---
_id: '60892'
abstract:
- lang: eng
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."
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
orcid: 0009-0004-8545-1165
- first_name: Lennart
full_name: Froese, Lennart
last_name: Froese
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Froese L, Temmen K. Quantitative and Qualitative Literature Review
of Augmented Reality in Teaching. In: Recent Trends of AI Technologies and
Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence
and Virtual Reality (AIVR 2024). Vol 432. Springer Nature; 2025:427.'
apa: 'Alptekin, M., Froese, L., & Temmen, K. (2025). Quantitative and Qualitative
Literature Review of Augmented Reality in Teaching. Recent Trends of AI Technologies
and Virtual Reality: Proceedings of 8th International Conference on Artificial
Intelligence and Virtual Reality (AIVR 2024), 432, 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} }'
chicago: 'Alptekin, Mesut, Lennart Froese, and Katrin Temmen. “Quantitative and
Qualitative Literature Review of Augmented Reality in Teaching.” In Recent
Trends of AI Technologies and Virtual Reality: Proceedings of 8th International
Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), 432:427.
Springer Nature, 2025.'
ieee: 'M. Alptekin, L. Froese, and K. Temmen, “Quantitative and Qualitative Literature
Review of Augmented Reality in Teaching,” in Recent Trends of AI Technologies
and Virtual Reality: Proceedings of 8th International Conference on Artificial
Intelligence and Virtual Reality (AIVR 2024), Fukuoka, Japan, 2025, vol. 432,
p. 427.'
mla: 'Alptekin, Mesut, et al. “Quantitative and Qualitative Literature Review of
Augmented Reality in Teaching.” Recent Trends of AI Technologies and Virtual
Reality: Proceedings of 8th International Conference on Artificial Intelligence
and Virtual Reality (AIVR 2024), 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.'
conference:
end_date: 2024-07-21
location: Fukuoka, Japan
name: International Conference on Artificial Intelligence and Virtual Reality
start_date: 2024-07-19
date_created: 2025-08-06T09:41:25Z
date_updated: 2025-08-19T08:51:42Z
department:
- _id: '300'
intvolume: ' 432'
keyword:
- Augmented Reality
- Mixed Reality
- Literature Review
- Bibliometric Analysis
- Education \and Laboratories
language:
- iso: eng
page: '427'
project:
- _id: '1387'
name: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre
publication: 'Recent Trends of AI Technologies and Virtual Reality: Proceedings of
8th International Conference on Artificial Intelligence and Virtual Reality (AIVR
2024)'
publication_status: published
publisher: Springer Nature
status: public
title: Quantitative and Qualitative Literature Review of Augmented Reality in Teaching
type: conference
user_id: '11763'
volume: 432
year: '2025'
...
---
_id: '65032'
abstract:
- lang: eng
text: "Despite its status as a key enabling technology, the adoption of 5G in\r\nindustry
remains limited, mainly due to a lack of expertise, which can be addressed\r\nby
incorporating 5G training into vocational schools. Since Augmented Reality\r\n(AR)
faces similar challenges, it is used as the 5G application. This research aims\r\nto
determine the extent to which a learning unit using 5G and AR for collaborative\r\nwork
can increase the intention to use these technologies in the vocational setting\r\nand
gathers the factors that make up 5G acceptance. It is based on the Technology
Acceptance Model 2 (TAM2). The sample includes 23 industrial mechanics\r\nstudents
who participated in the developed learning unit. All items are scored on\r\nseven-tiered
Likert scales (0 “totally disagree”; 6 “totally agree”).\r\nThe results showed
a non-significant change in behavioural intention to use\r\n5G, 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\r\n3.12 (SD:
1.38) at pre-test to 3.37 (SD: 1.16) at post-test. The factors Perceived\r\nUsefulness,
Image, and Relevance had the lowest mean scores, indicating areas for\r\ntargeted
improvement. The significant change in Output Quality ratings is likely to\r\nreflect
initial overestimation by students. The difference in Behavioural Intentions\r\nbetween
5G and AR suggests that AR may not be an effective technology for\r\nincreasing
5G adoption in educational contexts. One recommendation is to address\r\n5G in
the learning unit not only indirectly."
author:
- first_name: Johannes
full_name: Schäfers, Johannes
id: '68949'
last_name: Schäfers
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Schäfers J, Temmen K. The Influence of an Immersive-Collaborative Learning
Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic Students.
In: Auer ME, Rüütmann T, eds. Proceedings of the 27th International Conference
on Interactive Collaborative Learning (ICL2024), Volume 4. Vol 1281. Lecture
Notes in Networks and Systems. Springer Nature Switzerland; 2025:84 – 91. doi:10.1007/978-3-031-83520-9_8'
apa: Schäfers, J., & Temmen, K. (2025). The Influence of an Immersive-Collaborative
Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic
Students. In M. E. Auer & T. Rüütmann (Eds.), Proceedings of the 27th International
Conference on Interactive Collaborative Learning (ICL2024), Volume 4 (Vol.
1281, pp. 84 – 91). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-83520-9_8
bibtex: '@inbook{Schäfers_Temmen_2025, place={Cham}, series={Lecture Notes in Networks
and Systems}, title={The Influence of an Immersive-Collaborative Learning Unit
on the Technology Acceptance of 5G and AR of Industrial Mechanic Students}, volume={1281},
DOI={10.1007/978-3-031-83520-9_8},
booktitle={Proceedings of the 27th International Conference on Interactive Collaborative
Learning (ICL2024), Volume 4}, publisher={Springer Nature Switzerland}, author={Schäfers,
Johannes and Temmen, Katrin}, editor={Auer, Michael E. and Rüütmann, Tiia}, year={2025},
pages={84 – 91}, collection={Lecture Notes in Networks and Systems} }'
chicago: 'Schäfers, Johannes, and Katrin Temmen. “The Influence of an Immersive-Collaborative
Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic
Students.” In Proceedings of the 27th International Conference on Interactive
Collaborative Learning (ICL2024), Volume 4, edited by Michael E. Auer and
Tiia Rüütmann, 1281:84 – 91. Lecture Notes in Networks and Systems. Cham: Springer
Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83520-9_8.'
ieee: 'J. Schäfers and K. Temmen, “The Influence of an Immersive-Collaborative Learning
Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic Students,”
in Proceedings of the 27th International Conference on Interactive Collaborative
Learning (ICL2024), Volume 4, vol. 1281, M. E. Auer and T. Rüütmann, Eds.
Cham: Springer Nature Switzerland, 2025, pp. 84 – 91.'
mla: Schäfers, Johannes, and Katrin Temmen. “The Influence of an Immersive-Collaborative
Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic
Students.” Proceedings of the 27th International Conference on Interactive
Collaborative Learning (ICL2024), Volume 4, edited by Michael E. Auer and
Tiia Rüütmann, vol. 1281, Springer Nature Switzerland, 2025, pp. 84 – 91, doi:10.1007/978-3-031-83520-9_8.
short: 'J. Schäfers, K. Temmen, in: M.E. Auer, T. Rüütmann (Eds.), Proceedings of
the 27th International Conference on Interactive Collaborative Learning (ICL2024),
Volume 4, Springer Nature Switzerland, Cham, 2025, pp. 84 – 91.'
conference:
end_date: 2024-09-27
location: Tallinn
name: International Conference on Interactive Collaborative Learning
start_date: 2024-09-24
date_created: 2026-03-17T13:39:04Z
date_updated: 2026-03-17T13:49:57Z
doi: 10.1007/978-3-031-83520-9_8
editor:
- first_name: Michael E.
full_name: Auer, Michael E.
last_name: Auer
- first_name: Tiia
full_name: Rüütmann, Tiia
last_name: Rüütmann
intvolume: ' 1281'
keyword:
- 5G
- Key Technology
- TAM · Augmented Reality
- VET
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/chapter/10.1007/978-3-031-83520-9_8
page: 84 – 91
place: Cham
publication: Proceedings of the 27th International Conference on Interactive Collaborative
Learning (ICL2024), Volume 4
publication_identifier:
isbn:
- '9783031835193'
- '9783031835209'
issn:
- 2367-3370
- 2367-3389
publication_status: published
publisher: Springer Nature Switzerland
series_title: Lecture Notes in Networks and Systems
status: public
title: The Influence of an Immersive-Collaborative Learning Unit on the Technology
Acceptance of 5G and AR of Industrial Mechanic Students
type: book_chapter
user_id: '68949'
volume: 1281
year: '2025'
...
---
_id: '56072'
abstract:
- lang: eng
text: "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\r\nthese
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\r\nresponse situations."
author:
- first_name: Jens
full_name: Pottebaum, Jens
id: '405'
last_name: Pottebaum
orcid: http://orcid.org/0000-0001-8778-2989
- first_name: Marcel
full_name: Ebel, Marcel
id: '81788'
last_name: Ebel
orcid: https://orcid.org/0009-0007-5400-4436
- first_name: Iris
full_name: Gräßler, Iris
id: '47565'
last_name: Gräßler
orcid: 0000-0001-5765-971X
citation:
ama: 'Pottebaum J, Ebel M, Gräßler I. Extending the application of simulation from
preparedness to response use cases in weather-induced emergencies. In: Mensch
Und Computer 2024 - Workshopband. Gesellschaft für Informatik e.V.; 2024.
doi:10.18420/muc2024-mci-ws13-209'
apa: Pottebaum, J., Ebel, M., & Gräßler, I. (2024). Extending the application
of simulation from preparedness to response use cases in weather-induced emergencies.
Mensch Und Computer 2024 - Workshopband. Mensch und Computer 2024, Karlsruhe.
https://doi.org/10.18420/muc2024-mci-ws13-209
bibtex: '@inproceedings{Pottebaum_Ebel_Gräßler_2024, place={Berlin}, title={Extending
the application of simulation from preparedness to response use cases in weather-induced
emergencies}, DOI={10.18420/muc2024-mci-ws13-209},
booktitle={Mensch und Computer 2024 - Workshopband}, publisher={Gesellschaft für
Informatik e.V.}, author={Pottebaum, Jens and Ebel, Marcel and Gräßler, Iris},
year={2024} }'
chicago: 'Pottebaum, Jens, Marcel Ebel, and Iris Gräßler. “Extending the Application
of Simulation from Preparedness to Response Use Cases in Weather-Induced Emergencies.”
In Mensch Und Computer 2024 - Workshopband. Berlin: Gesellschaft für Informatik
e.V., 2024. https://doi.org/10.18420/muc2024-mci-ws13-209.'
ieee: 'J. Pottebaum, M. Ebel, and I. Gräßler, “Extending the application of simulation
from preparedness to response use cases in weather-induced emergencies,” presented
at the Mensch und Computer 2024, Karlsruhe, 2024, doi: 10.18420/muc2024-mci-ws13-209.'
mla: Pottebaum, Jens, et al. “Extending the Application of Simulation from Preparedness
to Response Use Cases in Weather-Induced Emergencies.” Mensch Und Computer
2024 - Workshopband, Gesellschaft für Informatik e.V., 2024, doi:10.18420/muc2024-mci-ws13-209.
short: 'J. Pottebaum, M. Ebel, I. Gräßler, in: Mensch Und Computer 2024 - Workshopband,
Gesellschaft für Informatik e.V., Berlin, 2024.'
conference:
end_date: 2024-09-04
location: Karlsruhe
name: Mensch und Computer 2024
start_date: 2024-09-01
date_created: 2024-09-05T11:37:39Z
date_updated: 2024-09-05T11:47:58Z
department:
- _id: '152'
doi: 10.18420/muc2024-mci-ws13-209
keyword:
- extreme weather
- emergency response
- simulation
- Augmented Reality
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://dl.gi.de/server/api/core/bitstreams/0c0d419f-1676-466b-bc53-dd29781abbbe/content
oa: '1'
place: Berlin
project:
- _id: '516'
grant_number: '101092749'
name: 'CREXDATA: CREXDATA: Kritische Maßnahmenplanung über extreme Datenmengen'
publication: Mensch und Computer 2024 - Workshopband
publication_status: published
publisher: Gesellschaft für Informatik e.V.
quality_controlled: '1'
status: public
title: Extending the application of simulation from preparedness to response use cases
in weather-induced emergencies
type: conference
user_id: '405'
year: '2024'
...
---
_id: '37613'
abstract:
- lang: eng
text: 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.
article_number: '9'
author:
- first_name: Hendrik
full_name: Peeters, Hendrik
id: '49942'
last_name: Peeters
orcid: https://orcid.org/ 0000-0002-7143-3781
- first_name: Sebastian
full_name: Habig, Sebastian
last_name: Habig
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: Peeters H, Habig S, Fechner S. Does augmented reality help to understand chemical
phenomena during hands-on experiments?–Implications for cognitive load and learning.
Multimodal Technologies and Interaction. 2023;7(2). doi:10.3390/mti7020009
apa: Peeters, H., Habig, S., & Fechner, S. (2023). Does augmented reality help
to understand chemical phenomena during hands-on experiments?–Implications for
cognitive load and learning. Multimodal Technologies and Interaction, 7(2),
Article 9. https://doi.org/10.3390/mti7020009
bibtex: '@article{Peeters_Habig_Fechner_2023, title={Does augmented reality help
to understand chemical phenomena during hands-on experiments?–Implications for
cognitive load and learning}, volume={7}, DOI={10.3390/mti7020009},
number={29}, journal={Multimodal Technologies and Interaction}, publisher={MDPI
AG}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, year={2023}
}'
chicago: Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Does Augmented
Reality Help to Understand Chemical Phenomena during Hands-on Experiments?–Implications
for Cognitive Load and Learning.” Multimodal Technologies and Interaction
7, no. 2 (2023). https://doi.org/10.3390/mti7020009.
ieee: 'H. Peeters, S. Habig, and S. Fechner, “Does augmented reality help to understand
chemical phenomena during hands-on experiments?–Implications for cognitive load
and learning,” Multimodal Technologies and Interaction, vol. 7, no. 2,
Art. no. 9, 2023, doi: 10.3390/mti7020009.'
mla: Peeters, Hendrik, et al. “Does Augmented Reality Help to Understand Chemical
Phenomena during Hands-on Experiments?–Implications for Cognitive Load and Learning.”
Multimodal Technologies and Interaction, vol. 7, no. 2, 9, MDPI AG, 2023,
doi:10.3390/mti7020009.
short: H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction
7 (2023).
date_created: 2023-01-19T15:02:21Z
date_updated: 2025-12-11T13:36:33Z
department:
- _id: '386'
- _id: '33'
doi: 10.3390/mti7020009
intvolume: ' 7'
issue: '2'
keyword:
- augmented reality
- chemistry education
- models
- experiment
- cognitive load
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.mdpi.com/2414-4088/7/2/9
oa: '1'
publication: Multimodal Technologies and Interaction
publication_identifier:
issn:
- 2414-4088
publication_status: published
publisher: MDPI AG
quality_controlled: '1'
status: public
title: Does augmented reality help to understand chemical phenomena during hands-on
experiments?–Implications for cognitive load and learning
type: journal_article
user_id: '54823'
volume: 7
year: '2023'
...
---
_id: '33985'
abstract:
- lang: ger
text: "Der Beitrag widmet sich dem Einsatz von Augmented Reality (AR) in betrieblichen
Aus- und Weiterbildungskontexten. Hierbei stehen insbesondere Fragen zu Berufsfeldern\r\nund
Ausbildungsinhalten, zu verwendeten AR-Spezifikationen, zu Zusammenhängen\r\nzwischen
AR-Anwendung und leistungs-, wahrnehmungs- und motivationsbezogenen\r\nVariablen
sowie zur didaktischen Einbettung entsprechender Technologien im Fokus.\r\nAuf
Basis einer integrierenden Sichtung bestehender Literatur konnten insgesamt\r\n16
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\r\nstimmen insgesamt
bezüglich des AR-Einsatzes positiv, machen aber auch die Notwendigkeit einer integrierten
Betrachtung technologischer und pädagogisch-instruktionaler\r\nGestaltungsparameter
deutlich."
- lang: eng
text: "This contribution focuses on the use of augmented reality (AR) in vocational
education and training as well as further education contexts. In particular, the
focus is on\r\nquestions regarding what occupational fields and training contents
use AR, what kind\r\nof AR are used, whether correlations between AR applications
and performance-, perception- and motivation-related variables exist, as well
as how AR is embedded in didactic and pedagogic contexts. Based on an integrative
review of existing literature, a\r\ntotal of 16 studies and two existing literature
reviews were included in the analysis.\r\nThe results indicate, among other things,
that the studies use heterogeneous research\r\nmethodologies as well as didactic
and pedagogic reference theories. A few studies\r\npoint to positive effects of
AR use on performance-, perception- and motivation-related\r\nvariables. At the
same time, the review emphasises a need to further integrate technological and
pedagogical-instruction design parameters."
author:
- first_name: Tobias
full_name: Kärner, Tobias
last_name: Kärner
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Andreas
full_name: Maier, Andreas
last_name: Maier
citation:
ama: 'Kärner T, Goller M, Maier A. Augmented Reality Anwendungen in der betrieblichen
Aus‐ und Weiterbildung. In: Schumann S, Seeber S, Abele S, eds. Digitalisierung
und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen.
Vol 41. Wirtschaft – Beruf – Ethik. wbv; 2022:213-230.'
apa: 'Kärner, T., Goller, M., & Maier, A. (2022). Augmented Reality Anwendungen
in der betrieblichen Aus‐ und Weiterbildung. In S. Schumann, S. Seeber, &
S. Abele (Eds.), Digitalisierung und digitale Medien in der Berufsbildung:
Konzepte, Befunde und Herausforderungen (Vol. 41, pp. 213–230). wbv.'
bibtex: '@inbook{Kärner_Goller_Maier_2022, place={Bielefeld}, series={Wirtschaft
– Beruf – Ethik}, title={Augmented Reality Anwendungen in der betrieblichen Aus‐
und Weiterbildung}, volume={41}, booktitle={Digitalisierung und digitale Medien
in der Berufsbildung: Konzepte, Befunde und Herausforderungen}, publisher={wbv},
author={Kärner, Tobias and Goller, Michael and Maier, Andreas}, editor={Schumann,
Stephan and Seeber, Susan and Abele, Stephan}, year={2022}, pages={213–230}, collection={Wirtschaft
– Beruf – Ethik} }'
chicago: 'Kärner, Tobias, Michael Goller, and Andreas Maier. “Augmented Reality
Anwendungen in der betrieblichen Aus‐ und Weiterbildung.” In Digitalisierung
und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen,
edited by Stephan Schumann, Susan Seeber, and Stephan Abele, 41:213–30. Wirtschaft
– Beruf – Ethik. Bielefeld: wbv, 2022.'
ieee: 'T. Kärner, M. Goller, and A. Maier, “Augmented Reality Anwendungen in der
betrieblichen Aus‐ und Weiterbildung,” in Digitalisierung und digitale Medien
in der Berufsbildung: Konzepte, Befunde und Herausforderungen, vol. 41, S.
Schumann, S. Seeber, and S. Abele, Eds. Bielefeld: wbv, 2022, pp. 213–230.'
mla: 'Kärner, Tobias, et al. “Augmented Reality Anwendungen in der betrieblichen
Aus‐ und Weiterbildung.” Digitalisierung und digitale Medien in der Berufsbildung:
Konzepte, Befunde und Herausforderungen, edited by Stephan Schumann et al.,
vol. 41, wbv, 2022, pp. 213–30.'
short: 'T. Kärner, M. Goller, A. Maier, in: S. Schumann, S. Seeber, S. Abele (Eds.),
Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und
Herausforderungen, wbv, Bielefeld, 2022, pp. 213–230.'
date_created: 2022-11-03T09:09:51Z
date_updated: 2022-11-15T08:08:50Z
department:
- _id: '452'
editor:
- first_name: Stephan
full_name: Schumann, Stephan
last_name: Schumann
- first_name: Susan
full_name: Seeber, Susan
last_name: Seeber
- first_name: Stephan
full_name: Abele, Stephan
last_name: Abele
intvolume: ' 41'
keyword:
- Augmented Reality
- Ausbildung
- Weiterbildung
- Lernen mit digitalen Medien
- integratives Literaturreview
language:
- iso: ger
page: 213-230
place: Bielefeld
publication: 'Digitalisierung und digitale Medien in der Berufsbildung: Konzepte,
Befunde und Herausforderungen'
publication_status: published
publisher: wbv
related_material:
link:
- relation: confirmation
url: https://www.wbv.de/openaccess/themenbereiche/berufs-und-wirtschaftspaedagogik/shop/detail/name/_/0/1/I71381
series_title: Wirtschaft – Beruf – Ethik
status: public
title: Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung
type: book_chapter
user_id: '79910'
volume: 41
year: '2022'
...
---
_id: '33914'
abstract:
- lang: eng
text: 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:
- first_name: Iris
full_name: Gräßler, Iris
id: '47565'
last_name: Gräßler
orcid: 0000-0001-5765-971X
- first_name: Benedikt
full_name: Grewe, Benedikt
id: '52359'
last_name: Grewe
- first_name: Hendrik
full_name: Kramer, Hendrik
last_name: Kramer
citation:
ama: 'Gräßler I, Grewe B, Kramer H. Supporting Business Model Generation with Augmented
Reality. In: LUT Scientific and Expertise Publications. ; 2022.'
apa: Gräßler, I., Grewe, B., & Kramer, H. (2022). Supporting Business Model
Generation with Augmented Reality. LUT Scientific and Expertise Publications.
33. ISPIM Innovation Conference “Innovating in a Digital World,” Copenhagen.
bibtex: '@inproceedings{Gräßler_Grewe_Kramer_2022, place={Manchester}, title={Supporting
Business Model Generation with Augmented Reality}, booktitle={LUT Scientific and
Expertise Publications}, author={Gräßler, Iris and Grewe, Benedikt and Kramer,
Hendrik}, year={2022} }'
chicago: Gräßler, Iris, Benedikt Grewe, and Hendrik Kramer. “Supporting Business
Model Generation with Augmented Reality.” In LUT Scientific and Expertise Publications.
Manchester, 2022.
ieee: I. Gräßler, B. Grewe, and H. Kramer, “Supporting Business Model Generation
with Augmented Reality,” presented at the 33. ISPIM Innovation Conference “Innovating
in a Digital World,” Copenhagen, 2022.
mla: Gräßler, Iris, et al. “Supporting Business Model Generation with Augmented
Reality.” LUT Scientific and Expertise Publications, 2022.
short: 'I. Gräßler, B. Grewe, H. Kramer, in: LUT Scientific and Expertise Publications,
Manchester, 2022.'
conference:
end_date: 2022-06-08
location: Copenhagen
name: 33. ISPIM Innovation Conference "Innovating in a Digital World"
start_date: 2022-06-05
date_created: 2022-10-27T13:20:22Z
date_updated: 2022-10-27T13:29:49Z
ddc:
- '620'
department:
- _id: '152'
has_accepted_license: '1'
keyword:
- business model generation
- augmented reality
- workshop
- collaborative work
- digitization
- AR-supported workshop concept
- immersive technologies
- decentralized work
- business model canvas
language:
- iso: eng
place: Manchester
publication: LUT Scientific and Expertise Publications
publication_identifier:
unknown:
- 978-952-335-694-8
publication_status: published
quality_controlled: '1'
status: public
title: Supporting Business Model Generation with Augmented Reality
type: conference
user_id: '52359'
year: '2022'
...
---
_id: '33224'
author:
- first_name: Hendrik
full_name: Peeters, Hendrik
id: '49942'
last_name: Peeters
orcid: https://orcid.org/ 0000-0002-7143-3781
- first_name: Sebastian
full_name: Habig, Sebastian
last_name: Habig
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Peeters H, Habig S, Fechner S. Einbettung von Augmented Reality in den Experimentierprozess.
In: Habig S, van Vorst H, eds. Unsicherheit als Element von naturwissenschaftsbezogenen
Bildungsprozessen. Vol 42. ; 2022:788-791.'
apa: Peeters, H., Habig, S., & Fechner, S. (2022). Einbettung von Augmented
Reality in den Experimentierprozess. In S. Habig & H. van Vorst (Eds.), Unsicherheit
als Element von naturwissenschaftsbezogenen Bildungsprozessen (Vol. 42, pp.
788–791).
bibtex: '@inproceedings{Peeters_Habig_Fechner_2022, title={Einbettung von Augmented
Reality in den Experimentierprozess}, volume={42}, booktitle={Unsicherheit als
Element von naturwissenschaftsbezogenen Bildungsprozessen}, author={Peeters, Hendrik
and Habig, Sebastian and Fechner, Sabine}, editor={Habig, Sebastian and van Vorst,
Helena}, year={2022}, pages={788–791} }'
chicago: Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Einbettung von
Augmented Reality in den Experimentierprozess.” In Unsicherheit als Element
von naturwissenschaftsbezogenen Bildungsprozessen, edited by Sebastian Habig
and Helena van Vorst, 42:788–91, 2022.
ieee: H. Peeters, S. Habig, and S. Fechner, “Einbettung von Augmented Reality in
den Experimentierprozess,” in Unsicherheit als Element von naturwissenschaftsbezogenen
Bildungsprozessen, 2022, vol. 42, pp. 788–791.
mla: Peeters, Hendrik, et al. “Einbettung von Augmented Reality in den Experimentierprozess.”
Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen,
edited by Sebastian Habig and Helena van Vorst, vol. 42, 2022, pp. 788–91.
short: 'H. Peeters, S. Habig, S. Fechner, in: S. Habig, H. van Vorst (Eds.), Unsicherheit
als Element von naturwissenschaftsbezogenen Bildungsprozessen, 2022, pp. 788–791.'
date_created: 2022-08-29T14:12:09Z
date_updated: 2025-12-11T13:37:30Z
department:
- _id: '386'
- _id: '33'
editor:
- first_name: Sebastian
full_name: Habig, Sebastian
last_name: Habig
- first_name: Helena
full_name: van Vorst, Helena
last_name: van Vorst
intvolume: ' 42'
keyword:
- augmented reality
- modelle
- digitale Medien
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_788_Peeters.pdf
oa: '1'
page: 788-791
publication: Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen
status: public
title: Einbettung von Augmented Reality in den Experimentierprozess
type: conference
user_id: '54823'
volume: 42
year: '2022'
...
---
_id: '19606'
abstract:
- lang: eng
text: 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:
- first_name: Sebastian
full_name: Gottschalk, Sebastian
id: '47208'
last_name: Gottschalk
- first_name: Enes
full_name: Yigitbas, Enes
id: '8447'
last_name: Yigitbas
orcid: 0000-0002-5967-833X
- first_name: Eugen
full_name: Schmidt, Eugen
last_name: Schmidt
- first_name: Gregor
full_name: Engels, Gregor
id: '107'
last_name: Engels
citation:
ama: 'Gottschalk S, Yigitbas E, Schmidt E, Engels G. ProConAR: A Tool Support for
Model-based AR Product Configuration. In: Bernhaupt R, Ardito C, Sauer S, eds.
Human-Centered Software Engineering. HCSE 2020. Vol 12481. Lecture Notes
in Computer Science. Cham: Springer; 2020. doi:10.1007/978-3-030-64266-2_14'
apa: 'Gottschalk, S., Yigitbas, E., Schmidt, E., & Engels, G. (2020). ProConAR:
A Tool Support for Model-based AR Product Configuration. In R. Bernhaupt, C. Ardito,
& S. Sauer (Eds.), Human-Centered Software Engineering. HCSE 2020 (Vol.
12481). Cham: Springer. https://doi.org/10.1007/978-3-030-64266-2_14'
bibtex: '@inproceedings{Gottschalk_Yigitbas_Schmidt_Engels_2020, place={Cham}, series={Lecture
Notes in Computer Science}, title={ProConAR: A Tool Support for Model-based AR
Product Configuration}, volume={12481}, DOI={10.1007/978-3-030-64266-2_14},
booktitle={Human-Centered Software Engineering. HCSE 2020}, publisher={Springer},
author={Gottschalk, Sebastian and Yigitbas, Enes and Schmidt, Eugen and Engels,
Gregor}, editor={Bernhaupt, Regina and Ardito, Carmelo and Sauer, StefanEditors},
year={2020}, collection={Lecture Notes in Computer Science} }'
chicago: 'Gottschalk, Sebastian, Enes Yigitbas, Eugen Schmidt, and Gregor Engels.
“ProConAR: A Tool Support for Model-Based AR Product Configuration.” In Human-Centered
Software Engineering. HCSE 2020, edited by Regina Bernhaupt, Carmelo Ardito,
and Stefan Sauer, Vol. 12481. Lecture Notes in Computer Science. Cham: Springer,
2020. https://doi.org/10.1007/978-3-030-64266-2_14.'
ieee: 'S. Gottschalk, E. Yigitbas, E. Schmidt, and G. Engels, “ProConAR: A Tool
Support for Model-based AR Product Configuration,” in Human-Centered Software
Engineering. HCSE 2020, Eindhoven, 2020, vol. 12481.'
mla: 'Gottschalk, Sebastian, et al. “ProConAR: A Tool Support for Model-Based AR
Product Configuration.” Human-Centered Software Engineering. HCSE 2020,
edited by Regina Bernhaupt et al., vol. 12481, Springer, 2020, doi:10.1007/978-3-030-64266-2_14.'
short: 'S. Gottschalk, E. Yigitbas, E. Schmidt, G. Engels, in: R. Bernhaupt, C.
Ardito, S. Sauer (Eds.), Human-Centered Software Engineering. HCSE 2020, Springer,
Cham, 2020.'
conference:
end_date: 2020-12-02
location: Eindhoven
name: 8th International Working Conference on Human-Centered Software Engineering
(HCSE'20)
start_date: 2020-11-30
date_created: 2020-09-21T17:01:11Z
date_updated: 2022-01-06T06:54:07Z
ddc:
- '000'
department:
- _id: '66'
- _id: '534'
doi: 10.1007/978-3-030-64266-2_14
editor:
- first_name: Regina
full_name: Bernhaupt, Regina
last_name: Bernhaupt
- first_name: Carmelo
full_name: Ardito, Carmelo
last_name: Ardito
- first_name: Stefan
full_name: Sauer, Stefan
last_name: Sauer
file:
- access_level: open_access
content_type: application/pdf
creator: sego
date_created: 2020-11-30T08:39:18Z
date_updated: 2020-11-30T08:39:18Z
file_id: '20542'
file_name: HCSE20_demo.pdf
file_size: 3913885
relation: main_file
file_date_updated: 2020-11-30T08:39:18Z
has_accepted_license: '1'
intvolume: ' 12481'
keyword:
- Product Configuration
- Augmented Reality
- Model-based
- Tool Support
language:
- iso: eng
oa: '1'
place: Cham
project:
- _id: '1'
name: SFB 901
- _id: '4'
name: SFB 901 - Project Area C
- _id: '17'
name: SFB 901 - Subproject C5
publication: Human-Centered Software Engineering. HCSE 2020
publisher: Springer
series_title: Lecture Notes in Computer Science
status: public
title: 'ProConAR: A Tool Support for Model-based AR Product Configuration'
type: conference
user_id: '47208'
volume: 12481
year: '2020'
...
---
_id: '18249'
abstract:
- lang: eng
text: 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:
- first_name: Sebastian
full_name: Gottschalk, Sebastian
id: '47208'
last_name: Gottschalk
- first_name: Enes
full_name: Yigitbas, Enes
id: '8447'
last_name: Yigitbas
orcid: 0000-0002-5967-833X
- first_name: Eugen
full_name: Schmidt, Eugen
last_name: Schmidt
- first_name: Gregor
full_name: Engels, Gregor
id: '107'
last_name: Engels
citation:
ama: 'Gottschalk S, Yigitbas E, Schmidt E, Engels G. Model-based Product Configuration
in Augmented Reality Applications. In: Bernhaupt R, Ardito C, Sauer S, eds. Human-Centered
Software Engineering. HCSE 2020. Vol 12481. Lecture Notes in Computer Science.
Cham: Springer; 2020. doi:10.1007/978-3-030-64266-2_5'
apa: 'Gottschalk, S., Yigitbas, E., Schmidt, E., & Engels, G. (2020). Model-based
Product Configuration in Augmented Reality Applications. In R. Bernhaupt, C. Ardito,
& S. Sauer (Eds.), Human-Centered Software Engineering. HCSE 2020 (Vol.
12481). Cham: Springer. https://doi.org/10.1007/978-3-030-64266-2_5'
bibtex: '@inproceedings{Gottschalk_Yigitbas_Schmidt_Engels_2020, place={Cham}, series={Lecture
Notes in Computer Science}, title={Model-based Product Configuration in Augmented
Reality Applications}, volume={12481}, DOI={10.1007/978-3-030-64266-2_5},
booktitle={Human-Centered Software Engineering. HCSE 2020}, publisher={Springer},
author={Gottschalk, Sebastian and Yigitbas, Enes and Schmidt, Eugen and Engels,
Gregor}, editor={Bernhaupt, Regina and Ardito, Carmelo and Sauer, StefanEditors},
year={2020}, collection={Lecture Notes in Computer Science} }'
chicago: 'Gottschalk, Sebastian, Enes Yigitbas, Eugen Schmidt, and Gregor Engels.
“Model-Based Product Configuration in Augmented Reality Applications.” In Human-Centered
Software Engineering. HCSE 2020, edited by Regina Bernhaupt, Carmelo Ardito,
and Stefan Sauer, Vol. 12481. Lecture Notes in Computer Science. Cham: Springer,
2020. https://doi.org/10.1007/978-3-030-64266-2_5.'
ieee: S. Gottschalk, E. Yigitbas, E. Schmidt, and G. Engels, “Model-based Product
Configuration in Augmented Reality Applications,” in Human-Centered Software
Engineering. HCSE 2020, Eindhoven, 2020, vol. 12481.
mla: Gottschalk, Sebastian, et al. “Model-Based Product Configuration in Augmented
Reality Applications.” Human-Centered Software Engineering. HCSE 2020,
edited by Regina Bernhaupt et al., vol. 12481, Springer, 2020, doi:10.1007/978-3-030-64266-2_5.
short: 'S. Gottschalk, E. Yigitbas, E. Schmidt, G. Engels, in: R. Bernhaupt, C.
Ardito, S. Sauer (Eds.), Human-Centered Software Engineering. HCSE 2020, Springer,
Cham, 2020.'
conference:
end_date: 2020-12-02
location: Eindhoven
name: 8th International Working Conference on Human-Centered Software Engineering
(HCSE'20)
start_date: 2020-11-30
date_created: 2020-08-25T08:27:38Z
date_updated: 2022-01-06T06:53:28Z
ddc:
- '000'
department:
- _id: '66'
- _id: '534'
doi: 10.1007/978-3-030-64266-2_5
editor:
- first_name: Regina
full_name: Bernhaupt, Regina
last_name: Bernhaupt
- first_name: Carmelo
full_name: Ardito, Carmelo
last_name: Ardito
- first_name: Stefan
full_name: Sauer, Stefan
last_name: Sauer
file:
- access_level: open_access
content_type: application/pdf
creator: sego
date_created: 2020-11-30T08:33:30Z
date_updated: 2020-11-30T08:36:52Z
file_id: '20541'
file_name: HCSE20_full.pdf
file_size: 2258601
relation: main_file
file_date_updated: 2020-11-30T08:36:52Z
has_accepted_license: '1'
intvolume: ' 12481'
keyword:
- Product Configuration
- Augmented Reality
- Runtime Adaptation
- Dynamic Software Product Lines
language:
- iso: eng
oa: '1'
place: Cham
project:
- _id: '1'
name: SFB 901
- _id: '4'
name: SFB 901 - Project Area C
- _id: '17'
name: SFB 901 - Subproject C5
publication: Human-Centered Software Engineering. HCSE 2020
publication_status: published
publisher: Springer
series_title: Lecture Notes in Computer Science
status: public
title: Model-based Product Configuration in Augmented Reality Applications
type: conference
user_id: '47208'
volume: 12481
year: '2020'
...
---
_id: '34124'
abstract:
- lang: ger
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: 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. "
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Temmen K. Posterbeitrag: Didaktisches Konzept Und Prototyp
Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums in Der Elektrotechnik.
Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.); 2019.'
apa: 'Alptekin, M., & Temmen, K. (2019). Posterbeitrag: Didaktisches Konzept
und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums
in der Elektrotechnik. Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.).'
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?} }'
chicago: 'Alptekin, Mesut, and Katrin Temmen. Posterbeitrag: Didaktisches Konzept
Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums
in Der Elektrotechnik. 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, Posterbeitrag: Didaktisches Konzept und Prototyp
eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik.
Universität Siegen: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2019.'
mla: 'Alptekin, Mesut, and Katrin Temmen. Posterbeitrag: Didaktisches Konzept
Und Prototyp Eines Auf Augmented Reality Basierenden Virtuellen Vorpraktikums
in Der Elektrotechnik. Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.),
2019.'
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.'
date_created: 2022-11-22T11:46:30Z
date_updated: 2023-01-18T14:33:24Z
department:
- _id: '34'
- _id: '300'
keyword:
- Augmented Reality
- Laborpraktikum
- didaktische Konzepte
- Constructive Alignment
language:
- iso: eng
place: Universität Siegen
publication_identifier:
unknown:
- 978-3-9818728-2-8
publisher: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)
series_title: Diversität und Kulturelle Vielfalt - Differenzieren, Individualisieren
- oder Integrieren?
status: public
title: 'Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality
basierenden virtuellen Vorpraktikums in der Elektrotechnik'
type: misc
user_id: '11763'
year: '2019'
...
---
_id: '34121'
abstract:
- lang: eng
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."
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Temmen K. Teaching an Oscilloscope through Progressive Onboarding
in an Augmented Reality Based Virtual Laboratory. In: 2019 IEEE Global Engineering
Education Conference (EDUCON). ; 2019:1047-1054. doi:10.1109/EDUCON.2019.8725038'
apa: Alptekin, M., & Temmen, K. (2019). Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory. 2019 IEEE Global
Engineering Education Conference (EDUCON), 1047–1054. https://doi.org/10.1109/EDUCON.2019.8725038
bibtex: '@inproceedings{Alptekin_Temmen_2019, title={Teaching an Oscilloscope through
Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}, DOI={10.1109/EDUCON.2019.8725038},
booktitle={2019 IEEE Global Engineering Education Conference (EDUCON)}, author={Alptekin,
Mesut and Temmen, Katrin}, year={2019}, pages={1047–1054} }'
chicago: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory.” In 2019 IEEE
Global Engineering Education Conference (EDUCON), 1047–54, 2019. https://doi.org/10.1109/EDUCON.2019.8725038.
ieee: 'M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory,” in 2019 IEEE
Global Engineering Education Conference (EDUCON), Dubai, UAE, 2019, pp. 1047–1054,
doi: 10.1109/EDUCON.2019.8725038.'
mla: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory.” 2019 IEEE Global
Engineering Education Conference (EDUCON), 2019, pp. 1047–54, doi:10.1109/EDUCON.2019.8725038.
short: 'M. Alptekin, K. Temmen, in: 2019 IEEE Global Engineering Education Conference
(EDUCON), 2019, pp. 1047–1054.'
conference:
end_date: 2019-04-11
location: Dubai, UAE
name: IEEE Global Engineering Education Conference (EDUCON)
start_date: 2019-04-09
date_created: 2022-11-22T11:23:19Z
date_updated: 2023-01-18T14:32:33Z
department:
- _id: '34'
- _id: '300'
doi: 10.1109/EDUCON.2019.8725038
keyword:
- Augmented Reality
- Laboratory Training
- Engineering Education
- Progressive Onboarding
language:
- iso: eng
page: 1047-1054
publication: 2019 IEEE Global Engineering Education Conference (EDUCON)
publication_status: published
status: public
title: Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality
Based Virtual Laboratory
type: conference
user_id: '11763'
year: '2019'
...
---
_id: '34123'
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.
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Temmen K. Gamification in an Augmented Reality Based Virtual Preparation
Laboratory Training. In: The Challenges of the Digital Transformation in Education.
Springer International Publishing; 2019. doi:10.1007/978-3-030-11932-4_54'
apa: Alptekin, M., & Temmen, K. (2019). Gamification in an Augmented Reality
Based Virtual Preparation Laboratory Training. In The Challenges of the Digital
Transformation in Education. International Conference on Interactive Collaborative
Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International
Publishing. https://doi.org/10.1007/978-3-030-11932-4_54
bibtex: '@inbook{Alptekin_Temmen_2019, place={Cham}, title={Gamification in an Augmented
Reality Based Virtual Preparation Laboratory Training}, DOI={10.1007/978-3-030-11932-4_54},
booktitle={The Challenges of the Digital Transformation in Education}, publisher={Springer
International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}
}'
chicago: 'Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality
Based Virtual Preparation Laboratory Training.” In The Challenges of the Digital
Transformation in Education. Cham: Springer International Publishing, 2019.
https://doi.org/10.1007/978-3-030-11932-4_54.'
ieee: 'M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual
Preparation Laboratory Training,” in The Challenges of the Digital Transformation
in Education, Cham: Springer International Publishing, 2019.'
mla: Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based
Virtual Preparation Laboratory Training.” The Challenges of the Digital Transformation
in Education, Springer International Publishing, 2019, doi:10.1007/978-3-030-11932-4_54.
short: 'M. Alptekin, K. Temmen, in: The Challenges of the Digital Transformation
in Education, Springer International Publishing, Cham, 2019.'
conference:
end_date: 2018-09-28
location: Kos Island, Greece
name: International Conference on Interactive Collaborative Learning and Engineering
Pedagogy (ICL) 2018
start_date: 2018-09-25
date_created: 2022-11-22T11:32:35Z
date_updated: 2024-12-29T11:09:43Z
ddc:
- '000'
department:
- _id: '34'
- _id: '300'
doi: 10.1007/978-3-030-11932-4_54
file:
- access_level: closed
content_type: application/pdf
creator: mesutalp
date_created: 2024-12-29T11:07:54Z
date_updated: 2024-12-29T11:07:54Z
file_id: '57865'
file_name: fullpaper_camera_ready.pdf
file_size: 366224
relation: main_file
success: 1
file_date_updated: 2024-12-29T11:07:54Z
has_accepted_license: '1'
keyword:
- Augmented Reality
- Laboratory Training
- Engineering Education
- Gamification
language:
- iso: eng
place: Cham
publication: The Challenges of the Digital Transformation in Education
publication_identifier:
isbn:
- '9783030119317'
- '9783030119324'
issn:
- 2194-5357
- 2194-5365
publication_status: published
publisher: Springer International Publishing
status: public
title: Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training
type: book_chapter
user_id: '11763'
year: '2019'
...
---
_id: '34127'
abstract:
- lang: ger
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."
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: Alptekin M, Temmen K. Möglichkeiten und Grenzen von Virtual-und Augmented Reality
im Laborpraktikum. Digitalisierung in der Techniklehre - ihr Beitrag zum Profil
technischer Bildung. 2017;12:91-98.
apa: Alptekin, M., & Temmen, K. (2017). Möglichkeiten und Grenzen von Virtual-und
Augmented Reality im Laborpraktikum. Digitalisierung in der Techniklehre -
ihr Beitrag zum Profil technischer Bildung, 12, 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} }'
chicago: 'Alptekin, Mesut, and Katrin Temmen. “Möglichkeiten und Grenzen von Virtual-und
Augmented Reality im Laborpraktikum.” Digitalisierung in der Techniklehre -
ihr Beitrag zum Profil technischer Bildung 12 (2017): 91–98.'
ieee: M. Alptekin and K. Temmen, “Möglichkeiten und Grenzen von Virtual-und Augmented
Reality im Laborpraktikum,” Digitalisierung in der Techniklehre - ihr Beitrag
zum Profil technischer Bildung, vol. 12, pp. 91–98, 2017.
mla: Alptekin, Mesut, and Katrin Temmen. “Möglichkeiten und Grenzen von Virtual-und
Augmented Reality im Laborpraktikum.” Digitalisierung in der Techniklehre -
ihr Beitrag zum Profil technischer Bildung, vol. 12, Gudrun Kammasch, Henning
Klaf e, Sönke Knutzen (Hrsg.), 2017, pp. 91–98.
short: M. Alptekin, K. Temmen, Digitalisierung in der Techniklehre - ihr Beitrag
zum Profil technischer Bildung 12 (2017) 91–98.
conference:
end_date: 2017-05-13
location: Technische Universität Ilmenau
name: Ingenieur-Pädagogische Wissenschaftsgesellschaft (IPW), 12. Regionaltagung
2017
start_date: 2017-05-11
date_created: 2022-11-22T12:03:07Z
date_updated: 2023-01-18T14:32:14Z
department:
- _id: '34'
- _id: '300'
intvolume: ' 12'
keyword:
- Virtual Reality
- Augmented Reality
- Laborpraktika
- Ingenieurdidaktik
- Labordidaktik
language:
- iso: ger
page: 91-98
publication: Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer
Bildung
publication_identifier:
isbn:
- 978-3-9818728-1-1
publication_status: published
publisher: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)
status: public
title: Möglichkeiten und Grenzen von Virtual-und Augmented Reality im Laborpraktikum
type: journal_article
user_id: '11763'
volume: 12
year: '2017'
...
---
_id: '34128'
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.
- lang: eng
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."
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
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. Digitalisierung in der Techniklehre -
ihr Beitrag zum Profil technischer Bildung. 2017;12:129-132.
apa: Alptekin, M., & Temmen, K. (2017). Überlegungen zur Bewertung der Wirksamkeit
von AR in der Hochschuldidaktischen Lehre. Entwicklung eines Forschungsdesigns
für die Evaluation eines Elektrotechnik-Laborsimulators. Digitalisierung in
der Techniklehre - ihr Beitrag zum Profil technischer Bildung, 12,
129–132.
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} }'
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.” Digitalisierung in
der Techniklehre - ihr Beitrag zum Profil technischer Bildung 12 (2017): 129–32.'
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,” Digitalisierung in der
Techniklehre - ihr Beitrag zum Profil technischer Bildung, vol. 12, pp. 129–132,
2017.
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.” Digitalisierung in
der Techniklehre - ihr Beitrag zum Profil technischer Bildung, vol. 12, Gudrun
Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.), 2017, pp. 129–32.
short: M. Alptekin, K. Temmen, Digitalisierung in der Techniklehre - ihr Beitrag
zum Profil technischer Bildung 12 (2017) 129–132.
conference:
end_date: 2017-05-13
location: Technische Universität Ilmenau
name: Ingenieur-Pädagogische Wissenschaftsgesellschaft (IPW), 12. Regionaltagung
2017
start_date: 2017-05-11
date_created: 2022-11-22T12:14:44Z
date_updated: 2023-01-18T14:33:47Z
department:
- _id: '34'
- _id: '300'
intvolume: ' 12'
keyword:
- Augmented Reality
- Laborpraktika
- Wirksamkeitsmessung
- Labordidaktik
language:
- iso: ger
page: 129-132
publication: Digitalisierung in der Techniklehre - ihr Beitrag zum Profil technischer
Bildung
publication_identifier:
isbn:
- 978-3-9818728-1-1
publication_status: published
publisher: Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)
status: public
title: Überlegungen zur Bewertung der Wirksamkeit von AR in der Hochschuldidaktischen
Lehre. Entwicklung eines Forschungsdesigns für die Evaluation eines Elektrotechnik-Laborsimulators
type: journal_article
user_id: '11763'
volume: 12
year: '2017'
...
---
_id: '4697'
author:
- first_name: Peter
full_name: Sommerauer, Peter
last_name: Sommerauer
- first_name: Oliver
full_name: Müller, Oliver
last_name: Müller
citation:
ama: 'Sommerauer P, Müller O. Augmented reality in informal learning environments:
A field experiment in a mathematics exhibition. Computers and Education.
2014:59--68. doi:10.1016/j.compedu.2014.07.013'
apa: 'Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning
environments: A field experiment in a mathematics exhibition. Computers and
Education, 59--68. https://doi.org/10.1016/j.compedu.2014.07.013'
bibtex: '@article{Sommerauer_Müller_2014, title={Augmented reality in informal learning
environments: A field experiment in a mathematics exhibition}, DOI={10.1016/j.compedu.2014.07.013},
journal={Computers and Education}, author={Sommerauer, Peter and Müller, Oliver},
year={2014}, pages={59--68} }'
chicago: 'Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning
Environments: A Field Experiment in a Mathematics Exhibition.” Computers and
Education, 2014, 59--68. https://doi.org/10.1016/j.compedu.2014.07.013.'
ieee: 'P. Sommerauer and O. Müller, “Augmented reality in informal learning environments:
A field experiment in a mathematics exhibition,” Computers and Education,
pp. 59--68, 2014.'
mla: 'Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning
Environments: A Field Experiment in a Mathematics Exhibition.” Computers and
Education, 2014, pp. 59--68, doi:10.1016/j.compedu.2014.07.013.'
short: P. Sommerauer, O. Müller, Computers and Education (2014) 59--68.
date_created: 2018-10-12T08:30:44Z
date_updated: 2022-01-06T07:01:18Z
doi: 10.1016/j.compedu.2014.07.013
extern: '1'
keyword:
- Augmented reality
- Cognitive theory of multimedia learning
- Field experiment
- Informal learning
- Museum
language:
- iso: eng
page: 59--68
publication: Computers and Education
publication_identifier:
isbn:
- 0360-1315
issn:
- '03601315'
status: public
title: 'Augmented reality in informal learning environments: A field experiment in
a mathematics exhibition'
type: journal_article
user_id: '72849'
year: '2014'
...