Abstract
The use of Mixed Reality (MR) technologies is expected to address the current challenges in mining engineering education. Including hands-on experience often conflicts with limited resources for field trips and excursions. Various studies report that MR can support students in fostering knowledge transfer and enhancing the development of professional skills. However, the success of MR technologies in teaching depends significantly on the teachers, who are rarely supported in the introduction and selection of MR technologies. In order to support teachers in the selection of suitable media and technologies, we present a multidimensional matrix to support the decision towards the usage of three different MR experiences in mining engineering education: Augmented Reality (AR), 360°, and Virtual Reality (VR) experiences. This matrix was built based on the result of several conducted interviews with the technology developers and users. The decision matrix differentiates between methodological aspects of teaching, infrastructural factors, individual prerequisites and knowledge of the teacher, all of which play a role in the selection of the right MR technology. In addition, examples of the use of the respective technology in teaching are discussed.
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This work is part of the project “Mixed Reality Books (MiReBooks)” and was funded by the EIT RAW Materials. The author is responsible for the contents of this publication.
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Daling, L.M., Khodaei, S., Thurner, S., Abdelrazeq, A., Isenhardt, I. (2021). A Decision Matrix for Implementing AR, 360° and VR Experiences into Mining Engineering Education. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Posters. HCII 2021. Communications in Computer and Information Science, vol 1420. Springer, Cham. https://doi.org/10.1007/978-3-030-78642-7_30
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DOI: https://doi.org/10.1007/978-3-030-78642-7_30
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