=Paper=
{{Paper
|id=Vol-2731/paper07
|storemode=property
|title=Methodology of using mobile apps with augmented reality in students' vocational preparation process for transport industry
|pdfUrl=https://ceur-ws.org/Vol-2731/paper07.pdf
|volume=Vol-2731
|authors=Olena O. Lavrentieva,Ihor O. Arkhypov,Oleksandr P. Krupskуi,Denys O. Velykodnyi,Sergiy V. Filatov
|dblpUrl=https://dblp.org/rec/conf/aredu/LavrentievaAKVF20
}}
==Methodology of using mobile apps with augmented reality in students' vocational preparation process for transport industry==
https://ceur-ws.org/Vol-2731/paper07.pdf
143
Methodology of using mobile apps with augmented
reality in students' vocational preparation process for
transport industry
Olena O. Lavrentieva1,2[0000-0002-0609-5894], Ihor O. Arkhypov1[0000 0003 3002 6431],
Oleksandr P. Krupskуi3[0000-0002-1086-9274], Denys O. Velykodnyi1[0000-0001-6375-5775] and
Sergiy V. Filatov1[0000-0002-1771-4734]
1 Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
2 Alfred Nobel University, 18 Sicheslavska Naberezhna Str., Dnipro, 49000, Ukraine
3 Oles Honchar Dnipro National University,
35 Vladimir Mossakovsky Str., Dnipro, 49000, Ukraine
helav68@gmail.com
Abstract. In the paper the current state and trends of use AR technologies in
transport industry and in a future specialists' vocational training process have
been reviewed and analyzed. The essence and content of the AR technologies
relevant to transport industry have been clarified. The main directions of the AR
introduction for the various spheres of transport industry including design and
tuning, mechanical and automotive engineering, marketing and advertising,
maintenance and operation, diagnostics and repair of cars have been determined.
The AR mobile apps market and the features of the mobile apps with AR have
been outlined. The pedagogical terms of effective organizing the students'
cognitive activity for transport industry via AR technologies have been
determined and researched, namely: to provide each student with the position of
an active actor of study and cognitive activity, to switch the study information in
a mode of the project activity, the educational content professionalization and to
teach students to use the modern ICT purposefully, to manage students' cognitive
process by means of ICT. The methodology of using mobile apps with AR in
students' vocational preparation process for transport industry has been
presented. It covers the system of educational tasks, updated content of lectures,
practical and laboratory classes for specialized disciplines.
Keywords: vocational training, ICT in transport industry, students of transport
area of expertise, mobile learning, AR technologies.
1 Introduction
Today is the era of computer-rich life. Thanks to developments in IT industry, materials
in science and cybernetics, the fields of modern manufacturing, business, medicine,
advertising, design, engineering and science are widely deploying augmented (AR)
technologies and virtual reality (VR). With the development of smart technology, there
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Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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are many mobile apps with AR and VR that are unfortunately mostly used for
entertainment. The flagships of the transport industry and world-renowned
manufacturers implement the benefits AR technology as tools and advertising to
improve and enhance the design and tuning, engineering and automotive, marketing
and advertising, vehicles maintenance, automotive repair and operation. The scientific
and technical laboratories of BMW Group, Bosch, Caterpillar, Genesis, Hyundai,
Porsche, Volkswagen, Volvo Group and others focus considerable attention to the
training of staff and clients to use modern ICT in the operation and repair of vehicles,
as well as the arrangement of transportations. This fact, in turn, highlights the problem
of updating the content of future specialists' vocational training for transport industry.
Meanwhile, in the practice of vocational training there are some contradictions. One
is between rapid development of computer focused pedagogical and industrial
technologies and low efficiency of their use in the practice of students' vocational
training for transport industry. Yet another is between personal orientation of the
vocational training process and insufficient working up of methodological supply for
the shaping of the future specialists’ professional competencies via VR and AR
technologies.
The purpose of the paper is to review and analyze the current state and prospects of
using AR technologies in the transport branch, as well as presentation of the
methodology of usage the mobile apps with AR during the students' vocational training
process for transport industry.
2 Materials and methods
Today, the training of specialists for transport industry is considered as one of the
priorities of national education. However, as Valentyna V. Kochyna points out, one of
the most significant problems in the professional education in the transport area of
expertise is the predominance of theoretical learning. Courses and disciplines that are
offered to students are not always based on up-to-date information and do not realize
the necessary types and methods of professional activity [20]. As a result, the students
do not have a clear idea of the future profession and the requirements that are made in
the transport field in practice. The lack of hands-on training eventually leads to the fact
that a sufficiently successful student is unable to carry out professional functions and
withstand high competition in the labor market.
Ihor O. Arkhypov [23], Victor V. Aulin [4], Nataliia O. Briukhanova [7], Roman M.
Horbatiuk [15], Igor E. Kankovskii [18], Olena E. Kovalenko [21], Yuri M. Kozlovskii
[22], Olexander P. Krupskyi [14], Olexander I. Kuchma [23], Olena O. Lavrentieva
[29], Olexiy V. Pavlenko [27], Aleksandr D. Uchitel [11], Denys O. Velykodnyi [5]
and others emphasize in their works the need to create terms for mastering by students
all types of professional activity (that means automotive design, operational, repair,
logistics, organizational and management etc.) including the implementation of modern
VR and AR technologies. Researchers point out the requirement to use special software,
to create on its basis complete environments to shape importance for students'
professional competences in transport area of expertise [18; 22].
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To create a fundamentally new vocational training methodology with AR
technologies we have explained the significant experience and real achievements of the
world's automotive brands – BMW Group [6], Bosch [8], Caterpillar [34], Genesis [16],
Hyundai [17], and Volvo Group [37]. It has been also taken into account the
considerable technical and information supply in this context, provided by the scientific
and technical centers of Apple [1], Google [13], Microsoft and others [25]. Some
aspects and technologies which are widely covered in the publications by scientists of
Sumy State University [39], Kryvyi Rih State Pedagogical University [32], Kryvyi Rih
National University [19], company HQed [3], as well as Chris Bruce [9], Masahiro
Hara [12], John Lyon [24], Yevgen Paschenko [26], Serhiy O. Semerikov [31] and
others have been considered. However, all learning innovations will confront with
opposition from the teaching staff until the external stimulating influences and the
lecturers’ own needs for educational services will be in consensus [14].
The study of existing experience and the review of online sources have shown
increasing introduction e-learning and mobile technologies into the educational process
of future specialists' vocational training for transport industry. It should be noting the
pedagogical effectiveness of mobile apps with AR is currently underestimated [25].
However, nowadays, with the growing development of the smartphone technical base,
free or shareware educational, information and advertising software products for
transport branch are widely distributed by means of Google services [13].
Further, the essence and content of AR technologies that are actual to the transport
industry, will be revealed; the directions of their implementation for different areas of
transport branch will be outline; the market of mobile apps with AR, as well as the
experience and methodology of using such software in the practice of students'
vocational training process for transport industry will be determined.
3 Theoretical background
Modern advanced AR technology has many varieties. However, all existing diversity
used in the transport industry can be divided into four main types. These are marker-
based technology, markerless, projection-based, and overlay or superimposition-based
ones [32].
Marker-based AR or image recognition technology can use as a marker anything
from QR-code to special characters (like those worked out by the Volvo Group). In
some cases, the AR device also calculates the marker's position and orientation for the
content or content placement. Accordingly, the marker initiates digital animations for
viewing by the user, resulting in images being transformed in 3D models [26].
Despite some evident benefits of marker-based AR, their visual appearance like
black marker turned out unattractive for users. This fact had reduced the popularity of
marker-based AR solutions in the market and so the markerless AR was specifically
developed for commercial usage [32]. Sometimes such modern technologies are also
called coordinated or GPS oriented ones. To provide data, they may exploit a GPS, a
digital compass, a speed sensor, or an accelerometer equipped by a computer device.
Thanks to the smartphones and tablet PC widespread, such technologies are extensively
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used to identify destinations, to find the right places like office or point of a cargo
delivery, as well as in the location-based apps to monitor the vehicle.
Projection-based AR exploits a video projector to display information on a screen or
on various physical surfaces. At the heart of this technology is the exploitation of real-
world objects as a base for the projection of virtual images. It is usually used in
industrial warehouses, factory shops, as well as for objects of logistic chain to visualize
products, goods, cargos, cars etc. It should be noted the portable projection-based AR
has certain disadvantages in terms of the quality of projection on heterogeneous
surfaces of unusual shape due to differences in reflectance, color, and geometry [32].
Overlay or superimposition-based AR performs full or partial replacement of the
original real object image via graphical additions. It allows to get an augmented view
of the real object. A visual example of such technology usage is vehicle technical
inspection. In this way user can, for instance, superimpose the images of units and
aggregates of a vehicle on the real vehicle image [3].
To put it simply the AR uses animations, videos, 3D models as images, then trans-
forming and providing them to the user in a natural or artificial way. By using AR
technologies, users do not feel immersion into the virtual environment, they fully
recognize their presence in the real world. To this end, AR exploits a variety of devices
to display information: screens, displays, special glasses, smartphones, tablets, and a
lot of other interesting things. AR technologies, in particular for transport industry,
cover following:
ICT, in particular processor, GPU, memory, communication devises (Bluetooth /
Wi-Fi, GPS), which must process input date, provide space orientation, measure
speed, angle, direction of motion of the investigated objects (it can be vehicles,
automotive units and aggregates, transport systems etc.).
SLAM technology, which literally translates as “simultaneous localization and map
construction”. It involves constructing a map in an unknown space or restoring it in
a known space with simultaneous control of the current location and the traveled
track of an object [38]. The technology is quite relevant for a logistic analysis of
transport systems.
Cameras and sensors (mechanical, acoustic, optical, biological, etc.) that scan
environment, find physical objects, collect data about them, generate 3D models,
and provide user interaction.
Depth monitoring technologies with the use of sensors.
Software that allows to exploit, in addition to existing I/O tools, voice commands to
control the operation of the vehicle or to communicate with other experts of transport
branch.
Data projection technology is a miniature projector on AR headsets that outputs
processed data for user's viewing. It should be born in mind the aspect is not yet
sufficiently developed and is mostly used for promotional purposes including
automatic shows. However, this AR feature makes it possible to magnify real-world
objects for study by any medium, allowing users to enjoy projection as if on-the-go
by displaying AR elements in the environment [3].
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Information display technology ensures the user aligns the virtual image correctly to
generate photorealistic images. Some AR devices exploit a system of mirrors or
double-sided mirrors which reflect light from the camera and the user's eyes.
AR-assisted devices integrate the above technologies into a single complex that usually
includes sensors, cameras, accelerometer, gyroscope, digital compass, GPS, processor,
displays [3].
As reviewed by Internet sources, devices for realizing AR can be classified as
following types, namely [25; 33]:
Mobile devices (smartphones and PC-tablets) that are operated on the basis of
special mobile apps.
Special AR devices which designed exclusively to create an augmented reality,
among these are HUD (head-up display) that sends data to a transparent display, AR
laboratories for vehicle design, a screen is built into helmet and others.
AR Glasses (or smart glasses, or 3D glasses), as an instant Google Glass, Meta 2,
Laster See-Thru, Laforge AR, and others.
AR contact lenses (or smart lenses) which already allow even photography and data
storage [25].
Virtual Retina Displays (VRD) that create and project images directly into a person's
eye via a laser.
Indeed, AR technologies had been initially used to create a fundamentally new type of
computer games; however, quite quickly their advantages were noticed in the business
field. Further many powerful tools for manufacture and marketing were developed, and
then they were included to production and vocation training in transport industry.
Today it is seen the emergence and spread of a new scope in their use due to the
development of the mobile software apps market, the technical improvement of
smartphones and other gadgets. This trend is based on the use of QR technologies,
which has greatly simplified the access process to the relevant apps and allowed
organization of extracted vocational training [40].
QR Code (abbreviated from Quick Response Code) is a trademark for the type of
matrix barcodes (or two-dimensional barcodes) originally developed by Denso Wave
(then a division of Denso Corporation) in 1994 for the Japanese automotive industry.
Although the “QR Code” designation is a registered as “Denso Corporation” trademark,
the use of the QR Code is not subject to any license fees. It is being described and
published as ISO standards [12].
In general, as early as the last century, Denso Corporation responded to a request
from the Japanese industry to develop a new type of barcode that would contain more
than 20 alphanumeric characters and might be quickly readable [12].
The developers have solved this problem by adding positional information to the
code. Eventually, a square QR Code model has appeared. The modeling had proceeded
by a careful analysis and search for patterns in the ratio of black and white areas on the
printed matter, in order to prevent mistaken scan of similar images in the future. Thus,
a device was created to identify the object regardless the scanning angle. The created
QR Code model is capable of encoding about 7.000 numerals with the additional
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possibility to encode Kanji characters. This code can also be read as likely 10 times
faster as other codes [12].
Through the efforts of Masahiro Hara-led labs, the automotive business has adopted
a QR Code for use in their electronic Kanban (it is a communication tool used in
production management systems). This made it possible to increase the efficiency of
car production, improve transport systems beginning from cargo delivery and finishing
a receipt obtains. The main advantage of QR Code is the easy recognition by scanning
equipment, which enables it to be exploited in trade, production, logistics, services,
tourism etc. The QR Code is used for transparency of production processes, for product
monitoring and quality control, for navigating and tracking the movement of vehicles
and individuals [12].
So far new types of QR Codes have been created to meet the more complex needs
of manufacturing, the service industry and ordinary people. Micro QR Code allows
place compressed information in a small space. The IQR Code occupies a small area,
but even so it has large encoding capacity. The SQR Code enforces restrictions on
reading sensitive information. FrameQR Code permits freely combine illustrations and
photos. The new High Capacity Colored 2-Dimensional (HCC2D) Code and a color 2D
matrix symbology JAB Code have also been proposed.
The QR Code specification does not describe the data format. The most popular QR
Code viewers support the following data formats: URL, bookmark in browser, Email
(with letter subject), SMS to number (with subject), MeCard, vCard, and geographical
coordinates. Some apps can detect GI, JPG, PNG, or MI files of less than 4K and
encrypted text. Without exaggeration, any smartphone equipped with a workable
camera is able to read the QR Code generated by the manufacturer. And every person,
even the most ignorant person in ICT, can use it to solve a variety of problems including
vehicle operation. Today, QR Code technology not only allows read new information
exiting fairly simple apps, but also to create someone own codes for specific needs. The
QR Code can be save relevant information or links to it.
The aforementioned features of AR technologies and the technical and software
solutions for their implementation make it possible to qualitatively update the transport
branch and the vocational training system for respective area of expertise. It makes
sense if the above-mentioned means will be adapted to the university study conditions.
4 Results and discussion
4.1 Use AR technology in transport industry
A survey of online sources shows that widely recognized world's automotive brands
invest heavily in AR technology and create dedicated laboratories for these purposes.
Next, we are going to look at the most general ways of AR used in transport industry
(see fig. 1).
It’s a vehicle design and tuning. Engineers exploit AR technologies to complete
design faster by working on a virtual vehicle, developing new components and units of
it in real time and in natural sizes, changing as needed and color solutions, as instant at
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Volkswagen's virtual engineering laboratory in Wolfsburg. Modern ICTs allow
different project teams to do synchronously one draft at a distance [26].
It’s mechanical and automotive engineering. AR technologies allow rapid
development and introduction of unique production assembly instructions for a vehicle,
which, unlike papery ones and their analogues, are interactive and richly illustrated.
They provide quick text navigation and even connection with third-party consultants
[8].
It’s vehicles marketing and advertising by means of virtual automotive shows,
virtual manufacturing tours or dealer networks. AR-based apps activating via
components and units of vehicle or manufacturer markers, permit users to visualize
their full size, even open and close the trunk and doors, look inside and, to some extent,
tuning the car [30]. For example, today BMW Group is using iVisualizer to sell I3 and
I8 make of vehicles. The app places branded models in front of a potential buyer, who
can evaluate and validate the model functionality by virtual tools including viewing
available colors and kinds of body processing [6].
It’s vehicle maintenance and operation. The field of AR exploitation in this sphere
is expanding every day. In general, it can be represented in two main directions. One is
usage of additional visualization tools to increase the comfort of vehicle operation. Yet
another is usage a virtual Guide that works on the above-described AR tools. The first
direction is well illustrated by the development of Apple and Hyundai [1; 17]. The two
companies have independently offered some ways to use the windshield of a vehicle
like a powerful navigation display [9]. It should be emphasized the virtual Guides are
being developed by all well-known car brands. For example, the Volkswagen Mobile
App MARTA allows the user to see the details of the car and how to solve certain issues
[26].
It's vehicle diagnostics and repair. It is believed that the first experience of using
AR-technology for this purpose belongs to BMW Group. In 2009 the company offered
AR glasses for car diagnostic and the BMW Augmented Reality Car Repair App (CRP).
Attention should be paid to smart glasses which make technician’s hands free and
simplifies establishing and current repair of a vehicle. The idea is that wearing these
glasses gives opportunity to look at the BMW Group engine, with its separate units
highlighted in different colors, which allows to notice general mechanical problems [6].
Obviously, regardless of the hardware used, AR technologies have many significant
advantages then traditional instructions and manuals and simplify vehicle maintenance
even for beginners [9]. It is likely that in the near future, with mobile apps or smart
glasses, it will be possible to keep up the engine and detect problems in a timely manner,
illustrating step-by-step solutions with support and graphics AR [25].
The Bosch research has found that the use of AR technologies accelerates technical
maintenance processes by 15% [8]. This idea is being developed by Porsche Service,
which had developed smart glasses helping mechanics address complex peripheral
maintenance issues with the support of Atlanta-based US headquarters. It is quite
possible to transmit videos and describe the problem in real time and to receive advice
from more qualified specialists [30].
We found a lot of other projects to create integrated AR laboratories for specialist
training. AR-based laboratories like virtual ones significantly reduce the time spent on
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training and the cost of materials. For example, Bosch uses AR and tools and a
dedicated platform with educational content for technicians' training so called CAP
(Common Augmented Reality Platform). Developed apps by Bosch experts allow to
see the necessary elements, units and aggregates of the car, refer to watching videos,
text instructions and moving 3D objects, do self-control of knowledge level. The CAP
can publish new contents and apps for engineering and training sectors in a
straightforward manner. The platform compiles the required data for each specific AR
app and implements different training scenarios both in “Trainer Mode” and in “Trainee
Mode” [8].
DESIGN AND TUNING
AUTOMOTIVE ENGINEERING
AR TECHNOLOGY IN TRANSPORT BRANCH
MARKETING AND ADVERTISING
MAINTENANCE AND OPERATION
additional visualization tools virtual Guide
DIAGNOSTICS AND REPAIR
Fig. 1. The most general ways of AR exploiting in transport industry (prepared by the authors
with use of freely distributed advertising images).
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Volvo Group's contribution to the development of AR ideas for training is powerful
enough. We mean AR markers for the study of separate components and units of
vehicles, guidance for current repair and operation. The developed Meet the Virtual
Engine app allows to study the smallest features of the D11 engine [36].
It should be considered the most significant projects with the use of AR for
educational and advertising from leading automotive brands.
4.2 Review the market of mobile apps with AR for vehicle operation and
maintenance needs
In the matter of fact nowadays mobile apps are widely used in the transport industry for
improvement carriage and development in the transport systems functioning. Clearly,
the AR technologies based on them, arouse the particular interest for study purposes.
Below we are presenting mobile apps that are freely available in Google Play Market
[13] and Apple App Store Support [1].
Cat® VR Learning [10] is an interactive multilingual app that allows to explore key
features of Caterpillar. After selecting the scope and model, the app permits 360° view
and with the help of “hot” points to find out the peculiarities of certain components and
units of Caterpillar. Each access point is equipped with text, graphic, audio and video
information (shown on fig. 2).
Fig. 2. Studying the construction of Caterpillar vehicles with the exploit of Cat® VR Learning
app (prepared with use of [10]).
In conjunction with the smart glasses Cat® VR Learning app can create full virtual
environment. The app “puts” the user into the vehicle, creating a sense of physical
presence. The virtual Guide, navigated by the user's look, provides up-to-date
information, gradually organizes the study of a particular vehicle unit, even with the
training of driving skills.
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The Hyundai Virtual Guide [17] is an AR smartphone app that Hyundai owners can
download and exploit as an illustrated instruction manual. Instead of browsing through
the guidance, it will be enough to point smartphone camera at the car containing the
company markers and view the overlay digital information. The Hyundai Virtual Guide
can virtually identify and provide instructions for the following features: air filter,
Smart Cruise Control, Bluetooth phone pairing, warning indicators, clock, engine oil,
brake fluid, fuse box, SMART trunk (fig. 3).
Fig. 3. Separate functionality of the Hyundai Virtual Guide app (prepared with use of [6]).
I-Mechanic – AR Car Repair App is car repair software offering the same instruction
manual like Hyundai, but for any other vehicle make. With the help a mobile device, it
makes it possible to view a convenient AR graphic “imposed” on an actual engine in
real-time that allows pinpoint important maintenance aspects [2]. The app can help to
check the level of oil or coolant, as well as skillfully top up the coolant and charge the
battery even to a beginner (fig. 4).
Genesis AR Manual [16] helps owners understand the features of a vehicle
explaining how to connect their phone via Bluetooth, how to use cruise control, and
what the warning indicators mean. At the same time, AR capabilities allow the user to
orient their smartphone or tablet to engine operation and maintenance, and to receive
step-by-step instructions to help check the oil level or top up the wiper (fig. 5).
Genesis Virtual Guide app [9; 16] is a modern look at traditional manuals that allow
customers to exploit their smartphone to get information on car repair, maintenance and
features. Typically, the 2D and 3D AR technologies are used for these purposes,
providing an in-depth level of information according to the user needs (see fig. 6).
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Fig. 4. Working with help of I-Mechanic (prepared by the authors with use of [2]).
Fig. 5. Oil level control with the use of Genesis AR Manual app (prepared with use of [16]).
Fig. 6. Separate functional properties of Genesis Virtual Guide app (prepared with use of [16]).
The guidance contains up about 135 videos with practical recommendations and 25
three-dimensional layering for units and aggregates of Genesis such as engine
compartment and dashboard, cabin functions and signal indicators, ways to use an
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adaptive cruise control, Bluetooth phone pairing, a clock, and a lot of other interesting
thigs. The app helps owners do simple maintenance tasks such as checking oil,
replacing filter elements, adding process fluid to various vehicle units according to
operating requirements [9].
Volvo Trucks Corporation offers many mobile apps with AR that can be used to
operate and repair a vehicle, familiarize with its components and aggregates. One is the
AR Stories [36]. The fig. 7 shows the algorithm for working with the app [37]. It
involves the app installation, searches in the logs of the corresponding images or QR
Codes in Volvo Group magazine [35] and works with them via the AR Stories app.
Obviously, the most of the presented menu items (fig. 7c) are primarily advertising kind
and to a greater extent work without AR. Meanwhile, for vocational training purposes,
the issues such as Meet the Virtual Engine and Engine room fuse box are interestingly
enough. About their usage we are going to report in next part of the paper.
A B C
Fig. 7. The algorithm for working with the AR Stories app.
It is significant the Volvo Group magazines always contain new AR markers that
illustrate the manuals for vehicle maintenance and repair, as well as cognitive materials
about transport systems, environmental and road safety, manufactory organizing with
the use of Volvo vehicles [35] (Fig. 7a).
The apps described above are mostly English-language that quite the contrary is their
advantage. We mean that as for transport industry specialists English language skills
are the key to their successful professional career. It should be emphasized the mobile
apps with AR don't have clear educational purposes. The effectiveness of their use in
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the vocational training process is conditioned by the development and implementation
of a special methodology.
4.3 Experience of organizing students' cognitive activity via AR technologies
In the professional activity of lecturers of the General Sciences and Vocational Training
department of Kryvyi Rih State Pedagogical University a students' mobile learning is
widely practiced [23]. Continuous monitoring of the mobile apps market allows to
update the content of lectures gradually, practical and laboratory classes in special
disciplines in transport area of expertise such as “Vehicles operation and repair”,
“Vehicles maintenance”, “The transport vehicles engines” “Transport logistics”, “The
freight and passenger transportation technologies” and others.
As a result of the analysis of practice experience, it was found that during organizing
students' cognitive activities with the use of AR technologies certain pedagogical terms
should be created, namely:
it needs to provide each student with the position of an active actor of studies and
cognitive activity. It means the freedom to choose forms, methods and directions of
engineering and pedagogical creativity, implementation relevant ICT into studies
and professional activity in line with the students' level of vocational knowledge and
their mastery degree in mobile learning tools area (e.g. student can use ready-made
apps, improve them, create their own methodological techniques based on them);
it must facilitate the switch the study information in a mode of the project activity,
to introduce and distribute design tasks in the form of cases, game projecting, web-
quests, creative competitions with the use of the AR technologies;
to do professionalization of educational content and purposefully teach students to
use the modern ICT in the study process in line with requirements of up-to-date
vocational school. It assumes mastering by student the professionally important
knowledge and computer focused pedagogical technologies;
to manage students' cognitive processes by means of ICT, to variably select VR and
AR technologies and to combine them with traditional study. It signifies justified
introduction of ICT for the realization of educational, professional and
developmental goals during vocational training process.
It should be remembered that the professional properties that are shaped as a result of
these terms do not guarantee mastering the profession by a student. To do this, a student
must be an informed carrier of “norms” and “freedoms” within the relevant professional
culture. A “norm” concept we correlate with the students' conscious requirement to
acquire professionally meaningful knowledge, and “freedom”– with the conscious need
to choose from among the various public, intellectual, social, and other stimuli precisely
those that make it possible to become a professional, but not a “high-stepper” [28].
As a result of testing, set of study and cognitive tasks based on the matter of some
mobile apps with AR including Cat® VR Learning, Cat Technology Experience,
Hyundai Virtual Guide, I-Mechanic – AR Car Repair App, Genesis AR Manual,
Genesis Virtual Guide ones, as well as Volvo Group publications, has been introduced
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into the special subject content. New approaches to teach and to organize lectures,
laboratory and practice classes have been developed.
As an example, next we will consider the series of laboratory work in the course
“Vehicles operation and repair” with the use of the Genesis Virtual Guide mobile app.
Students can scan the engine (fig. 8) by means of a smartphone camera then they
will be able to work with the engine menu via pictorial cues at certain units or
aggregates of a vehicle. Next, following the virtual Guide instructions, students will do
the car maintenance on the example of checking the oil level in the crankcase (Engine
oil check), adding detergent (Adding the washer fluid), cleaning the air filter (Air
cleaner filter), checking the brake fluid (Brake fluid check), doing coolant checkup
(Coolant check).
Fig. 8. Studying vehicle engine with the help of Genesis Virtual Guide app (prepared with use
of [16]).
Evidently, it is the Volvo Group's mobile app AR Stories that has a great potential in
experts' vocational training for transport industry. The company distributes AR tokens
in the media by means of QR Codes. After reading them an image is downloaded and
processed via AR Stories app. The app contains full AR instructions and a built-in photo
marker reader [36]. The main features of this app have been described above, and
further we are going to cover only some of them.
By way of illustration it will have a look at the laboratory work on topic “The
structure, operating properties and methods of current repair of a Common Rail fuel
feed system”. To study the Common Rail replacement methods Meet the Virtual Engine
and Engine room fuse box tabs in AR Stories can be used as likely as an additional
dynamic means of clarity. Access to them is shown in fig. 9.
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QR Code image AR Stories
download process
Engine room fuse box
Fig. 9. The algorithm for working with the Engine room fuse box (prepared with use of [35;
37]).
In addition to technical products, the Volvo Group also offers advertising with AR.
Their exploitation can greatly enhance any study material. For example, with the help
of a photo marker on a career in Gothenburg (Sweden), VOLVO offered to consider
the operation of electric dumpers with remote control (Fig. 10).
Fig. 10. The photo marker on a career for AR Stories app [37].
The company also proposes companion videos that are accessible by means of a QR
Code. They can help look at a career and prototypes of unmanned dump truck. As part
of an advertisement for the Electric Site project aimed at creating a fully autonomous
quarrying process, Volvo has started testing unmanned electrical machinery in the
Vican Cross career in Gothenburg, Sweden. Each stage of the mining cycle including
extraction, primary crushing and transportation will occur automatically. For that,
Volvo and the Skanska Company will use prototypes of autonomous dump trucks, a
158
cable-driven hybrid excavator and a diesel electric forklift. All of these aspects are
accessible via VR and AR and tools, and can be used for theoretical training of future
professionals for transport area of expertise [35].
Volvo Group's Future Transport Solution concept is interesting for working out the
main traffic and logistic ideas. With the help of the AR Stories mobile app, students
can get acquainted with the latest development; this is Volvo Vera that is autonomous
freelance freight electric vehicle – robo-truck [36].
The Cat Technology Experience app has significant advantages in organizing
theoretical and practical students' vocational training for transport industry [34]. The
app offers virtual guidance on Caterpillar engineering into a simulated career with smart
glasses. It should be noticed that it is perhaps the only AR tool to study methods of
operation, repair maintenance of career transport (fig. 11).
Fig. 11. Familiarization with components and units of a Caterpillar vehicle in the Cat
Technology Experience app (prepared with use of [34]).
Sitting on the operator’s seat will make it possible to learn about the features and
benefits of Cat Payload on wheel loaders, Cat Grade on excavators and bulldozers, Cat
Grade with Assist on excavators and Cat Grade with Slope Assist on bulldozers. User
has a good chance to look around to get the full 360° ride [34].
Thus, based on the founded on experience and theoretical elaboration of the issue, a
step-by-step methodology of application the mobile apps with AR in the students'
vocational training process for transport industry has been developed. It has been
concluded that at the preparatory stage of the methodology it is necessary to ensure the
following activities:
1. It should examine the topic features and the possibilities of using AR technologies
during the learning study material.
2. Introduce to students and provide them with general knowledge of the AR
technologies features and methods of working up with AR-based hardware and
software (smartphones, tablets, mobile apps, AR markers, 3D glasses etc.).
3. Mastering by students the main mobile apps with AR that will be used during the
study of the topic.
4. Forming to students’ skills and competences of independent study and cognitive
activity on the basis of work with the AR-focused mobile apps market. This process
assumes search and analysis of existing apps with AR, their scopes in future
specialists’ vocational training.
159
5. Work on the development of students' educational and vocational motivation for the
use of AR-technologies, as well as forming the goals of students' project activity.
At the substantive stage of the methodology it is necessary to ensure following:
1. To master the content and specifics of the selected for educational purposes apps
with AR in classroom work.
2. To organize students' independent study activities with the AR-focused mobile apps.
3. To prepare and elaborate the individual study projects based on the AR technologies.
4. To organize and provide the pedagogical management of students' extra-curricular
independent cognitive activity with the use of AR-technologies. It means students
involve in the execution of service and material projects, in web-quests, do topic
blogging, and the analytical activities on the fields of transport industry.
Finally, it is advisable to introduce it in the students' classroom and independent work
and their research activities in the elaborated projects which concern the solving
professional problems with the use of AR and it’s tools.
5 Conclusions
A review of the primary sources and analysis of experience show that the AR
technologies are being stood out among modern computer focused means of vocational
training due to the creating with their usage exceptional conditions for organizing
mobile, high-quality and intensive students’ professional preparation for transport
industry. Such training, realized via mobile devices and up-to-date software, provides
students with the acquisition of professionally important knowledge in the fields of
design and tuning, mechanical and automotive engineering, marketing and advertising,
maintenance and operation, diagnostics and repair of cars.
Based on the experience of organizing students' cognitive activity for transport area
of expertise the step-by-step methodology has been elaborated and presented in the
paper. The methodology covers a system of training tasks based on mobile apps with
AR (e.g. Cat® VR Learning, Cat Technology Experience, Hyundai Virtual Guide, I-
Mechanic – AR Car Repair App, Genesis AR Manual, Genesis Virtual Guides, as well
as apps and publications from the Volvo Group), and it was implemented during the
preparatory, substantive and final stages. Over and above, the possibilities of mobile
apps with AR to qualitative update of lectures, practical and laboratory classes for
specialized disciplines for students of transport area of expertise.
The methodology has been tested within the students' vocational preparation for
transport industry based on General Technical Sciences and Vocational Training
department of Kryvyi Rih State Pedagogical University and its effectiveness has been
confirmed by experiment results. Future experts have pointed out the expediency of the
usage of VR and AR elements and organization on this background independent study
activities and research, game forms of work (web-quests, competitions, quizzes etc.),
as well as creation of a new type of laboratory and practical classes. As a result, the
students' knowledge quality in specialty subjects has increased by 15%.
160
We emphasize that the information in this paper reflects only certain aspects of the
use of modern ICT in the vocational training of future professionals in transport area of
expertise. The daily hard work of scientists around the world introduce new ideas to
this process. However, a specialist with a high level of professional competence and
information culture is able to pick up these ideas and adapt them to the professional
activities conditions.
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