| Phenomena | Mixed reality in vocational education and training

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Computer science
Psychology

Mixed reality in vocational education and training

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Both demographic and technological change (e.g. Industry 4.0) are contributing to the fact that companies increasingly need qualified specialists to cope with complex and concentrated work. These can be gained both through the training of new skilled workers and through the further training of existing skilled workers so that they can continue to fulfill their job requirements. Training and further education measures include the transfer of (specialist) knowledge, skills and attitudes for a specific profession or activity [3].

Increasingly, many aspects of education and training are also being digitized, from small methodological interventions (e.g. digital book or workbook) to the complete digitization of teaching or study courses (e.g. MOOCs, digital distance learning universities). The integration of digital resources for learning (eLearning) can replace or supplement analog methods or create completely new learning and teaching opportunities. In most cases, widespread technologies such as PCs or smartphones are used for this purpose, but newer technologies such as mixed reality can also be used for vocational education and training.

Mixed reality (MR) encompasses both augmented reality (AR) and virtual reality (VR). While AR is primarily characterized by the fact that the user’s real environment is supplemented by virtual elements such as text, images or 3D objects, in VR the real environment is largely replaced by a virtual environment. Other concepts and technologies, such as extended reality (XR), spatial computing or virtual worlds, often overlap with this spectrum.

The use of MR for training and further education can be designed very differently and depends on various factors. On the one hand, MR can be used for learning scenarios that cannot be implemented in analog form due to the high level of effort involved or due to potential hazards. One such use case is, for example, safety training in VR, in which participants can be transported into potentially dangerous situations in VR, or the expansion of the existing analog working environment, e.g. with additional machines in AR. In addition, existing teaching materials can also be transferred to MR, allowing the working environment to be supplemented with instructions and information, for example. The effectiveness of MR has now been investigated in numerous studies, most of which have shown a medium to large effect in favor of MR training [5], [4], [2]. However, the design and context of the MR training should be taken into account when interpreting these results.

The specific design of education and training with MR, for example, depends heavily on the type and scope of the learning task, the learners and the available resources. On the technical side, it must be clarified whether AR or VR can be used more sensibly, what type of visualization (e.g. head-mounted display, smartphone) and interaction (e.g. controller, gestures) are used, how the content is implemented on the software side (e.g. creation in Unity3D) and whether certain standards should be adhered to (e.g. ARLEM, P1589).

In addition, important questions arise regarding the embedding of specific learning content in MR and the MR-supported learning units in a larger overall pedagogical concept [1]. Other aspects such as the prior knowledge of the learners and their previous experience with and openness to new technologies should also be taken into account. When using mixed reality in companies in particular, it is also important to clarify legal issues relating to employment and occupational health and safety and to accompany the introduction process with structured change management if necessary.

Comparability with analogue phenomena

The use of mixed reality is a new way of shaping education and training, for example by conveying teaching content in an innovative way. It also offers the possibility of demonstrating complex environments or issues regardless of time and place. Once the learning content has been prepared, MR can make the implementation of training and further education more efficient than analogue options, which may entail higher organizational and personnel costs. Initial reviews also show that the use of MR, in contrast to analog training, can lead to improved training results (e.g. [5], [4], [2]). At the same time, it has not yet been sufficiently researched whether known pedagogical concepts and learning psychology principles can simply be transferred to MR [6].

Social relevance

In view of demographic change, digitalization and other social challenges, MR in vocational education and training is another aspect that can be used to address these changes. Innovative learning environments can be created in and with MR and interactive, practical learning can be promoted. It can also contribute to equal opportunities as, for example, cost-intensive or locally unavailable situations can be transferred to VR or AR.