles related to AR in scientific and technical laboratories, with 51 significant ones evaluated for application areas, findings, and other criteria.\r\nThe findings show that AR in education is a growing trend, with a significant increase in publications and citations in recent years. Most studies focus on marker-based mobile AR applications, assessing aspects like motivation and user experience through surveys and interviews. However, there's limited research on AR's learning effectiveness in laboratories, partly due to the scarcity of technical equipment. One study found no significant learning impact from AR.","lang":"eng"}],"language":[{"iso":"eng"}],"keyword":["Augmented Reality","Mixed Reality","Literature Review","Bibliometric Analysis","Education \\and Laboratories"],"publication_status":"published","citation":{"apa":"Alptekin, M., Froese, L., &#38; Temmen, K. (2025). Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, <i>432</i>, 427.","mla":"Alptekin, Mesut, et al. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, vol. 432, Springer Nature, 2025, p. 427.","short":"M. Alptekin, L. Froese, K. Temmen, in: Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), Springer Nature, 2025, p. 427.","bibtex":"@inproceedings{Alptekin_Froese_Temmen_2025, title={Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}, volume={432}, booktitle={Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}, publisher={Springer Nature}, author={Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}, year={2025}, pages={427} }","ieee":"M. Alptekin, L. Froese, and K. Temmen, “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching,” in <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, Fukuoka, Japan, 2025, vol. 432, p. 427.","chicago":"Alptekin, Mesut, Lennart Froese, and Katrin Temmen. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” In <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, 432:427. Springer Nature, 2025.","ama":"Alptekin M, Froese L, Temmen K. Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. In: <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>. Vol 432. Springer Nature; 2025:427."},"intvolume":"       432","page":"427","author":[{"first_name":"Mesut","last_name":"Alptekin","orcid":"0009-0004-8545-1165","id":"11763","full_name":"Alptekin, Mesut"},{"full_name":"Froese, Lennart","last_name":"Froese","first_name":"Lennart"},{"last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin","first_name":"Katrin"}],"volume":432,"date_updated":"2025-08-19T08:51:42Z","conference":{"start_date":"2024-07-19","name":"International Conference on Artificial Intelligence and Virtual Reality","location":"Fukuoka, Japan","end_date":"2024-07-21"},"type":"conference","status":"public","user_id":"11763","department":[{"_id":"300"}],"project":[{"_id":"1387","name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre"}],"_id":"60892"},{"type":"research_data","status":"public","abstract":[{"lang":"eng","text":"Diese Dissertation behandelt die Entwicklung, Erprobung und Evaluation einer mobilen Augmented Reality Anwendung (mAR-App) namens PEARL (Paderborner Elektrotechnik AR Laborpraktikum), die als Vorbereitungsmaßnahme für elektrotechnische Laborpraktika konzipiert wird. Ziel ist es, Studierenden eine zeitlich und örtlich flexible Möglichkeit zu bieten, den realitätsnahen Umgang mit Laborgeräten - primär dem Oszilloskop - zu erlernen. Die methodische Grundlage bilden der Makrozyklus von Design-Based Research (DBR) als strukturierender Rahmen und das heuristische Modell des Research Pentagons, das die Durchführung auf Mikroebene bestimmt. In insgesamt vier Research Pentagons werden didaktische, technologische, motivationale und evaluative Komponenten systematisch untersucht und weiterentwickelt. Das erste Pentagon fokussiert die Entwicklung eines didaktisch fundierten Konzepts nach dem Prinzip des Constructive Alignment, das Lernziele, Lernaktivitäten und Prüfungsformen in fünf abgestufte Lernlevel überführt. Diese reichen von der initialen Orientierung bis zur eigenständigen Problemlösung in einem freien Experimentiermodus. Im zweiten Research Pentagon wird die technische Machbarkeit von Augmented - und Virtual Reality (VR) im Laborumfeld anhand mehrerer funktionaler Prototypen evaluiert. Während sich VR aufgrund technischer Einschränkungen als ungeeignet erweist, zeigt AR - insbesondere in der markerlosen Ausführung mittels der Software Development Kits (SDKs) ARCore und ARKit - ein hohes Potenzial für den praktischen Einsatz. Im dritten Pentagon entsteht ein Onboarding-Modul, das auf die erste Version der mobilen App (V0.17.01) aufsetzt und grundlegende Funktionen eines realen Oszilloskops digital abbildet. Dabei werden Nutzer:innen schrittweise an das virtuelle Oszilloskop herangeführt und lernen zugleich die zentralen Funktionen der mAR-App kennen. Die Ergebnisse zeigen eine insgesamt neutrale bis leicht positive Nutzungserfahrung, wobei technische Schwächen (z.B. Reaktionszeit oder Objektverankerung) die Effizienz und Steuerbarkeit beeinträchtigen. Im Exkurs-Kapitel erfolgt eine Eye-Tracking-Studie zur Untersuchung visueller Aufmerksamkeit und individueller Lösungsstrategien von Expert:innen und Noviz:innen bei der Arbeit am realen Oszilloskop. Heatmaps und Zeitverläufe in definierten Areas of Interest (AOI) liefern erste Hinweise auf Unterschiede im Blickverhalten zwischen den Gruppen. Die algorithmischen Scanpfadanalysen der Blickverläufe hingegen zeigen eine geringe Trennschärfe. Das Potenzial von Eye-Tracking als Evaluationsmethode wird daher kritisch reflektiert, aber angesichts technologischer Entwicklungen und verfügbarer Eye-Tracker in Mixed Reality (MR) Brillen weiterhin als zukunftsrelevant eingeordnet. Die abschließende summative Evaluation nutzt ein Prä‑Post-Test-Design mit Kontrollgruppenvergleich mit 70 Teilnehmenden, um die Lernwirksamkeit der überarbeiteten mAR-App mit klassischen Materialien wie Videos und Handbüchern zu vergleichen. In der Interventionsgruppe (IG) zeigen sich auf kognitiver und affektiver Ebene signifikant positive Veränderungen: Die Leistungen steigen deutlich, insbesondere in den Taxonomiestufen Anwendung, Verständnis und Analyse; zugleich nehmen experimentelles Selbstkonzept und experimentelles Sachinteresse zu, während Überforderung und Ängstlichkeit im Hinblick auf die Laborpraktika abnehmen. Als Einschränkung zeigt sich, dass die mAR-App keinen klaren Vorsprung gegenüber der Kontrollgruppe (KG) erreicht, was sowohl auf die sehr gut ausgearbeiteten Materialien und Videos der KG als auch auf technische Begrenzungen der mobilen Umsetzung zurückzuführen ist: Kleine Displays, 2D-Oberflächen für 3D-Geräte und unpräzise Touch-Interaktionen erschweren komplexe, feinmotorische Aufgaben. In den begleitenden User Interface (UI) und User Experience (UX) Fragebögen spiegeln sich diese Limitationen in gemischten Bewertungen der App wider. Die Arbeit verdeutlicht, dass die mobile AR-Anwendung trotz technischer Einschränkungen wertvolle Möglichkeiten für die Vorbereitung auf Laborpraktika und das Kennenlernen von Laborgeräten bieten kann. Der Fokus bei der Entwicklung liegt von Beginn an auf einer modularen und flexiblen App-Architektur, um sie mit neuen Geräten und Aufgaben zu erweitern. Der Hauptnutzen liegt perspektivisch nicht in der mobilen Anwendung selbst, sondern in der strategischen Ausrichtung auf zukunftsfähige, skalierbare Lösungen für MR-Brillen. Diese erlauben eine authentische Gestensteuerung und realitätsnahe Interaktionen."},{"lang":"eng","text":"This thesis examines the development, testing, and evaluation of a mobile augmented reality application (mAR app), which is designed as a preparation tool for electrical engineering laboratory courses. The aim is to offer students an opportunity to work with laboratory equipment - primarily the oscilloscope - realistically without location and time constraints. The methodological basis is formed by the macrocycle of design-based research (DBR) as a structured framework and the heuristic model of the research pentagon, which specifies the implementation at the micro level. Didactic, technological, motivational, and evaluative components are systematically examined and further developed in a total of four research pentagons. The first pentagon focuses on the development of a didactically sound concept based on the principle of constructive alignment, which incorporates learning objectives, learning activities, and forms of assessment into five graduated learning levels. These range from initial orientation to independent problem-solving in a free experimentation mode. The second phase evaluates the technical feasibility of augmented and virtual reality (VR) in the laboratory environment using several prototypes. While VR turns out to be unsuitable due to technical limitations, AR - especially in the markerless version using the ARCore and ARKit software development kits (SDKs) - shows great potential for everyday use. In the third research pentagon, an onboarding module is created based on the first version of the mobile app (V0.17.01), which digitally maps the basic functions of a real oscilloscope. During this process, users are introduced to the virtual oscilloscope and become familiar with the main functions of the mAR app. The results show an overall neutral to slightly positive user experience, although technical weaknesses (e.g., reaction time and object fixing) negatively impact efficiency and controllability. In the fourth research pentagon, an eye-tracking study is carried out to investigate visual attention and individual solution strategies of expert and novice users when working with real oscilloscopes. Heatmaps and time sequences in defined areas of interest (AOI) provide first indications of differences in gaze behavior between the groups. The algorithmic scan path analysis, on the other hand, reveals a low degree of differentiation. The potential of eye tracking as an evaluation method is therefore critically reflected, but it is still considered to be relevant for future studies in light of technological advancements and the availability of eye trackers in mixed reality (MR) glasses. The final summative evaluation is carried out in the way of a pre-post test design with 70 participants and compares the usage of traditional materials such as videos and manuals with the improved mAR app. In the intervention group (IG), significant improvements emerge on both cognitive and affective levels: performance increases particularly in the areas of application, understanding, and analysis, while experimental self-concept and subject-related interest rise and feelings of overload and anxiety regarding the lab courses decline. As a limitation, the mAR app does not yield a clear advantage over the control group (CG), which can be attributed both to the highly refined materials and videos used in the CG and to technical constraints inherent to the mobile implementation: small displays, 2D interfaces on 3D devices, and imprecise touch interaction limit complex, sensitive motor tasks. These limitations are also reflected in the accompanying user interface (UI) and user experience (UX) questionnaires, which indicate mixed app ratings. Both groups show significant learning gains - particularly in the areas of application, understanding, and analysis. However, a significant advantage of the mAR App cannot be proven. Affective characteristics such as experimental self-concept and general experimental interests increase in both groups, while the feeling of fear before conducting real laboratory work decreases. The app itself achieves average ratings in user interface (UI) and user experience (UX) questionnaires. The thesis demonstrates that, despite technical limitations, the mobile AR application can provide a valuable alternative for preparing students for laboratory courses and familiarizing them with laboratory equipment. From the very beginning, the primary goal during development was a modular and flexible app architecture that can be extended with new devices, tasks, and functions. The main benefit is not in the mobile application itself, but in the strategic direction of future-oriented and scalable solutions for MR glasses, which allow immersive and realistic gesture interactions."}],"department":[{"_id":"34"},{"_id":"3"},{"_id":"300"}],"user_id":"11763","_id":"64902","ddc":["620"],"citation":{"bibtex":"@book{Alptekin_2025, title={Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>}, publisher={LibreCat University}, author={Alptekin, Mesut}, year={2025} }","short":"M. Alptekin, Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik, LibreCat University, 2025.","mla":"Alptekin, Mesut. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>.","apa":"Alptekin, M. (2025). <i>Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik</i>. LibreCat University. <a href=\"https://doi.org/10.17619/UNIPB/1-2483\">https://doi.org/10.17619/UNIPB/1-2483</a>","chicago":"Alptekin, Mesut. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2483\">https://doi.org/10.17619/UNIPB/1-2483</a>.","ieee":"M. Alptekin, <i>Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik</i>. LibreCat University, 2025.","ama":"Alptekin M. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>"},"year":"2025","author":[{"first_name":"Mesut","orcid":"0009-0004-8545-1165","last_name":"Alptekin","id":"11763","full_name":"Alptekin, Mesut"}],"date_created":"2026-03-11T11:05:08Z","date_updated":"2026-03-11T11:10:10Z","publisher":"LibreCat University","doi":"10.17619/UNIPB/1-2483","title":"Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik"},{"publisher":"Springer Nature","date_updated":"2025-08-19T08:49:14Z","date_created":"2024-12-29T11:04:18Z","author":[{"id":"11763","full_name":"Alptekin, Mesut","orcid":"0009-0004-8545-1165","last_name":"Alptekin","first_name":"Mesut"},{"last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin","first_name":"Katrin"}],"volume":1,"title":"Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses","publication_identifier":{"isbn":["3-031-61891-2 978-3-031-61891-8"]},"year":"2024","citation":{"ieee":"M. Alptekin and K. Temmen, “Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses,” in <i>Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1</i>, 2024, vol. 1, p. 297.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses.” In <i>Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1</i>, 1:297. 1. Springer Nature, 2024.","ama":"Alptekin M, Temmen K. Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses. In: <i>Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1</i>. Vol 1. 1. Springer Nature; 2024:297.","apa":"Alptekin, M., &#38; Temmen, K. (2024). Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses. <i>Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1</i>, <i>1</i>, 297.","bibtex":"@inproceedings{Alptekin_Temmen_2024, series={1}, title={Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses}, volume={1}, booktitle={Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1}, publisher={Springer Nature}, author={Alptekin, Mesut and Temmen, Katrin}, year={2024}, pages={297}, collection={1} }","mla":"Alptekin, Mesut, and Katrin Temmen. “Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses.” <i>Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1</i>, vol. 1, Springer Nature, 2024, p. 297.","short":"M. Alptekin, K. Temmen, in: Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies &#38; Education. Volume 1, Springer Nature, 2024, p. 297."},"intvolume":"         1","page":"297","project":[{"name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre","_id":"1387"}],"_id":"57864","series_title":"1","user_id":"11763","department":[{"_id":"34"},{"_id":"300"}],"language":[{"iso":"eng"}],"type":"conference","publication":"Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies & Education. Volume 1","abstract":[{"text":"This book includes the proceedings of the 21st International Conference on Smart Technologies & Education (STE2024). The \"International Conference on Smart Technologies & Education\" (STE) is an annual global meeting dedicated to the fundamentals, applications, and experiences in the field of Smart Technologies, Online, Remote, and Virtual Engineering, Virtual Instrumentation, and other related new technologies. Nowadays, online and smart technologies are the core of most fields of engineering and the whole society. Consequently, the motto of this year’s STE2024 was \"Smart Technologies for a Sustainable Future\". The STE conference is the successor of the long-standing annual REV Conferences and the annual meeting of the International Association of Online Engineering (IAOE) together with the EduNet World Association (EWA) and the International Education Network (EduNet). In a globally connected world, the interest in online collaboration, teleworking, remote services, and other digital working environments is rapidly increasing. In response to that, the general objective of this conference is to contribute and discuss fundamentals, applications, and experiences in the field of Online and Remote Engineering, Virtual Instrumentation, and other related new technologies like Cross Reality, Open Science and Big Data, Internet of Things and Industrial Internet of Things, Industry 4.0, Cyber Security, and M2M and Smart Objects. Another objective of the conference is to discuss guidelines and new concepts for engineering education in higher and vocational education institutions, including emerging technologies in learning, MOOCs and MOOLs, and Open Resources. This year, STE2024 has been organized in Helsinki, Finland as an onsite event supporting remote presentations, from March 6 until March 8, 2024. The co-organizers of STE2024 were the Arcada University of Applied Sciences, the International Association of Online Engineering (IAOE) together with the Global Online Laboratory Consortium (GOLC), the International Education Network (EduNet), and the EduNet World Association (EWA). STE2024 has attracted 140 scientists and industrial leaders from more than 40 countries","lang":"eng"}],"status":"public"},{"_id":"57863","project":[{"name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre","_id":"1387"}],"department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","editor":[{"full_name":"Auer, Michael E.","last_name":"Auer","first_name":"Michael E."},{"first_name":"Reinhard","last_name":"Langmann","full_name":"Langmann, Reinhard"},{"first_name":"Dominik","last_name":"May","full_name":"May, Dominik"},{"first_name":"Kim","full_name":"Roos, Kim","last_name":"Roos"}],"status":"public","type":"book_chapter","doi":"10.1007/978-3-031-61891-8_29","date_updated":"2025-08-19T08:50:21Z","volume":1027,"author":[{"id":"11763","full_name":"Alptekin, Mesut","last_name":"Alptekin","orcid":"0009-0004-8545-1165","first_name":"Mesut"},{"last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin","first_name":"Katrin"}],"place":"Cham","page":"297–304","intvolume":"      1027","citation":{"ama":"Alptekin M, Temmen K. Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses. In: Auer ME, Langmann R, May D, Roos K, eds. <i>Smart Technologies for a Sustainable Future</i>. Vol 1027. Springer Nature Switzerland; 2024:297–304. doi:<a href=\"https://doi.org/10.1007/978-3-031-61891-8_29\">10.1007/978-3-031-61891-8_29</a>","apa":"Alptekin, M., &#38; Temmen, K. (2024). Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses. In M. E. Auer, R. Langmann, D. May, &#38; K. Roos (Eds.), <i>Smart Technologies for a Sustainable Future</i> (Vol. 1027, pp. 297–304). Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-031-61891-8_29\">https://doi.org/10.1007/978-3-031-61891-8_29</a>","bibtex":"@inbook{Alptekin_Temmen_2024, place={Cham}, title={Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses}, volume={1027}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-61891-8_29\">10.1007/978-3-031-61891-8_29</a>}, booktitle={Smart Technologies for a Sustainable Future}, publisher={Springer Nature Switzerland}, author={Alptekin, Mesut and Temmen, Katrin}, editor={Auer, Michael E. and Langmann, Reinhard and May, Dominik and Roos, Kim}, year={2024}, pages={297–304} }","short":"M. Alptekin, K. Temmen, in: M.E. Auer, R. Langmann, D. May, K. Roos (Eds.), Smart Technologies for a Sustainable Future, Springer Nature Switzerland, Cham, 2024, pp. 297–304.","mla":"Alptekin, Mesut, and Katrin Temmen. “Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses.” <i>Smart Technologies for a Sustainable Future</i>, edited by Michael E. Auer et al., vol. 1027, Springer Nature Switzerland, 2024, pp. 297–304, doi:<a href=\"https://doi.org/10.1007/978-3-031-61891-8_29\">10.1007/978-3-031-61891-8_29</a>.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses.” In <i>Smart Technologies for a Sustainable Future</i>, edited by Michael E. Auer, Reinhard Langmann, Dominik May, and Kim Roos, 1027:297–304. Cham: Springer Nature Switzerland, 2024. <a href=\"https://doi.org/10.1007/978-3-031-61891-8_29\">https://doi.org/10.1007/978-3-031-61891-8_29</a>.","ieee":"M. Alptekin and K. Temmen, “Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses,” in <i>Smart Technologies for a Sustainable Future</i>, vol. 1027, M. E. Auer, R. Langmann, D. May, and K. Roos, Eds. Cham: Springer Nature Switzerland, 2024, pp. 297–304."},"publication_identifier":{"isbn":["978-3-031-61890-1 978-3-031-61891-8"]},"language":[{"iso":"eng"}],"publication":"Smart Technologies for a Sustainable Future","title":"Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses","publisher":"Springer Nature Switzerland","date_created":"2024-12-29T11:03:09Z","year":"2024"},{"author":[{"last_name":"Alptekin","full_name":"Alptekin, Mesut","id":"11763","first_name":"Mesut"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"date_created":"2023-01-10T07:55:59Z","publisher":"Springer International Publishing","date_updated":"2023-01-18T14:34:46Z","doi":"10.1007/978-3-030-40274-7_53","title":"Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes","publication_identifier":{"issn":["2194-5357","2194-5365"],"isbn":["9783030402730","9783030402747"]},"publication_status":"published","citation":{"chicago":"Alptekin, Mesut, and Katrin Temmen. “Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes.” In <i>Advances in Intelligent Systems and Computing</i>. Cham: Springer International Publishing, 2020. <a href=\"https://doi.org/10.1007/978-3-030-40274-7_53\">https://doi.org/10.1007/978-3-030-40274-7_53</a>.","ieee":"M. Alptekin and K. Temmen, “Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes,” in <i>Advances in Intelligent Systems and Computing</i>, Cham: Springer International Publishing, 2020.","bibtex":"@inbook{Alptekin_Temmen_2020, place={Cham}, title={Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-40274-7_53\">10.1007/978-3-030-40274-7_53</a>}, booktitle={Advances in Intelligent Systems and Computing}, publisher={Springer International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2020} }","mla":"Alptekin, Mesut, and Katrin Temmen. “Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes.” <i>Advances in Intelligent Systems and Computing</i>, Springer International Publishing, 2020, doi:<a href=\"https://doi.org/10.1007/978-3-030-40274-7_53\">10.1007/978-3-030-40274-7_53</a>.","short":"M. Alptekin, K. Temmen, in: Advances in Intelligent Systems and Computing, Springer International Publishing, Cham, 2020.","ama":"Alptekin M, Temmen K. Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes. In: <i>Advances in Intelligent Systems and Computing</i>. Springer International Publishing; 2020. doi:<a href=\"https://doi.org/10.1007/978-3-030-40274-7_53\">10.1007/978-3-030-40274-7_53</a>","apa":"Alptekin, M., &#38; Temmen, K. (2020). Measuring Students’ Device Specific Competencies Using an Eye-Tracking Study on Oscilloscopes. In <i>Advances in Intelligent Systems and Computing</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-40274-7_53\">https://doi.org/10.1007/978-3-030-40274-7_53</a>"},"place":"Cham","year":"2020","department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","_id":"35639","language":[{"iso":"eng"}],"publication":"Advances in Intelligent Systems and Computing","type":"book_chapter","status":"public"},{"type":"misc","abstract":[{"text":"Es existieren bisher zahlreiche Studien, die das Potenzial von Augmented Reality (AR) in verschiedenen Bildungsbereichen und seine Auswirkungen auf die Lernenden hinsichtlich ihrer erhöhten Motivation, verbesserter Lernfähigkeit, Konzentration auf das Thema usw. hervorheben. Dabei eignen sich AR-Anwendungen sowohl für den Einsatz in formellen, als auch informellen Lernumgebungen und Bildungsinstitutionen, beginnend mit Kunstkursen in Vorschulen über Biologie, Geschichte, Chemie, Physik etc. in weiterführenden Schulen und Universitäten [1]. Trotz der steigenden Zahl an Studien liegen nur wenigen AR-Anwendungen ein geeignetes didaktisches Konzept zu Grunde. Ferner fehlen allgemeine Studien, die die lernfördernden Eigenschaften von AR im Bereich der Vorbereitung und Begleitung von Laborpraktika untersuchen. Aktuelle Anwendungen erweitern lediglich gedruckte Lerninhalte mit zusätzlichen Links, Videos oder statischen 3D-Modellen oder benötigen spezielle Voraussetzung für die Nutzung der AR-Anwendung [2]. Der vorliegende Beitrag untersucht und konzentriert sich daher auf ein didaktisches Konzept für eine auf mobilen Geräten basierende AR-Anwendung (App) zum Erwerb und zur Vertiefung praktischer Fertigkeiten im Umgang mit elektrotechnischen Laborgeräten und -komponenten. In einer früheren Arbeit wurden die Möglichkeiten und Grenzen der AR-Technologie in der Ingenieurausbildung mit besonderem Fokus auf Laborarbeit untersucht, um häufige Fehler im Designkonzept zu vermeiden. Das didaktische Grundkonzept beruht auf dem „Constructive Alignement“ nach Biggs [3] mit der Definition der drei obligatorischen Schritte: Lernziele, Lehr- / Lernaktivitäten und Prüfungsmethoden. Die Lernziele werden –  angelehnt an die modifizierte Bloom-Taxonomie nach Anderson und Krathwohl [4] – weiter konkretisiert, woraus dann im weiteren Schritt mögliche Lehrszenarien in AR gestaltet wurden.","lang":"ger"},{"lang":"eng","text":"There have been numerous studies highlighting the potential of Augmented Reality (AR) in different educational settings and its impacts on learners in terms of increased motivation, learning, focus, and more. AR applications are suitable for use in formal as well as informal learning environments and educational institutions, starting with art courses in pre-schools or biology, history, chemistry, physics etc. in secondary schools and universities. Despite the increasing number of studies, only a few AR applications are based on a suitable didactic principle. In addition, there is a lack of general studies investigating the learning-promoting characteristics of AR in the field of preparation and conduction of laboratory trainings. Current studies merely extend printed learning content with additional links, videos, or static 3D models or require special prerequisites for using the AR application.\r\nTherefore, this article examines and focuses on a design concept for a mobile-based AR application (App) for acquiring and deepening practical skills in handling laboratory equipment and components. In a previous work, the possibilities and limitations of AR technology in engineering education, with a particular focus on laboratory work, were investigated in order to avoid frequent design mistakes. The didactic concept in this project is based on the constructive alignment according to Biggs with the definition of the three compulsory steps: learning objectives (or intended learning outcome), teaching / learning activities and assessments. The learning objectives were further concretized in the next step, based on the revised Bloom taxonomy according to Anderson and Krathwohl to derive and design possible teaching scenarios in AR. "}],"status":"public","_id":"34124","user_id":"11763","series_title":"Diversität und Kulturelle Vielfalt - Differenzieren, Individualisieren - oder Integrieren?","department":[{"_id":"34"},{"_id":"300"}],"keyword":["Augmented Reality","Laborpraktikum","didaktische Konzepte","Constructive Alignment"],"language":[{"iso":"eng"}],"publication_identifier":{"unknown":["978-3-9818728-2-8"]},"place":"Universität Siegen","year":"2019","citation":{"short":"M. Alptekin, K. Temmen, Posterbeitrag: Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik, Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), Universität Siegen, 2019.","mla":"Alptekin, Mesut, and Katrin Temmen. <i>Posterbeitrag: Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik</i>. Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2019.","bibtex":"@book{Alptekin_Temmen_2019, place={Universität Siegen}, series={Diversität und Kulturelle Vielfalt - Differenzieren, Individualisieren - oder Integrieren?}, title={Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik}, publisher={Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}, collection={Diversität und Kulturelle Vielfalt - Differenzieren, Individualisieren - oder Integrieren?} }","apa":"Alptekin, M., &#38; Temmen, K. (2019). <i>Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik</i>. Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.).","ama":"Alptekin M, Temmen K. <i>Posterbeitrag: Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik</i>. Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.); 2019.","chicago":"Alptekin, Mesut, and Katrin Temmen. <i>Posterbeitrag: Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik</i>. Diversität Und Kulturelle Vielfalt - Differenzieren, Individualisieren - Oder Integrieren? Universität Siegen: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2019.","ieee":"M. Alptekin and K. Temmen, <i>Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik</i>. Universität Siegen: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2019."},"date_updated":"2023-01-18T14:33:24Z","publisher":"Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)","date_created":"2022-11-22T11:46:30Z","author":[{"first_name":"Mesut","id":"11763","full_name":"Alptekin, Mesut","last_name":"Alptekin"},{"last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin","first_name":"Katrin"}],"title":"Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik"},{"author":[{"id":"11763","full_name":"Alptekin, Mesut","last_name":"Alptekin","first_name":"Mesut"},{"first_name":"Katrin","last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin"}],"date_created":"2022-11-22T11:23:19Z","date_updated":"2023-01-18T14:32:33Z","conference":{"end_date":"2019-04-11","location":"Dubai, UAE","name":"IEEE Global Engineering Education Conference (EDUCON)","start_date":"2019-04-09"},"doi":"10.1109/EDUCON.2019.8725038","title":"Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory","publication_status":"published","page":"1047-1054","citation":{"apa":"Alptekin, M., &#38; Temmen, K. (2019). Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 1047–1054. <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">https://doi.org/10.1109/EDUCON.2019.8725038</a>","short":"M. Alptekin, K. Temmen, in: 2019 IEEE Global Engineering Education Conference (EDUCON), 2019, pp. 1047–1054.","bibtex":"@inproceedings{Alptekin_Temmen_2019, title={Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}, DOI={<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>}, booktitle={2019 IEEE Global Engineering Education Conference (EDUCON)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}, pages={1047–1054} }","mla":"Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 2019, pp. 1047–54, doi:<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>.","ieee":"M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory,” in <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, Dubai, UAE, 2019, pp. 1047–1054, doi: <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” In <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 1047–54, 2019. <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">https://doi.org/10.1109/EDUCON.2019.8725038</a>.","ama":"Alptekin M, Temmen K. Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. In: <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>. ; 2019:1047-1054. doi:<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>"},"year":"2019","department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","_id":"34121","language":[{"iso":"eng"}],"keyword":["Augmented Reality","Laboratory Training","Engineering Education","Progressive Onboarding"],"publication":"2019 IEEE Global Engineering Education Conference (EDUCON)","type":"conference","status":"public","abstract":[{"text":"The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app.\r\nTherefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly.","lang":"eng"}]},{"language":[{"iso":"eng"}],"title":"Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik","user_id":"11763","author":[{"last_name":"Alptekin","full_name":"Alptekin, Mesut","id":"11763","first_name":"Mesut"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"date_created":"2023-01-18T09:09:01Z","department":[{"_id":"34"},{"_id":"300"}],"date_updated":"2023-01-18T14:34:23Z","_id":"37259","citation":{"bibtex":"@inproceedings{Alptekin_Temmen_2019, title={Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019} }","mla":"Alptekin, Mesut, and Katrin Temmen. <i>Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik</i>. 2019.","short":"M. Alptekin, K. Temmen, in: 2019.","apa":"Alptekin, M., &#38; Temmen, K. (2019). <i>Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik</i>.","ama":"Alptekin M, Temmen K. Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik. In: ; 2019.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Didaktisches Konzept Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik,” 2019.","ieee":"M. Alptekin and K. Temmen, “Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik,” 2019."},"status":"public","year":"2019","type":"conference"},{"doi":"10.1007/978-3-030-11932-4_54","conference":{"location":"Kos Island, Greece","end_date":"2018-09-28","start_date":"2018-09-25","name":"International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018"},"date_updated":"2024-12-29T11:09:43Z","author":[{"first_name":"Mesut","last_name":"Alptekin","id":"11763","full_name":"Alptekin, Mesut"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"place":"Cham","citation":{"chicago":"Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” In <i>The Challenges of the Digital Transformation in Education</i>. Cham: Springer International Publishing, 2019. <a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">https://doi.org/10.1007/978-3-030-11932-4_54</a>.","ieee":"M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training,” in <i>The Challenges of the Digital Transformation in Education</i>, Cham: Springer International Publishing, 2019.","ama":"Alptekin M, Temmen K. Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In: <i>The Challenges of the Digital Transformation in Education</i>. Springer International Publishing; 2019. doi:<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>","bibtex":"@inbook{Alptekin_Temmen_2019, place={Cham}, title={Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>}, booktitle={The Challenges of the Digital Transformation in Education}, publisher={Springer International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019} }","mla":"Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” <i>The Challenges of the Digital Transformation in Education</i>, Springer International Publishing, 2019, doi:<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>.","short":"M. Alptekin, K. Temmen, in: The Challenges of the Digital Transformation in Education, Springer International Publishing, Cham, 2019.","apa":"Alptekin, M., &#38; Temmen, K. (2019). Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In <i>The Challenges of the Digital Transformation in Education</i>. International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">https://doi.org/10.1007/978-3-030-11932-4_54</a>"},"publication_identifier":{"isbn":["9783030119317","9783030119324"],"issn":["2194-5357","2194-5365"]},"has_accepted_license":"1","publication_status":"published","file_date_updated":"2024-12-29T11:07:54Z","_id":"34123","department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","status":"public","type":"book_chapter","title":"Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training","publisher":"Springer International Publishing","date_created":"2022-11-22T11:32:35Z","year":"2019","keyword":["Augmented Reality","Laboratory Training","Engineering Education","Gamification"],"ddc":["000"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training."}],"file":[{"file_id":"57865","file_name":"fullpaper_camera_ready.pdf","access_level":"closed","file_size":366224,"creator":"mesutalp","date_created":"2024-12-29T11:07:54Z","date_updated":"2024-12-29T11:07:54Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"publication":"The Challenges of the Digital Transformation in Education"},{"publication_identifier":{"isbn":["978-1-5386-2957-4"]},"publication_status":"published","year":"2018","page":"963-968","citation":{"mla":"Alptekin, Mesut, and Katrin Temmen. “Design Concept and Prototype for an Augmented Reality Based Virtual Preparation Laboratory Training in Electrical Engineering.” <i>2018 IEEE Global Engineering Education Conference (EDUCON)</i>, IEEE, 2018, pp. 963–68, doi:<a href=\"https://doi.org/10.1109/educon.2018.8363334\">10.1109/educon.2018.8363334</a>.","bibtex":"@inproceedings{Alptekin_Temmen_2018, series={Augmented Reality , Laboratory Training , Engineering Education , AR design concept}, title={Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering}, DOI={<a href=\"https://doi.org/10.1109/educon.2018.8363334\">10.1109/educon.2018.8363334</a>}, booktitle={2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher={IEEE}, author={Alptekin, Mesut and Temmen, Katrin}, year={2018}, pages={963–968}, collection={Augmented Reality , Laboratory Training , Engineering Education , AR design concept} }","short":"M. Alptekin, K. Temmen, in: 2018 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2018, pp. 963–968.","apa":"Alptekin, M., &#38; Temmen, K. (2018). Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering. <i>2018 IEEE Global Engineering Education Conference (EDUCON)</i>, 963–968. <a href=\"https://doi.org/10.1109/educon.2018.8363334\">https://doi.org/10.1109/educon.2018.8363334</a>","ama":"Alptekin M, Temmen K. Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering. In: <i>2018 IEEE Global Engineering Education Conference (EDUCON)</i>. Augmented Reality , Laboratory Training , Engineering Education , AR design concept. IEEE; 2018:963-968. doi:<a href=\"https://doi.org/10.1109/educon.2018.8363334\">10.1109/educon.2018.8363334</a>","chicago":"Alptekin, Mesut, and Katrin Temmen. “Design Concept and Prototype for an Augmented Reality Based Virtual Preparation Laboratory Training in Electrical Engineering.” In <i>2018 IEEE Global Engineering Education Conference (EDUCON)</i>, 963–68. Augmented Reality , Laboratory Training , Engineering Education , AR Design Concept. IEEE, 2018. <a href=\"https://doi.org/10.1109/educon.2018.8363334\">https://doi.org/10.1109/educon.2018.8363334</a>.","ieee":"M. Alptekin and K. Temmen, “Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering,” in <i>2018 IEEE Global Engineering Education Conference (EDUCON)</i>, Santa Cruz de Tenerife, Spain, 2018, pp. 963–968, doi: <a href=\"https://doi.org/10.1109/educon.2018.8363334\">10.1109/educon.2018.8363334</a>."},"date_updated":"2023-01-18T14:34:06Z","publisher":"IEEE","author":[{"first_name":"Mesut","last_name":"Alptekin","id":"11763","full_name":"Alptekin, Mesut"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"date_created":"2022-11-22T12:21:24Z","title":"Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering","doi":"10.1109/educon.2018.8363334","conference":{"location":"Santa Cruz de Tenerife, Spain","end_date":"2018-04-20","start_date":"2018-04-17","name":"Global Engineering Education Conference (EDUCON) 2018"},"publication":"2018 IEEE Global Engineering Education Conference (EDUCON)","type":"conference","abstract":[{"text":"There have been numerous studies so far highlighting the potential of Augmented Reality (AR) in different educational domains and its impact on learners regarding their increased motivation, improved learning, concentration on the topic etc. Ever since high-end AR applications could be used on smartphones, this technology has become suitable to be used in many formal and informal learning environments and educational institutions, beginning with Arts courses in preschool over Biology, History, Chemistry, Physics etc. in K-12 and universities as well as in vocational schools ([1], [2]), e.g. for assembly trainings [3]. However, less research has been done regarding proper educational design principles and guides identifying the learning-promoting characteristics as to their efficacy in an AR environment ([1], [4]). Particularly there is a big lack for design concepts in the field of preparation and accompanying tools for laboratory work, since current studies are only extending real papers or books with additional links, videos or static 3D models (e.g. [5], [6]). Hence, this paper investigates and focuses at a design concept for mobile device based AR application (App) to acquire and deepen practical skills in dealing with electro-technical laboratory equipment and components. In a previous paper, the potentials and limitation of AR technology regarding engineering education with a special focus on laboratory work have been investigated to avoid common mistakes in the design concept.","lang":"eng"}],"status":"public","_id":"34130","department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","series_title":"Augmented Reality , Laboratory Training , Engineering Education , AR design concept","language":[{"iso":"eng"}]},{"title":"Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum","publisher":"Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)","date_created":"2022-11-22T12:03:07Z","year":"2017","keyword":["Virtual Reality","Augmented Reality","Laborpraktika","Ingenieurdidaktik","Labordidaktik"],"language":[{"iso":"ger"}],"abstract":[{"text":"Obwohl die Idee von Augmented Reality (AR) und Virtual Reality (VR) so alt ist wie die Verbreitung erster Spielekonsolen und Computer, hat das Thema erst durch den technologischen Fortschritt und dem damit verbundenen Preisverfall an Bedeutung gewonnen [1]. So lassen sich mittlerweile bereits anspruchsvolle AR- und VR-Anwendungen auf handelsüblichen Smartphones und Tablets betreiben [1][2]. Daraus erschließen sich neue Möglichkeiten in der Lehre, z.B die Visualisierung räumlicher Darstellungen, die Förderung der räumlicher Vorstellungskraft der Studierenden, sowie die Vermittlung von abstrakten und damit schwer verständlichen Konzepten in den Naturwissenschaften [3].\r\nZahlreiche Studien zeigen bereits, dass, wenn AR effektiv in der Lehre eingesetzt wird, nicht nur das Lerninteresse, sondern auch die Konzentration der Lernenden gesteigert werden kann [3][4]. Voraussetzung hierfür ist jedoch, dass zunächst lernförderliche Merkmale identifiziert und bzgl. ihrer Wirksamkeit in einer VR- oder AR-Umgebung untersucht werden [5].\r\nZu den Pflichtveranstaltungen eines Elektrotechnik-Studiums an der Universität Paderborn gehören drei fächerübergreifende Laborpraktika, die der Vertiefung theoretischer Vorlesungsinhalte dient. Ein großes Problem stellt dabei die Bedienung der elektrotechnischen Laborgeräte dar. Sowohl Studierende als auch die betreuenden Laboringenieure kritisieren, dass ein erster Kontakt mit den Geräten erst innerhalb des Praktikums stattfindet. Um dieser Problematik entgegen zu wirken, soll eine Lernumgebung entwickelt werden, in der Studierende den Umgang mit dem Laborequipment sowohl zeit- als auch ortsunabhängig erlernen können.\r\nIn diesem Beitrag wird daher untersucht, welche Potentiale die VR- und die AR-Technologie auf mobilen Endgeräten bieten, um praktische Fertigkeiten im Umgang mit elektrotechnischer Laborausstattung als Vorbereitung auf das praktische Arbeiten im Labor zu erwerben und zu vertiefen. Es wird gezeigt, wo die besonderen Unterschiede und Vorzüge beider Technologien sind und insbesondere wie die (Inter-)Aktion des Lernenden innerhalb einer VR- oder AR-Umgebung aussehen kann. \r\nIn einer anschließenden Arbeit soll ausgehend von den hier erarbeiteten Potentialen und den zu bekannten lerntheorethischen und kognitionspsychologischen Thereorien des Wissenserwerbs ein Konzept zur Gestaltung einer VR- und einer AR-Umgebung im Rahmen eines Laborpraktikums entwickelt werden. Dabei werden motivationspsychologische Aspekte, z.B. etablierte Gamification-Konzepte analysiert, die in solch einer Umgebung genutzt werden können, um u.a.die Lernmotivation weiter zu fördern.","lang":"ger"}],"publication":"Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung","conference":{"name":"Ingenieur-Pädagogische Wissenschaftsgesellschaft (IPW), 12. Regionaltagung 2017","start_date":"2017-05-11","end_date":"2017-05-13","location":"Technische Universität Ilmenau"},"date_updated":"2023-01-18T14:32:14Z","volume":12,"author":[{"first_name":"Mesut","last_name":"Alptekin","id":"11763","full_name":"Alptekin, Mesut"},{"last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086","first_name":"Katrin"}],"intvolume":"        12","page":"91-98","citation":{"ama":"Alptekin M, Temmen K. Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum. <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>. 2017;12:91-98.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum.” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i> 12 (2017): 91–98.","ieee":"M. Alptekin and K. Temmen, “Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum,” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, vol. 12, pp. 91–98, 2017.","mla":"Alptekin, Mesut, and Katrin Temmen. “Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum.” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, vol. 12, Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2017, pp. 91–98.","bibtex":"@article{Alptekin_Temmen_2017, title={Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum}, volume={12}, journal={Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung}, publisher={Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2017}, pages={91–98} }","short":"M. Alptekin, K. Temmen, Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung 12 (2017) 91–98.","apa":"Alptekin, M., &#38; Temmen, K. (2017). Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum. <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, <i>12</i>, 91–98."},"publication_identifier":{"isbn":["978-3-9818728-1-1"]},"publication_status":"published","_id":"34127","department":[{"_id":"34"},{"_id":"300"}],"user_id":"11763","status":"public","type":"journal_article"},{"_id":"34128","user_id":"11763","department":[{"_id":"34"},{"_id":"300"}],"keyword":["Augmented Reality","Laborpraktika","Wirksamkeitsmessung","Labordidaktik"],"language":[{"iso":"ger"}],"type":"journal_article","publication":"Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung","abstract":[{"lang":"ger","text":"Obwohl die Idee von Augmented Reality (AR) so alt ist wie die Verbreitung erster Spielekonsolen und Computer, hat das Thema erst durch den technologischen Fortschritt und dem damit verbundenen Preisverfall an Bedeutung gewonnen. Zunehmend rückt diese Technik auch in den Vordergrund der Lehre.  In dem hier erläuterten Forschungsdesign wird eine geplante Studie aufgezeigt, um eine Aussage über den sinnvollen Einsatz dieser Techniken beim Umgang mit labortechnischen Geräten durch die Nutzung einer AR-Anwendung treffen zu können."},{"text":"Although the idea of Augmented Reality (AR) is as old as the invention of the first game consoles and computers, the topic has gained in importance in our daily lives only through technological progress and the related price decline.\r\nThis technique has increasingly become the focus of teaching. With the research design outlined herein, a new study is presented to draw a conclusion on the expedient application of these techniques when handling laboratory instruments using AR applications.","lang":"eng"}],"status":"public","date_updated":"2023-01-18T14:33:47Z","publisher":"Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)","date_created":"2022-11-22T12:14:44Z","author":[{"last_name":"Alptekin","full_name":"Alptekin, Mesut","id":"11763","first_name":"Mesut"},{"last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086","first_name":"Katrin"}],"volume":12,"title":"Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators","conference":{"location":"Technische Universität Ilmenau","end_date":"2017-05-13","start_date":"2017-05-11","name":"Ingenieur-Pädagogische Wissenschaftsgesellschaft (IPW), 12. Regionaltagung 2017"},"publication_status":"published","publication_identifier":{"isbn":["978-3-9818728-1-1"]},"year":"2017","citation":{"ieee":"M. Alptekin and K. Temmen, “Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators,” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, vol. 12, pp. 129–132, 2017.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators.” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i> 12 (2017): 129–32.","ama":"Alptekin M, Temmen K. Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators. <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>. 2017;12:129-132.","apa":"Alptekin, M., &#38; Temmen, K. (2017). Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators. <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, <i>12</i>, 129–132.","short":"M. Alptekin, K. Temmen, Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung 12 (2017) 129–132.","mla":"Alptekin, Mesut, and Katrin Temmen. “Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators.” <i>Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung</i>, vol. 12, Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2017, pp. 129–32.","bibtex":"@article{Alptekin_Temmen_2017, title={Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators}, volume={12}, journal={Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung}, publisher={Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2017}, pages={129–132} }"},"intvolume":"        12","page":"129-132"}]