=Paper=
{{Paper
|id=Vol-2257/paper18
|storemode=property
|title=Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers
|pdfUrl=https://ceur-ws.org/Vol-2257/paper18.pdf
|volume=Vol-2257
|authors=Natalya V. Rashevska,Vladimir N. Soloviev
|dblpUrl=https://dblp.org/rec/conf/aredu/RashevskaS18
}}
==Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers==
https://ceur-ws.org/Vol-2257/paper18.pdf
Augmented Reality and the Prospects for Applying Its
in the Training of Future Engineers
Natalya V. Rashevska1[0000-0001-6431-2503] and Vladimir N. Soloviev2[0000-0002-4945-202X]
1
State Institution of Higher Education “Kryvyi Rih National University”,
11, Vitali Matusevich St., Kryvyi Rih, 50027, Ukraine
nvr1701@gmail.com
2
Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine
vnsoloviev2016@gmail.com
Abstract. The education system of Ukraine is closely linked with the world ed-
ucation trends, therefore it requires constant renewal and expansion. One of the
progressive areas of organizing studying process is creating the studying envi-
ronment which will allow students to reveal their intellectual potential while
searching for the necessary knowledge. That’s why the purpose of the article is
analysis of the concept of augmented reality and prospects of its application in
the process of training future engineers. The object of study is the system of train-
ing future engineers and the subject is using of augmented reality technologies in
the process of training future engineers. The research method is analyzing the
impact of the augmented reality technologies on the training future engineers.
During the research, we have identified positive aspects of the augmented reality
technologies in the process of training future engineers. We have defined the
stages of creating some methodical system components of teaching fundamental
disciplines in the higher technical school through interdisciplinary integration
and technologies of augmented reality.
Keywords: technology of augmented reality; process of training future engi-
neers.
1 Introduction
The key to human success is our education, which takes on a new feature in the 21st
Century – learning throughout our life, and the ability to apply this knowledge in prac-
tice.
The rapid change of technology, the development of information and communica-
tion technologies, the change in the paradigm of educating has led to the fact that the
amount of knowledge necessary for a person to succeed is constantly changing and
increasing, and therefore there is a need to acquire new knowledge quickly and quali-
tatively, and be able to apply our knowledge in everyday life and educating.
Formal educating in a higher technical educational institution under the traditional
system in the 20th century has been replaced by new forms of educating – distance,
electronic and mobile [21]. Each of these forms has its own positive and negative fea-
tures, but none of them was able to replace the traditional educating process – “live”
communication between a teacher and a student. One of the models of educating that
was able to combine the traits of traditional educating with innovation was the model
of mixed educating (blended learning), which enabled the student to become an active
seeker of their own knowledge [18; 19].
For more immersion of the student into the educating process, in order to better vis-
ualize the knowledge gained, technologies of the complementary (mixed, augmented,
virtual etc.) reality, which make it possible to change the approach to the organization
of the process of educating in higher education are more relevant in recent times [16].
2 Related work
The analysis of scientific sources provided an opportunity to argue that the use of tech-
nologies of augmented reality in the educating process:
─ increases motivation for educating [9] and self-motivation [13];
─ increases the quality of education [5; 8; 12];
─ creates conditions for obtaining more thorough knowledge [17];
─ creates conditions for improving the quality of inclusive education [14];
─ provides the opportunity to build an educating process based on the model of mixed
educating [4; 23] with the involvement of mobile information and communication
technologies [10].
3 The Aim of the Study
Thomas Preston Caudell, the author of the term “augmented reality”, in 1990 was the
engineer of research laboratory at Boeing [6], and later, with the development of infor-
mation and communication technologies, the term gained widespread consumption not
only as a technology expansion of reality, but and as technologies that can be used in
the learning process.
That is why, the purpose of the article is to analyze the concept of augmented reality
and the prospects for its application in the process of preparing future engineers.
4 Discussion and Results
Let us analyze the notion of “augmented reality” in the historical context [20]. Four
years later, from the first mention of the concept of “augmented reality” by Caudell in
1994, the article “Taxonomy of mixed reality” was published, in which the authors
consider such concepts as virtual reality, mixed reality and augmented reality [15]. In
opinion Paul Milgram and Fumio Kishino, augmented reality is a technology by which
the user’s capabilities are expanded by introducing into the user’s perception field var-
ious virtual objects in real time mode.
In 1997, Ronald T. Azuma first formulated the basic principles that characterize sys-
tems using augmented reality:
1. the combination of real and virtual world;
2. interaction in real time;
3. work with three-dimensional space, and also provides an interpretation of the con-
cept of augmented reality.
a)
b)
c)
d)
Fig. 1. Milgram-Kishino taxonomy of mixed reality visual displays: a) simplified representa-
tion of a “virtuality continuum”; b) extent of World Knowledge dimension; c) Reproduction Fi-
delity dimension; d) extent of Presence Metaphor dimension
In his view, augmented reality is the technology of integrating real and computer-gen-
erated virtual objects in the real world [2].
Later, in 2001, scientist added to this list the application of augmented reality appli-
cations by incorporating virtual and computer content into it, allowing a wider applica-
tion of mixed reality through a simulation that takes place in a virtual rather than a real
world [1].
A wide application of the term “augmented reality” began to acquire with the devel-
opment of software and hardware for its creation and support.
According to Evgeniia A. Daineko [7], there are several reasons for the growth in
the popularity of technologies of augmented reality: 1) interactivity, 2) accessibility,
3) realism, 4) innovativeness.
So, augmented reality is technology that allows you to combine computer-aided 3D
graphics, animation, video and textual information with real-time objects [3]; it is a
mixed reality that can be perceived by a person, and supplemented with the help of a
computer with elements of some reality [22]; it is a technology that combines the phys-
ical environment of a person with a layer of virtual reality in real time. It is used to
visually supplement printed material with various virtual objects: text, sound, video,
etc. [11]; this environment with the addition of the physical world with digital data, are
perceived as elements of real life. When creating augmented reality in space in real
time, objects are placed using special software and devices for their reproduction [16].
Using the technologies of augmented reality in the process of preparing future engi-
neers will allow:
─ to carry out the integration of fundamental disciplines and visualize the educating
process;
─ make the learning process holistic, vivid, rich and will strengthen the fundamentali-
zation of engineering education;
─ to build an open system of education that will provide each student the opportunity
to create a personal trajectory of educating;
─ to expand the boundaries of educating – acquire knowledge using the teaching ma-
terials of the world's leading technical universities;
─ to make the educating process individualized and adapted for each student;
─ to increase cognitive activity of students in the process of teaching fundamental dis-
ciplines and make the student an active competitor of knowledge;
─ to support independent work of the student;
─ to intensify the educating process;
─ to increase the student’s creative thinking and expand the vision of the world.
5 Conclusion
Summarizing the above, it can be argued that for the further implementation of certain
components of the application of augmented reality technologies in the process of ed-
ucating future engineers, it is necessary:
─ to identify means of augmented reality that can be used in the process of teaching
fundamental disciplines;
─ to determine the forms and methods of organizing the process of teaching funda-
mental disciplines, taking into account the augmented reality in the higher technical
school;
─ to develop educating materials for visualization of the educating process, which
combined theoretical and practical information on the subjects of the specialty and
implemented intersubject communications;
─ to develop a methodology for teaching fundamental disciplines based on the tech-
nology of augmented reality and experimentally test or disprove its effectiveness.
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