Abstract
Augmented Reality (AR) can be applied in more and more fields. One of these areas is Industry 4.0, which is highly relevant for education in Higher Technical Vocational Colleges. A positive perception of AR education might help to motivate students to deep-dive into Industry 4.0. This is important since there is a considerable demand for a highly-skilled workforce from many companies from all industries. Teachers play a crucial role in motivating students to feel addicted to these topics.
The central aim of this study is to get insights into the perception of teachers about AR education in Higher Technical Vocational Colleges. Their perceptions are then compared with the perception of students. Based on hypotheses, two questionnaires were developed to collect empirical data to be analyzed with statistical methods. Overall, 172 students and 45 teachers took part in this survey.
The results demonstrate that students and teachers alike positively perceive AR education. Correlation analysis of selected items from the questionnaires reveals that specific items could play a central role in a generally positive perception. Further research is needed to explore and identify a cause-effect relationship between items.
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Bernsteiner, R., Probst, A., Pachatz, W., Ploder, C., Dilger, T. (2023). Augmented Reality in Engineering Education – A Comparison of Students’ and Teachers’ Perceptions. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_19
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