Abstract

Augmented Reality (AR) is fast-growing technology that has proved itself in many applications, including manufacturing environments. Manufacturing engineers benefit in an industrial environment by harnessing this technology in the workplace to guide workers through a variety of tasks. It is no longer a question on whether it is useful, but what are the best ways of applying the technology. Currently there are no published studies on ways to use augmented reality in a Manufacturing Engineering Educational Environment (MEEE). This study examines various ways that AR can be used in an MEEE setting and assesses the value of such applications. This study examines several different ways of creating and implementing AR and assesses whether there are notable gains from the use of AR over written instructions that are commonly used to teach in university environments. One portion of this research looks at instruction created using CAD based models to animate steps and uses model tracking and overlay to tie the experience to reality. A second type of AR uses video, audio and spatial tracking to guide the user through an experience without the use of any CAD model overlay. These two methods were presented to research subjects on either a Hololens 2 or a smartphone. Results showed that both methods of AR presentation were superior to written instructions. Students were able to complete instruction with fewer interventions and rated their experiences in regards to satisfaction and attention particularly highly. It was found that although there is a large wow factor associated with using the Hololens 2, the practical application favors the integration of AR with a smartphone. Research subjects are already familiar with smartphones, so asking them to use them for AR instruction was a seamless task. The Hololens 2 is a new and exciting technology that is on a steep learning curve with glitches that hamper immediate adoption although it will undoubtably grow in use over time. Overall, the use of AR as a teaching tool was met with enthusiasm, and results indicated that it was an effective teaching tool in an MEEE.

Degree

College and Department

Ira A. Fulton College of Engineering and Technology; Mechanical Engineering

Rights

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