A Comparative Study of Augmented Reality Assistant Tools in Assembly

Daling, Lea M.; Abdelrazeq, Anas; Sauerborn, Christoph; Hees, Frank

doi:10.1007/978-3-030-19135-1_74

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…Four D uses 4 simple special stages, namely (1) Define the product, which in this case is augmented reality that is ready to be used through a series of tests, then (2) Discover which contains the design of the project being developed, including the framework and wireframes of AR programming; (3) Develop is the process of developing AR products based on the layout of the project framework; and finally the final stage (4). It is a demonstration and dissemination through the Google Playstore and Appstore to see how users respond to the learning concepts that have been developed [12], [20] The 4 steps of Four D in detail can be seen in Figure 3.…”

Section: Sub Instrument Developmentmentioning

confidence: 99%

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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This research discoverable (1) the development of a MOOC (Massive Open Course Online) learning innovation that incorporates Augmented Reality; (2). The use of the concept of AI Injected e-Learning (The Future of Online Education) in Vocational High Schools, which supports the idea of Education 3.0. This study employs a quantitative method to educational research and development, with research sample vocational students. The findings of this research lead to the following conclusions: (1) The efficacy and efficiency of MOOC's learning innovation integrated Augmented Reality was evaluated to be 87.3 percent in a usability test; (2). The application of the concept of Education 3.0 proved to have a significant impact on learning comfort, as evidenced by a questionnaire instrument that revealed that around 85.4% of users believed that online and face-to-face learning provided flexibility in learning, 12.2% felt that learning was normal, and 10% felt that learning was not required; (3). The results of the correct hypothesis are acquired from the quantitative data with a significance value of greater than 0.5, indicating that MOCC's integrated learning utilizing Augmented Reality has resulted in a significant increase in the learning outcomes of vocational high school students by 38 percent

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Section: Sub Instrument Developmentmentioning

confidence: 99%

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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“…Stress and anxiety may arise, especially if there is pressure on the employee to learn new tasks or acquire new knowledge in a short time (Birkel et al, 2019). This may lead to feelings of inadequacy and frustration (Daling et al, 2020). People tend to resist when they fear not adapting to, or developing, expected new behaviours brought about by new technology.…”

Section: Feeling Of Inadequacymentioning

confidence: 99%

“…The use of I4.0 technologies as training media is also possible. For example, various researchers suggest using augmented reality and simulation in training sessions (Aromaa et al, 2019;Daling et al, 2020;Loch et al, 2016).…”

Section: Trainingmentioning

confidence: 99%

“…Bag et al (2018),Birkel et al (2019),Bruno et al (2019),Chei et al (2019),Daling et al (2020), Eimontaite et al (2019), Greinke et al (2016), Hahm (2018), Horv ath and Szab o (2019), Klumpp et al (2019), Loch et al (2016), Merhar et al (2019), Pejic-Bach et al (2020), Whysall et al (2019) and Zimmermann et al (2019) "Sometimes there is a dislike of doing something different because people have always done things a certain way. It can be troublesome with the new technology [referring to learning how to use the new software]" Concerns about job and power loss Birkel et al (2019), Eimontaite et al (2019), Hahm (2018), Horvath et al (2018), Horv ath and Szab o (2019), Klumpp et al (2019), Le Grand and Deneckere (2019), Mora Sanchez (2019), Pradhan and Agwa-Ejon (2018) and Xing et al (2019) -Not identified as a source of resistance-Work overload Birkel et al (2019) "People cannot be in two places at the same time.…”

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confidence: 99%

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Dealing with resistance to the use of Industry 4.0 technologies in production disturbance management

Ito

Ylipää

Gullander

et al. 2021

JMTM

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PurposeResistance is expected to emerge with the implementation and use of new technologies in production systems. This work focuses on identifying sources of resistance to the use of Industry 4.0 technologies when managing production disturbances and suitable managerial approaches to deal with them.Design/methodology/approachA qualitative approach was chosen in this research. The authors conducted a literature review and a series of interviews. Thirty-one papers from the literature review were analysed, and 16 people from five different companies were interviewed.FindingsThe authors identified five different sources of resistance and three managerial approaches to dealing with them. The sources of resistance were based on (1) feelings of over-supervision, (2) unclear values, (3) feelings of inadequacy, (4) concerns about loss of power and jobs and (5) work overload. The three approaches to dealing with resistance are (1) communication, (2) participation and (3) training.Originality/valueThis work identifies the sources and strategies to deal with resistance to the use of Industry 4.0 technologies in the management of production disturbances. The managerial literature in this area is limited, and to the authors's knowledge, the specific sources for resistance and strategies to deal with that in this topic have not been systematically investigated before.

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