Augmented Reality Procedure Assistance System for Operator Training and Simulation

Abstract

This study explores the design, implementation, and evaluation of an Augmented Reality (AR) prototype that assists novice operators in performing procedural tasks in simulator environments. The prototype uses an optical see-through head-mounted display (OST HMD) in conjunction with a simulator display to supplement sequences of interactive visual and attention-guiding cues to the operator’s field of view. We used a 2x2 within-subject design to test two conditions: with/without AR-cues, each condition had a voice assistant and two procedural tasks (preflight and landing). An experiment examined twenty-six novice operators. The results demonstrated that augmented reality had benefits in terms of improved situation awareness and accuracy, however, it yielded longer task completion time by creating a speed-accuracy trade-off effect in favour of accuracy. No significant effect on mental workload is found. The results suggest that augmented reality systems have the potential to be used by a wider audience of operators.

Measuring the impacts of AR HMD on users’ situation awareness during wood frame assembly tasks

“…Stanton et al (2004) summarized that SAGAT had been validated by numerous studies, and (Endsley, 2000) reported a high degree of reliability as well. In recent research about AR applications, SAGAT has been widely used to examine the improvement of operator's situation awareness by using AR-based systems across a variety of domains, including military identification (Mitaritonna et al, 2020), operator training (Hayden et al, 2020), and driving simulation (Lindemann et al, 2018). These findings provided evidence of the feasibility of SAGAT assessment in studies based on human-system interfaces.…”

On the Use of Augmented Reality to Reinforce the Learning of Power Electronics for Beginners

“…The learning effects may be more interesting if a virtual object is merged into a real scenario with AR and the learners' interactive behavior is the same as the real experimental condition, as in the real-time interactivity in the framework of the Teaching Factory between industrial equipment and AR, as suggested in [13]. Wei [14] investigated the impacts of AR on teaching in technical creative design courses in high schools to improve motivation, creativity, and teaching efficiency; this also applies to sports [15], mathematics [16,17], engineering [18,19], and industry [20], along with customers becoming part of the process of robotic cell manufacturing to customize it to their needs [21] or guiding the operators in industry [22,23].…”