=Paper=
{{Paper
|id=Vol-2393/paper_337
|storemode=property
|title=Augmented Reality in Training Engineering Students: Teaching Techniques
|pdfUrl=https://ceur-ws.org/Vol-2393/paper_337.pdf
|volume=Vol-2393
|authors=Yuliia Yechkalo,Viktoriia Tkachuk,Tetiana Hruntova,Dmytro Brovko,Vitaliy Tron
|dblpUrl=https://dblp.org/rec/conf/icteri/YechkaloTHBT19
}}
==Augmented Reality in Training Engineering Students: Teaching Techniques==
https://ceur-ws.org/Vol-2393/paper_337.pdf
Augmented Reality in Training Engineering Students:
Teaching Methods
Yuliia Yechkalo[0000-0002-0164-8365], Viktoriia Tkachuk[0000-0002-5879-5147],
Tetiana Hruntova[0000-0001-6775-6361], Dmytro Brovko[0000-0001-9108-3857] and
Vitaliy Tron[0000-0002-6149-5794]
Kryvyi Rih National University, 11, Vitalii Matusevуch St., Kryvyi Rih, 50027, Ukraine
{uliaechk, viktoriya.tkachuk, tatianagru, ndhknu}@gmail.com,
vtron@ukr.net
Abstract. The research aim. The research is intended to theoretically
substantiate, develop and test methods of applying augmented reality to training
future engineers. The research tasks include adaptation of augmented reality
tools to apply them to laboratory classes while training future engineers;
visualization of theoretical models of physical phenomena and processes using
augmented reality tools; theoretical substantiation and development of methods
of applying augmented reality to training future engineers. The research object
is training future engineers at engineering universities. The research subject is
methods of applying augmented reality to training future engineers. The research
results are the following. There are analyzed national and foreign researches into
issues of applying augmented reality to training future engineers at engineering
universities. The augmented reality tools (HP Reveal) is adapted to be used in
laboratory classes in physics while training future engineers. There are created
augmented reality objects in the form of educational videos in which the structure
of laboratory machines and procedures of working with them are explained.
Methods of applying augmented reality to training future engineers at
engineering universities are developed.
Keywords: Augmented Reality, Training of Future Engineers, Laboratory
Works.
1 Introduction
1.1 Problem statement
Training of future engineers at engineering universities is aimed at forming a competent
specialist capable of working under conditions of escalating information flows.
Successful solution of this task depends on a student’s acquired skills to find, process,
understand and use information. Sometimes, students find it difficult to comprehend
scientific notions and laws as, in case of traditional training techniques, this material is
presented in an abstract form which is difficult to understand. It results into theoretical
models not consistent with real-life phenomena and processes.
The augmented reality (AR) technology is one of the modern training means
reflecting theoretical notions through visual 2D/3D objects, thus facilitating
understanding of abstract notions and models by students.
1.2 Analysis of the latest researches
The authors [9; 15] use augmented reality as a means of arranging students’ group and
solo work while studying electric machines. This provides an opportunity of arranging
interactive training and performing laboratory works without a teacher’s assistance. AR
tools presented in the research create a link between theoretical material and laboratory
works. In designing installations and machines, application of AR tools makes students’
training motivating and comfortable as they are available and easy to use.
In [13], D. N. Phon, M. B. Ali and N. D. Halim treat augmented reality as a new
technology applicable to implementation of innovative teaching-learning methods.
Application of AR methods enhances educational results, yet the principle driver
implies treating AR design as a support of the training activity. The researchers [16;
18] think that AR provides new opportunities of developing the training environment
that enables students to interact with each other and the training content at the same
time. It causes deeper comprehension of educational information and enhances
students’ motivation.
C. Onime, O. Abiona shows a conceptual reality-virtuality relationship between
hands-on, remote and virtual laboratories. The hands-on physical laboratories would be
at the Realism end, remote laboratories are in the mixed reality zone and virtual
laboratories are at the other extreme. Without any visible view of the apparatus, the
user interfaces of most remote laboratories are typically computer-generated
environments with the insertion of real data taken from the remote apparatus, which is
consistent with an augmented virtuality environment [10, p. 70].
In [11], there are developed methods of training future engineers using AR
technologies to present educational materials on engineering subjects for theoretical
and laboratory training in an interactive form. The authors’ goal is to reduce
expenditures by introducing AR technologies while conducting an experiment.
The recent researches into augmented, virtual (VR) and mixed realities developed
by the world’s largest electronics producers were presented at the conference [5]. Both
researchers and practitioners were able to improve their skills of mastering up-to-date
AR and VR technologies during courses and seminars conducted at the conference.
A. Striuk, M. Rassovytska and S. Shokaliuk substantiated efficiency of applying the
AR app Blipper to professional and practical training of future engineers [17]. In [20],
we developed theoretical and methodological foundations of AR application to training
students with specific educational needs. Ukrainian researchers developed some
components of the training and methodological complex for designing VR an AR
systems for future Informatics teachers.
However, currently, there are some issues understudied in Ukraine, namely:
adaptation of AR tools to be used in laboratory classes while training future engineers;
provision of visualization of theoretical models of physical phenomena and processes
by modern ICT tools; application of AR technology to forming future engineers’
competences.
1.3 Research aim
The research is aimed at theoretical substantiation, development and experimental
examination of the methods of applying AR to training future engineers.
2 Main material presentation
2.1 Using ICT in laboratory works
The present-day educational system emphasizes training which results in acquired
knowledge and skills necessary for professional and research activity. Engineering
universities focus their attention on developing research competences in laboratory
classes. These classes are noted for application of specific tools and devices requiring
mastering specific knowledge and skills by students [21]. A laboratory class that
envisages a student’s independent experimenting is much more significant in its scale
than any other form of class organization as it boosts research competences required
for his/her further engineering career.
Ya. Ya. Boliubash distinguishes the following stages in the structure of modern
laboratory classes: 1) conducting initial control of students’ preparedness to perform a
laboratory work; 2) doing relative training tasks; 3) preparing an individual report;
4) teachers’ assessing students’ work results [4]. In laboratory classes, students follow
the instruction that can be considered a basic information source. According to
Yu. O. Zhuk, this puts forward some requirements to the content and structure of an
instruction. The researcher indicates that the description that is too detailed splits
students’ attention and makes them master too much information that can cause some
errors and inefficient use of the training time [22].
First-year students’ questioning conducted by the research author [12] reveals that
most students have difficulties during laboratory classes including: 1) inability to apply
theoretical knowledge to solving definite experimental problems; 2) underdeveloped
skills of experimenting; 3) inability to substantiate experiment results by means of
available theoretical knowledge; 4) failure to understand professional direction of the
work to be done; 5) difficulties associated with reproduction of the material mastered
independently; 6) students’ reluctance while performing a work; 7) absence of a
teacher’s due control of laboratory work results.
Application of modern information technologies can be one of solutions of described
problems [1; 3; 14]. The experience described in [22] indicates that visualization of
information by ICT tools greatly enhances its perception. To ensure motivation of the
training activity and make a laboratory class effective, we use the AR technology.
R.T. Azuma defines augmented reality as a system combining virtual objects and
reality, interacting on-line and operating in 3D. AR cannot create an entirely virtual
environment, yet, it involves both virtual and real-world elements by adding virtual
objects changed as a result of a user’s actions to his/her surroundings [2]. Thus, AR
provides a modern solution of the problem of encouraging future engineers to conduct
their own researches and experiments.
2.2 Methods of using augmented reality in laboratory classes
While elaborating methods of applying augmented reality to training future engineers,
we analyzed a set of software tools of training support which are widely used as
educational sources, namely: Amazon Sumerian, AR Flashcards Space Lite, AR-3D
Science, Augment, Blippar, Chromville, Elements 4D, HP Reveal, Layar, Magicplan,
Quiver, Google Lens. To create AR objects, we chose the HP Reveal platform as the
easiest to adapt to educational needs and available [6]. AR objects are treated as a result
of adding virtual objects to real-life markers (video instructions to perform laboratory
works) that are perceived as real objects. Schematic drawings (schemes) of laboratory
machines can be such markers [8] as they enable students to get ready to a laboratory
work independently and efficiently.
AR tools are used in laboratory classes according to the BYOD (Bring Your Own
Device) approach: students use their own mobile devices to recognize markers. After
pointing the camera of a mobile device at the scheme (marker), there appears a video
on the screen in which a teacher demonstrates a laboratory machine and its major
elements, comments on the experiment conduction and highlights its peculiarities [7].
Thus, AR objects are supplementary to printed instructions. The result is visualized
instructions to conduct laboratory works (Fig. 1).
Fig. 1. Visualization of the instruction for the laboratory work “Determination of the liquid
tension ratio by the height of its raise in the capillary tube”
The method of applying augmented reality at laboratory classes envisages the following
steps: 1) installing the mobile app HP Reveal (Fig. 2); 2) opening and registering
(Fig. 3–Fig. 4); 3) searching by the #tag #physicslab (Fig. 5); 4) subsequent to the
search results, choosing a laboratory work, for example, mechanics_lab_2_1 (Fig. 6);
5) in the instruction of the laboratory work, finding the scheme – the general view of
the laboratory machine. This scheme is a marker identified by the AR tools; 6) when
pointing the mobile device at the picture-marker, HP Reveal scans it (Fig. 7). There
appears a video in which a teacher shows a laboratory machine, its basic components
and comments on conducting the experiment (Fig. 8); 7) watching an educational video,
paying attention to the structure of a machine and procedures of working with it;
8) addressing a teacher if any questions arise.
It should be noted that AR application in laboratory physics classes is an efficient
method of engaging students into the training process. It is easier for students to
understand abstract theoretical models of physical phenomena through their
visualization by using AR tools.
Fig. 2. Install the HP Reveal Fig. 3. Register the HP Reveal Fig. 4. Hashtag #physicslab
Fig. 5. Search for Fig. 6. HP Reveal scans Fig. 7. Educational
mechanics_lab_2_1 video
3 Results of experimental examination of the suggested
methods
To examine the method, we determine criteria of efficiency of applying augmented
reality to training future engineers, their indices and research methods (Table 1).
The pedagogical experiment was conducted at Kryvyi Rih National University
during the first term of 2018-2019. First-year students of the speciality Software
Engineering were engaged in the experiment comprising 16 students of the experiment
group and 17 students of the control group.
The generalized experiment results consistent with the criteria, indices and levels of
their formation in the control and experiment groups are given in Fig. 8.
Table 1. Criteria of efficiency of applying augmented reality to training future engineers
Criterion of effi-
Levels
ciency of apply- Index of efficiency of applying
of for- Research methods
ing augmented augmented reality
mation
reality
Availability of students’ desire to Questionnaire “Motivation for
Students’ motiva- High;
study, perform complicated tasks; training activity”, questionna-
tion for training medium;
understanding of significance of ire “Augmented reality in labo-
activity low
studies ratory physics classes”
Systematic ac- Timely accomplishment of labora- High;
Results of accomplishment of
complishment of tory works; students’ active partici- medium;
timely laboratory works
laboratory works pation in class low
Availability of students’ knowled-
Formation of High;
ge of the subject; a skill to indepen-
knowledge and medium; Module test in physics
dently accomplish tasks; objective
skills low
assessment of students’ own results
Fig. 8. Generalized results of the experiment
According to the criterion “Students’ motivation for training activity”, the number of
students of the experiment group with high and medium motivation is larger than that
of the control group by 40.81%.
The criteria “Systematic accomplishment of laboratory works” and “Formation of
knowledge and skills” reveal the number of students of the experiment group with high
and medium motivation which is larger than that of the control group by 16%.
After generalizing the results of the pedagogical experiment, we can conclude that
the developed methods of applying augmented reality to training future engineers in
laboratory classes in physics are quite efficient, especially in terms of raising students’
motivation for the training process.
4 Conclusions
While conducting a research into application of augmented reality to training future
engineers at engineering universities, we obtained the following results:
1. there are analyzed national and foreign researches into issues of applying augmented
reality to training future engineers at engineering universities;
2. the augmented reality tools (HP Reveal) is adapted to be used in laboratory classes
in physics while training future engineers and there are created AR objects in the
form of educational videos which explain the structure of laboratory machines and
procedures of working with them;
3. methods of applying augmented reality to training future engineers at engineering
universities are developed;
4. efficiency of the elaborated methods is examined by experiment and proven.
References
1. Akcayir, M., Akcayir, G.: Advantages and challenges associated with augmented reality for
education: A systematic review of the literature. Educational Research Review. 20, 1–11
(2017). doi:10.1016/j.edurev.2016.11.002
2. Azuma, R.T.: Survey of Augmented Reality. PRESENCE: Virtual and Augmented Reality.
6(4), 355–385 (1997). doi:10.1162/pres.1997.6.4.355
3. Bakum, Z., Tkachuk, V.: Mining engineers training in context of innovative system of
Ukraine. Metallurgical and Mining Industry. 5, 30–35 (2014)
4. Boliubash, Ya.: Orhanizatsiia navchalnoho protsesu u vyshchykh zakladakh osvity
(Organization of educational process in universities). Kompas, Kyiv (1997)
5. Course preview: choose from 72 courses and workshops. SPIE Photonics West.
http://spie.org/Documents/Courses/PW19-Course-Preview-lr.pdf (2018). Accessed 21 Mar
2019
6. HP Reveal. https://www.hpreveal.com. (2018). Accessed 20 Dec 2018
7. Hruntova, T.V., Yechkalo, Yu.V., Striuk, A.M., Pikilnyak, A.V.: Augmented Reality Tools
in Physics Training at Higher Technical Educational Institutions. In: Kiv, A.E., Soloviev,
V.N. (eds.) Proc. of the 1st International Workshop on Augmented Reality in Education
(AREdu 2018), Kryvyi Rih, Ukraine, October 2, 2018. CEUR Workshop Proceedings, vol.
2257, pp. 33–40. http://ceur-ws.org/Vol-2257/paper04.pdf (2018). Accessed 21 Mar 2019
8. Hruntova, T.V., Perevertailo, O.I.: Fizyka. Metodychni vkazivky do laboratornoho
praktykumu. Chastyna I «Klasychna mekhanika. Molekuliarna fizyka i termodynamika»
(Physics. Methodical instructions for a laboratory workshop. Part I «Classical mechanics.
Molecular physics and thermodynamics»). Kryvyi Rih (2014)
9. Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M.D., Mora, C.E.: Augmented
reality to promote collaborative and autonomous learning in higher education. Computers in
Human Behavior. 51(Part B October), 752–761 (2015). doi:10.1016/j.chb.2014.11.093
10. Onime, C., Abiona, O.: 3D Mobile Augmented Reality Interface for Laboratory
Experiments. International Journal of Communications, Network and System Sciences. 9(4),
67–76 (2016). doi:10.4236/ijcns.2016.94006
11. Onime, C., Uhomoibhi, J., Zennaro, M.: Demonstration of a low cost implementation of an
existing hands-on laboratory experiment in electronic engineering. In: 2014 11th
International Conference on Remote Engineering and Virtual Instrumentation (REV), 26-28
Feb. 2014, Porto, Portugal, pp. 195–197 (2014). doi:10.1109/REV.2014.6784253
12. Petrenko V.V.: Laboratorni zaniattia yak orhanizatsiina forma eksperymentalnoi pidhotovky
studentiv-pershokursnykiv biolohichnoho fakultetu (Laboratory classes as an organizational
form of experimental training of freshmen students of the biological faculty). Bull.
Zaporizhzhya National University. 1, 208–211 (2008)
13. Phon, D.N.E., Ali, M.B., Halim, N.D.A.: Collaborative Augmented Reality in Education: A
Review. In: 2014 International Conference on Teaching and Learning in Computing and
Engineering, 11-13 April 2014, Kuching, Malaysia, pp. 78–83 (2014).
doi:10.1109/LaTiCE.2014.23
14. Popel, M.V., Shyshkina, M.P.: The Cloud Technologies and Augmented Reality: the
Prospects of Use. In: Kiv, A.E., Soloviev, V.N. (eds.) Proc. of the 1st International
Workshop on Augmented Reality in Education (AREdu 2018), Kryvyi Rih, Ukraine,
October 2, 2018. CEUR Workshop Proceedings, vol. 2257, pp. 232–236. http://ceur-
ws.org/Vol-2257/paper23.pdf (2018). Accessed 21 Mar 2019
15. Restivo, M.T., Chouzal, F., Rodrigues, J., Menezes, P., Patrão, B., Lopes, J.B.: Augmented
Reality in Electrical Fundamentals. International Journal of Online and Biomedical
Engineering. 10(6), 68–72 (2014)
16. Rizov, T., Rizova, E.: Augmented reality as a teaching tool in higher education. International
Journal of Cognitive Research in Science, Engineering and Education. 3(1), 7–16 (2015)
17. Striuk, A., Rassovytska M., Shokaliuk S.: Using Blippar Augmented Reality Browser in the
Practical Training of Mechanical Engineers. In: Ermolayev, V., Suárez-Figueroa, M. C.,
Yakovyna, V., Kharchenko, V., Kobets, V., Kravtsov, H., Peschanenko, V., Prytula, Ya.,
Nikitchenko, M., and Spivakovsky, A. (eds.) ICT in Education, Research and Industrial
Applications. Proc. 14 th Int. Conf. ICTERI 2018. Volume II: Workshops. Kyiv, Ukraine,
May 14-17, 2018. CEUR Workshop Proceedings, vol. 2104, pp. 412–419. http://ceur-
ws.org/Vol-2104/paper_223.pdf (2018). Accessed 21 Mar 2019
18. Sural, I.: Augmented Reality Experience: Initial Perceptions of Higher Education Students.
International Journal of Instruction. 11(4), 565–576 (2018)
19. Syrovatskyi, O.V., Semerikov, S.O., Modlo, Ye.O., Yechkalo, Yu.V., Zelinska, S.O.:
Augmented reality software design for educational purposes. In: Kiv, A.E., Semerikov, S.O.,
Soloviev, V.N., Striuk, A.M. (eds.) Proc. of the 1st Student Workshop on Computer Science
& Software Engineering (CS&SE@SW 2018), Kryvyi Rih, Ukraine, November 30, 2018.
CEUR Workshop Proceedings, vol. 2292, pp. 193–225. http://ceur-ws.org/Vol-
2292/paper20.pdf (2018). Accessed 21 Mar 2019
20. Tkachuk, V.V., Yechkalo, Yu.V., Markova, O.M.: Augmented reality in education of
students with special educational needs. In: Semerikov, S.O., Shyshkina, M.P. (eds.) Cloud
Technologies in Education. Proc. of the 5th Workshop CTE 2017, Kryvyi Rih, Ukraine,
April 28, 2017, pp. 66–71. CEUR Workshop Proceedings, vol. 2168, pp. 66–71. http://ceur-
ws.org/Vol-2168/paper9.pdf (2018). Accessed 21 Mar 2019
21. Zhuk, Yu.O.: Laboratorna robota z fizyky ta problema instruktsii do nei (Laboratory work
on physics and problem of instruction to such work). Fizyka ta astronomiia v Shkoli. 1, 17–
19 (1999)
22. Zhuk, Yu.O.: Teoretyko-metodychni zasady orhanizatsii navchalnoi diialnosti
starshoklasnykiv v umovakh kompiuterno oriientovanoho seredovyshcha navchannia
(Theoretical and methodological principles of organization of educational activity of senior
pupils in the conditions of computer-oriented learning environment). Pedahohichna dumka,
Kyiv (2017)