Annotation vs. Virtual Tutor: Comparative Analysis on the Effectiveness of Visual Instructions in Immersive Virtual Reality

Towards modeling of human skilling for electrical circuitry using augmented reality applications

“…As we explained in our related work section, there is little reference on how to design the AR content for an educational curriculum, as most classroom implementations were done using an empirical approach and typically focused on how to integrate AR into the classroom, rather than how to customize the AR content itself. Thus, we decided to approach the design with an emergent coding approach (Blair, 2015), in which we clustered the types of microskills we could recognize in AR: (1) Perceptual, which refers to the time specific knowledge designed to attract the attention of the user and deliver visual information (Hoffmann et al, 2008;Kishishita et al, 2014;Lee et al, 2019;Rusch et al, 2013;Schwerdtfeger & Klinker, 2008;Steinberger et al, 2011;Volmer et al, 2018;Waldner et al, 2014); (2) Cognitive, which refers to the time specific knowledge to generate and collect information from the users' working memory (Beheshti et al, 2017;Cai et al, 2014;Chan et al, 2013;Kapp et al, 2019;Knierim et al, 2018;Prilla, 2019;Strzys et al, 2017); (3) Motor, which refers to the time specific knowledge to properly perform an operation or process (Bhattacharya & Winer, 2019;Eckhoff et al, 2018;Gavish et al, 2015;Mohr et al, 2017;Wang et al, 2016;Webel et al, 2013;Westerfield et al, 2015). In Table 1, we go into further detail on the educational purposes for each type of microskill and guides on how to translate it into AR in terms of content design.…”

Discipline vs guidance: comparison of visual engagement approaches in immersive virtual environments

“…To invalidate a prior knowledge, each session randomizes the equipment and its operation in each step. There are differences in the degree of manipulation for each piece of equipment, as in [18]. The lever can be set from 1 to 3 by moving the handle down, middle, or up.…”

Evaluating the Need and Effect of an Audience in a Virtual Reality Presentation Training Tool

“…VRET, for instance, has been shown to work well for different kinds of anxieties [3,17], such public speaking [18]. Further, one of the most prominent uses of VR is for training [19]. Several studies have shown that VR is a disruptive and useful tool for the training of various skills [16,20,21]; for technical [19], physical [22], and sociological training [23].…”

“…Further, one of the most prominent uses of VR is for training [19]. Several studies have shown that VR is a disruptive and useful tool for the training of various skills [16,20,21]; for technical [19], physical [22], and sociological training [23]. Even low-end VR can yield positive results [24].…”