@inproceedings{60892, abstract = {{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. Using 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. The 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.}}, author = {{Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}}, booktitle = {{Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}}, keywords = {{Augmented Reality, Mixed Reality, Literature Review, Bibliometric Analysis, Education \and Laboratories}}, location = {{Fukuoka, Japan}}, pages = {{427}}, publisher = {{Springer Nature}}, title = {{{Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}}}, volume = {{432}}, year = {{2025}}, } @inbook{65032, abstract = {{Despite its status as a key enabling technology, the adoption of 5G in industry remains limited, mainly due to a lack of expertise, which can be addressed by incorporating 5G training into vocational schools. Since Augmented Reality (AR) faces similar challenges, it is used as the 5G application. This research aims to determine the extent to which a learning unit using 5G and AR for collaborative work can increase the intention to use these technologies in the vocational setting and gathers the factors that make up 5G acceptance. It is based on the Technology Acceptance Model 2 (TAM2). The sample includes 23 industrial mechanics students who participated in the developed learning unit. All items are scored on seven-tiered Likert scales (0 “totally disagree”; 6 “totally agree”). The results showed a non-significant change in behavioural intention to use 5G, with a mean of 4.95 (SD: 1.18) for the pre-test and 4.43 (SD: 1.68) for the posttest. The change in intention to use AR did not change significantly either, from 3.12 (SD: 1.38) at pre-test to 3.37 (SD: 1.16) at post-test. The factors Perceived Usefulness, Image, and Relevance had the lowest mean scores, indicating areas for targeted improvement. The significant change in Output Quality ratings is likely to reflect initial overestimation by students. The difference in Behavioural Intentions between 5G and AR suggests that AR may not be an effective technology for increasing 5G adoption in educational contexts. One recommendation is to address 5G in the learning unit not only indirectly.}}, author = {{Schäfers, Johannes and Temmen, Katrin}}, booktitle = {{Proceedings of the 27th International Conference on Interactive Collaborative Learning (ICL2024), Volume 4}}, editor = {{Auer, Michael E. and Rüütmann, Tiia}}, isbn = {{9783031835193}}, issn = {{2367-3370}}, keywords = {{5G, Key Technology, TAM · Augmented Reality, VET}}, location = {{Tallinn}}, pages = {{84 – 91}}, publisher = {{Springer Nature Switzerland}}, title = {{{The Influence of an Immersive-Collaborative Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic Students}}}, doi = {{10.1007/978-3-031-83520-9_8}}, volume = {{1281}}, year = {{2025}}, } @inproceedings{56072, abstract = {{Weather-induced emergencies are characterized by underlying weather phenomena, their evolution in time and space as well as their impact on the environment including people, nature and infrastructure. Typically, simulations are used to consider a variety of potential extreme weather scenarios in preparedness phases. Due to required computing power, duration and high efforts in parameterizing such tools are hardly used within response situations. Enhanced simulation models and surrogate models based on machine learning technologies carry potentials to overcome these challenges. An approach is presented that adopts simulation for the case of flooding events. It considers all phases from demand situation in command posts through advanced parameter space exploration to advanced visualization of simulation results in Augmented Reality. Initial evaluation results are presented, complemented by conclusions on incorporated technologies. The results contribute to future adoption of simulation even in time-critical response situations.}}, author = {{Pottebaum, Jens and Ebel, Marcel and Gräßler, Iris}}, booktitle = {{Mensch und Computer 2024 - Workshopband}}, keywords = {{extreme weather, emergency response, simulation, Augmented Reality}}, location = {{Karlsruhe}}, publisher = {{Gesellschaft für Informatik e.V.}}, title = {{{Extending the application of simulation from preparedness to response use cases in weather-induced emergencies}}}, doi = {{10.18420/muc2024-mci-ws13-209}}, year = {{2024}}, } @article{37613, abstract = {{Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.}}, author = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}}, issn = {{2414-4088}}, journal = {{Multimodal Technologies and Interaction}}, keywords = {{augmented reality, chemistry education, models, experiment, cognitive load}}, number = {{2}}, publisher = {{MDPI AG}}, title = {{{Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning}}}, doi = {{10.3390/mti7020009}}, volume = {{7}}, year = {{2023}}, } @inbook{33985, abstract = {{Der Beitrag widmet sich dem Einsatz von Augmented Reality (AR) in betrieblichen Aus- und Weiterbildungskontexten. Hierbei stehen insbesondere Fragen zu Berufsfeldern und Ausbildungsinhalten, zu verwendeten AR-Spezifikationen, zu Zusammenhängen zwischen AR-Anwendung und leistungs-, wahrnehmungs- und motivationsbezogenen Variablen sowie zur didaktischen Einbettung entsprechender Technologien im Fokus. Auf Basis einer integrierenden Sichtung bestehender Literatur konnten insgesamt 16 Studien sowie zwei bereits vorliegende Literaturreviews in die Analyse eingeschlossen werden. Die Ergebnisse verweisen u. a. auf eine heterogene Lage hinsichtlich forschungsmethodischer Zugänge und didaktischer Referenzkonzepte. Weitgehend förderliche Effekte auf leistungs-, wahrnehmungs- und motivationsbezogene Variablen stimmen insgesamt bezüglich des AR-Einsatzes positiv, machen aber auch die Notwendigkeit einer integrierten Betrachtung technologischer und pädagogisch-instruktionaler Gestaltungsparameter deutlich.}}, author = {{Kärner, Tobias and Goller, Michael and Maier, Andreas}}, booktitle = {{Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen}}, editor = {{Schumann, Stephan and Seeber, Susan and Abele, Stephan}}, keywords = {{Augmented Reality, Ausbildung, Weiterbildung, Lernen mit digitalen Medien, integratives Literaturreview}}, pages = {{213--230}}, publisher = {{wbv}}, title = {{{Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung}}}, volume = {{41}}, year = {{2022}}, } @inproceedings{33914, abstract = {{Workshops on business model generation lead to collaborative work phases and discussions on business models. Therefore, tools such as the Business Model Canvas are used, typically filled with sticky notes. Generated content needs to be digitized in a time-consuming manual follow-up as part of the documentation and basis for a further use of the results in the company. In addition, there are challenges, such as decentralized work and digital workshop formats. Augmented Reality offers a way to reduce the digitization effort and enables decentralized work. In this research, the potentials of the use of AR technology in workshops on business model generation is investigated. Therefore, functions are implemented and evaluated in a demonstrator that reduces digitization effort and enable distributed work.}}, author = {{Gräßler, Iris and Grewe, Benedikt and Kramer, Hendrik}}, booktitle = {{LUT Scientific and Expertise Publications}}, keywords = {{business model generation, augmented reality, workshop, collaborative work, digitization, AR-supported workshop concept, immersive technologies, decentralized work, business model canvas}}, location = {{Copenhagen}}, title = {{{Supporting Business Model Generation with Augmented Reality}}}, year = {{2022}}, } @inproceedings{33224, author = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}}, booktitle = {{Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}}, editor = {{Habig, Sebastian and van Vorst, Helena}}, keywords = {{augmented reality, modelle, digitale Medien}}, pages = {{788--791}}, title = {{{Einbettung von Augmented Reality in den Experimentierprozess}}}, volume = {{42}}, year = {{2022}}, } @inproceedings{19606, abstract = {{Mobile shopping apps have been using Augmented Reality (AR) in the last years to place their products in the environment of the customer. While this is possible with atomic 3D objects, there is is still a lack in the runtime configuration of 3D object compositions based on user needs and environmental constraints. For this, we previously developed an approach for model-based AR-assisted product configuration based on the concept of Dynamic Software Product Lines. In this demonstration paper, we present the corresponding tool support ProConAR in the form of a Product Modeler and a Product Configurator. While the Product Modeler is an Angular web app that splits products (e.g. table) up into atomic parts (e.g. tabletop, table legs, funnier) and saves it within a configuration model, the Product Configurator is an Android client that uses the configuration model to place different product configurations within the environment of the customer. We show technical details of our ready to use tool-chain ProConAR by describing its implementation and usage as well as pointing out future research directions.}}, author = {{Gottschalk, Sebastian and Yigitbas, Enes and Schmidt, Eugen and Engels, Gregor}}, booktitle = {{Human-Centered Software Engineering. HCSE 2020}}, editor = {{Bernhaupt, Regina and Ardito, Carmelo and Sauer, Stefan}}, keywords = {{Product Configuration, Augmented Reality, Model-based, Tool Support}}, location = {{Eindhoven}}, publisher = {{Springer}}, title = {{{ProConAR: A Tool Support for Model-based AR Product Configuration}}}, doi = {{10.1007/978-3-030-64266-2_14}}, volume = {{12481}}, year = {{2020}}, } @inproceedings{18249, abstract = {{Augmented Reality (AR) has recently found high attention in mobile shopping apps such as in domains like furniture or decoration. Here, the developers of the apps focus on the positioning of atomic 3D objects in the physical environment. With this focus, they neglect the configuration of multi-faceted 3D object composition according to the user needs and environmental constraints. To tackle these challenges, we present a model-based approach to support AR-assisted product con-figuration based on the concept of Dynamic Software Product Lines. Our approach splits products (e.g. table) into parts (e.g. tabletop, ta-ble legs, funnier) with their 3D objects and additional information (e.g. name, price). The possible products, which can be configured out of these parts, are stored in a feature model. At runtime, this feature model can be used to configure 3D object compositions out of the product parts and adapt to user needs and environmental constraints. The benefits of this approach are demonstrated by a case study of configuring modular kitchens with the help of a prototypical mobile-based implementation.}}, author = {{Gottschalk, Sebastian and Yigitbas, Enes and Schmidt, Eugen and Engels, Gregor}}, booktitle = {{Human-Centered Software Engineering. HCSE 2020}}, editor = {{Bernhaupt, Regina and Ardito, Carmelo and Sauer, Stefan}}, keywords = {{Product Configuration, Augmented Reality, Runtime Adaptation, Dynamic Software Product Lines}}, location = {{Eindhoven}}, publisher = {{Springer}}, title = {{{Model-based Product Configuration in Augmented Reality Applications}}}, doi = {{10.1007/978-3-030-64266-2_5}}, volume = {{12481}}, year = {{2020}}, } @misc{34124, abstract = {{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.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, keywords = {{Augmented Reality, Laborpraktikum, didaktische Konzepte, Constructive Alignment}}, publisher = {{Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}}, title = {{{Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik}}}, year = {{2019}}, } @inproceedings{34121, abstract = {{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. Therefore, 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.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, booktitle = {{2019 IEEE Global Engineering Education Conference (EDUCON)}}, keywords = {{Augmented Reality, Laboratory Training, Engineering Education, Progressive Onboarding}}, location = {{Dubai, UAE}}, pages = {{1047--1054}}, title = {{{Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}}}, doi = {{10.1109/EDUCON.2019.8725038}}, year = {{2019}}, } @inbook{34123, abstract = {{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.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, booktitle = {{The Challenges of the Digital Transformation in Education}}, isbn = {{9783030119317}}, issn = {{2194-5357}}, keywords = {{Augmented Reality, Laboratory Training, Engineering Education, Gamification}}, location = {{Kos Island, Greece}}, publisher = {{Springer International Publishing}}, title = {{{Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}}}, doi = {{10.1007/978-3-030-11932-4_54}}, year = {{2019}}, } @article{34127, abstract = {{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]. Zahlreiche 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]. Zu 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. In 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. In 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.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, isbn = {{978-3-9818728-1-1}}, journal = {{Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung}}, keywords = {{Virtual Reality, Augmented Reality, Laborpraktika, Ingenieurdidaktik, Labordidaktik}}, location = {{Technische Universität Ilmenau}}, pages = {{91--98}}, publisher = {{Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}}, title = {{{Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum}}}, volume = {{12}}, year = {{2017}}, } @article{34128, abstract = {{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.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, isbn = {{978-3-9818728-1-1}}, journal = {{Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer Bildung}}, keywords = {{Augmented Reality, Laborpraktika, Wirksamkeitsmessung, Labordidaktik}}, location = {{Technische Universität Ilmenau}}, pages = {{129--132}}, publisher = {{Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}}, title = {{{Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators}}}, volume = {{12}}, year = {{2017}}, } @article{4697, author = {{Sommerauer, Peter and Müller, Oliver}}, isbn = {{0360-1315}}, issn = {{03601315}}, journal = {{Computers and Education}}, keywords = {{Augmented reality, Cognitive theory of multimedia learning, Field experiment, Informal learning, Museum}}, pages = {{59----68}}, title = {{{Augmented reality in informal learning environments: A field experiment in a mathematics exhibition}}}, doi = {{10.1016/j.compedu.2014.07.013}}, year = {{2014}}, }