Scientists from Münster University of Applied Sciences study virtual world didactics for vocational training

AR and VR find their place in professional training. Teachers in vocational schools and ÜBA must be prepared for this. The Institute for Professional Teacher Training at the Münster University of Applied Sciences is also studying the didactics of the virtual world.

Vocational teachers must always be up to date, as technological development is advancing rapidly in many professions. The tracks as an example professor doctor Marc Kruger industrial mechatronics. “Some companies are now documenting technical systems in such a way that their installers can fix them with AR glasses,” says the trained electronics technician and vocational school teacher, who has been teaching technology at the Institute. University of Applied Sciences of Munster teaches and does research.

Do all vocational school teachers and teachers in inter-company training (ÜBA) now have to design their courses with augmented reality (AR) and virtual reality (VR)? Krueger says no. “This should be assessed individually for each training profession”, explains the scientist. Two factors should be considered here – on the one hand, whether AR and VR are already used in the respective profession; on the other hand, if it can help design the teaching process.

AR and VR learning apps

Employees of the Institute for Professional Teacher Training (IBL) at Münster University of Applied Sciences currently receive a Insight. One of the first steps was to take those that already exist learning media to scrutinize. “The learning apps in VR and in AR visibly differ”, summarizes Professor Krüger.

VR: action process mapping

above virtual reality become particularly whole components of professional action processes illustrated. The researcher gives two examples from the automobile trade. Trainees can learn in VR how to detach the gearbox from the engine to access the clutch or paint a vehicle body. “Of course, professional practice is more complex, but in VR many work steps can be practiced beforehand.” However, Krüger criticizes virtual reality learning applications that the knowledge transfer still “a bit thin” failed.

AR: transmitting knowledge

Instead of action processes, learning applications have augmented reality rather the knowledge transfer in the foreground. “On a AR glasses become the users information or Explanations displayed, with which they gain an increase in knowledge,” explains the scientist from Münster University of Applied Sciences. For example, if you walk through a historic building with QR codes on the walls, you can use the AR glasses to find out how the plaster is made and the technical techniques used to process the material.

A learning requestthe knowledge and action process in AR with each other combined, is currently the exception. You can’t find it in VR yet.

material for the lesson

editors with a technical orientation like Christiani or Festo are already on the move, learning aids for a learning request With AR and VR to create, jumped. That the vocational school teachers soon to follow suit and own teaching materials develop for the virtual learning room, sees Professor Dr. Marc Kruger currently not. His skepticism the scientist justifies this with his experiences from the early 2000s. “The development of e-learning software by vocational school teachers has yielded sobering results with great effort. their skills here.”

However, producing learning materials for AR and VR is also not a surefire success for publishers. “In terms of content and technology, a lot of know-how is needed, which publishers are currently developing. A lot of things will develop in the coming years”, predicts Krüger, “AR and VR learning media will become more demanding”.

AR learning materials for crafting

It will also be a goal Didactics of the virtual world to develop. Suggestions for this might be “ARihA” funding project deliver, in which the Professional Teacher Training Institute of the Münster University of Applied Sciences carries out the preliminary work for the Lower Franconia Chamber of Crafts. “For the inter-company courses in their training center in Schweinfurt Augmented reality learning materials developed”, explains Prof. Dr. Marc Krüger didactic and methodical concept, which aims to support AR learning materials with didactic added value. After the realization of the project, this didactic and methodical concept will also be other chambers of trade provision.

Project “ARihA” The “Augmented Reality in Craft Training” (ARihA) project is part of the special digitization program for inter-company vocational training centres. The goal is to test how AR technology can be used in commerce and how it can be embedded in cross-company training curricula. The goal is to use the results to develop a process model that implements AR technology across trades and nationwide in craft training. The ARihA project, funded by the Federal Ministry of Education, ends in June 2023. You can find an overview of the other funding projects in the online article “AR should first offer the skilled trades the largest opportunities” on, which is on the special topic “Augmented Reality and Virtual Reality in Crafting”.
the searcher also follow the so-called Design model approach. “We are looking in existing AR learning materials for proven didactic conceptswho move from one profession to another in training to transfer leave,” explains Prof. Dr. Marc Krüger. With the developed by the Lower Franconia Chamber of Crafts Light wall for automotive mechatronics there is already one prototypes. “The concept of troubleshooting in a car’s lighting system dates back to the repair in a classic Installation of the transfer house.”

Teaching in virtual space

The research domain of the IBL also includes teaching in virtual space. Here they want searcher next comparehow the Presence in VR of assist a Video conferencing is different. “You can see it in tools like Teams or Zoom It is the facial expressions and the gesturebut all Participant are only as floor tile laid out on the screen”, Krüger criticizes the result “de-spacing“.

On the other hand, a “spatiality” in the VR world given. When fault of virtual space, however, the scientist makes the avatar currently still no emotions could show. As a result, important information would be missing from the communication. However, this deficit can easily be filled. “When texting first appeared, people were getting by with emojis. Also, other technical developments are in sight that record the person’s facial expressions through the VR glasses and transfer them to the avatar.”

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