Etablierung der Autorenrolle als Merkmal beruflicher Bildung im Umgang mit Augmented Reality

The fourth industrial revolution is increasingly influencing the training of engineers and skilled workers. „Industry 4.0“ technologies, which are reaching a level of mainstream maturity, need to be integrated more strongly into vocational training facilities in order to secure the competitive position of small and medium-sized enterprises. This thesis introduces a practice-oriented approach to prepare skilled workers, apprentices and students from the industrial-technical sector for future challenges in the digitalized working environment. This is achieved by using an AR-supported authoring system that allows users to contribute their own knowledge contend to the system and thus actively participate in changing their operational workplace. The main objective is to investigate whether the use of an AR-system can contribute to the disclosure and transfer of tacit knowledge of users during assembly tasks.
To achieve this goal, the research framework is designed according to the Design-Based Research principle, which is based on practical and design-oriented research. This includes several cycles of development, testing, analysis and revision using vocational science methods, which are utilized in a total of three practical scenarios. Each scenario pursues a specific sub-goal: First, the evaluation of different AR-systems and their functionality for the research project. Second, the effectiveness of knowledge transfer using a self-constructed assembly prototype. And third, the testing of the knowledge transfer in a real assembly scenario, carried out in cooperation with an industrial partner. In all assembly scenarios, a positive benefit of the AR-system for knowledge transfer was observed. Based on the findings and experiences of this research, recommendations for the future use of AR authoring systems are presented in conclusion.