The digitalization of industrial processes is being driven forward worldwide. In parallel, the education system must also be transformed. Currently, education does not follow the opportunities and development of technologies. We can ask ourselves how we can integrate technologies into a traditional learning process or how we can adapt the learning process to these technologies. We focused on robotics education in secondary vocational education. The paper contains research results from a modern learning model that addresses student problem-solving using cyber–physical systems. We proposed a reference model for industrial robotics education in the 21st century based on an innovative cyber-physical didactic model (CPLM). We conducted procedure time measurements, questionnaire evaluations, and EEG evaluations. We could use VR to influence the improvement of spatial and visual memory. The more intense representation of the given information influences multiple centers in the brain and, thus, the formation of multiple neural connections. We can influence knowledge, learning more effectively with short-term training in the virtual world than with classical learning methods. From the studied resources, we can conclude that the newer approach to teaching robotics is not yet available in this form. The emerging modern technologies and the possibility of developing training in this area should be investigated further.

No abstract

Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different way than in the recent past. Education systems are no longer keeping up with the development of technology. Education systems need to adapt and introduce technologies that motivate students and ultimately contribute to higher learning goals. To this end, we need to develop modern learning models that support education and technological development. In previous research, we developed and evaluated a state-of-the-art learning model, the CPLM. We built on this with a new study, in which we assessed the difference between the cognitive activities of attention and meditation in students during the viewing of a classical educational video, a 360° video, and an AR app on a screen. We found that the 360° video had the greatest impact on students’ attention and is consequently suitable for initially motivating students in the proposed learning model. We made a proposal for a modern educational model and possibilities for further research.