Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training

Reality & Augmented Reality in Industry collects the proceedings of the 2nd Sino-German Workshop on the same topic held in Shanghai on April 16-17, 2009. The papers focus on the latest Virtual Reality (VR) / Augmented Reality (AR) technology and its application in industrial processes and presents readers with innovative methods, typical case studies and the latest information on VR/AR basic research results and industrial applications, such as 3D rendering, innovative human-machine design, VR/AR methodology and new tools for assisting in industry, virtual assembly, virtual factory, training and education, etc. The book is intended for computer scientists, IT engineers as well as researchers in Mechanical Engineering. Dr. Dengzhe Ma and Dr. Xiumin Fan are both professors at Shanghai Jiao Tong University, China; Dr.-Ing. Jrgen Gausemeier is a professor of Computer-Integrated Manufacturing at the Heinz Nixdorf Institute, University of Paderborn, Germany; Dipl.-Ing. Michael Grafe is a senior engineer in the Product Engineering Research Group at the Heinz Nixdorf Institute, University of Paderborn.

With the increasing attention to the role of parents in children’s learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents’ conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents’ conceptions of and approaches to AR learning. Further analysis identified the relationships between parents’ conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child–parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.

Currently, in virtual reality simulations and laboratories much attention is focused on the development of a user interaction controller for better immersion and student experience. Of course, the visual experience is a base for the laboratory study of any students, but direct contact with the visualized environment is also important. This paper presents a virtual scalpel technique that simulates the experience of medical discipline student education using virtual reality (VR) and augmented reality (AR) laboratory software. User's hands and a pencil with a tracker marker are the main tracking system components. Due to the high sensitivity of hand sign recognition, the Leap Motion camera was chosen as the base device for tracking the interaction of the user's virtual scalpel and hand models. We used Unreal Engine to create and visualize such virtual laboratory. During the recognition hand-pencil system, the 3D scalpel model is activated in our VR and scene, with a collision in the proposed virtual blade area. The user manipulates such “hand-scalpel” system in VR and AR simulation process, where the collision area of blade interacts with an imitating an organic 3D object. In this paper we presented the sensitivity and efficiency of “hand-pencil” system inside the virtual scene. In addition, the comparison and application of the methodology were highlighted for VR and AR prototypes of the laboratory scene.

The study aimed to reveal modern methods of training reserve officers for air defence of the Army. The study analysed the current state of teaching tactical disciplines to students enrolled in the reserve officer training programme and the existing problems in the context of military education. The requirements for professional qualities, knowledge and skills of military personnel were described. The essence and importance of tactical disciplines are revealed. A study was conducted among 95 students of Ivan Kozhedub Kharkiv National Air Force University and the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, which demonstrated the lack of innovative technologies in the educational process, as well as the need to develop practical skills of future military personnel using modern approaches. The study identified problems that students face during the educational process, in particular: fear of making mistakes (45% of respondents), lack of confidence in their knowledge and abilities (40% of respondents), and lack of practical skills (35% of respondents). The results of the study necessitated the development of new approaches to the training of military specialists and the improvement of existing curricula. The study proposed innovative methods of teaching tactical disciplines and provided recommendations for their introduction into the educational process. Among the proposed methods are: the creation of a simulation environment using augmented and virtual reality, air defence simulators, the use of artificial intelligence, and the creation of special training laboratories. The study suggested improving the skills of teachers to work more effectively with innovative technologies, regularly monitoring the effectiveness of innovations, and exchanging experience with international partners. The results obtained will improve the training of future military specialists, which may affect the effectiveness of countering armed aggression against Ukraine

Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the present work was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. We have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70\% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25\%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82\%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency.

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose.

Remote and Virtual Labs for Engineering Education 4.0: Achievements of the ELLI project at the TU Dortmund University

This study introduces EDU-MAT COPERNICUS, an innovative educational platform that integrates augmented reality (AR) with satellite technologies to support mathematics and geoscience learning among primary school students. The platform features interactive mathematical tasks embedded in a narrative led by the avatar of Nicolaus Copernicus and incorporates real-world data from Earth observation systems such as Copernicus, Galileo, and European Geostationary Navigation Overlay Service (EGNOS). Designed using a user-centred approach and grounded in cognitive load theory, the prototype was evaluated through interviews with 10 mathematics tutors, user testing with 30 students, and feedback from parents. Findings suggest that AR-enhanced tasks improve students’ spatial reasoning, engagement, and motivation to learn mathematics. Teachers expressed interest in using AR tools but highlighted the need for training and integration with existing curricula. While the platform aligns with current trends in STEM (Science, Technology, Engineering, and Mathematics) education and digital pedagogy, challenges such as unequal access to technology and the small scale of testing remain. Future research should explore broader implementation and assess long-term learning outcomes. EDU-MAT Copernicus demonstrates strong potential as a scalable, interactive learning tool that combines mathematical thinking with space education in both formal and informal learning environments.

Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used in these informal environments can enhance learning. Through a quasi-experimental design, this study compared four conditions for learning science in a science museum using augmented reality and knowledge-building scaffolds known to be successful in formal classrooms. Results indicated that students demonstrated greater cognitive gains when scaffolds were used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments.

The new innovation in technology has enhanced online educating, for instance, virtual laboratories are progressively used to teach engineering laboratory activities. Technologies like virtual and augmented reality have reshaped the virtual learners experience. While a large portion of these endeavors' accentuation the significance of the innovation, few have tried to comprehend the procedures to capture, model and codify the laboratory tutor's knowledge. The absence of robust methods on how to automate laboratory tutor's knowledge to teaching and monitoring practical task on virtual platform has influenced the engineering distance learning outcomes. Subsequently, [1] suggest there is a need to investigate further on the best way to capture the laboratory tutor's knowledge, which is essential for teaching and assessing the practical skill of the engineering distance learners through current virtual and augmented reality technologies. In this study, we propose a Knowledge Based Educational (KBEd) framework that facilitates automating on-campus tutors' knowledge into augmented reality (AR) technology. Our study investigates the benefits of using artificial intelligent (AI) and augmented reality (AR) environment in teaching and assessing engineering practical skills. Further the study determined the usefulness of the proposed system by evaluating through first year engineering students with no prior experience of welding. The study results demonstrate that students who learned through proposed AI tutor in the AR environment effectively picked up the practical skills proportional to those in the genuine lab condition who learned with the real laboratory tutor.

The inheritance of local culture is something that must be done considering the development of science and technology that is growing. If the inheritance of local culture is not carried out properly, it is feared that local culture will be increasingly eroded and will gradually disappear from the people who use that culture. The Alune people in the Riring country are also temporarily passing on the woven culture to the younger generation of Alune. The process of inheriting the woven culture in the country of Riring is carried out in two ways, namely through informal and formal educational institutions. Through formal educational institutions, namely by including local content in the school curriculum. Through this method, children are expected to learn about the woven culture. Meanwhile, through informal educational institutions, the process of inheritance of woven culture is carried out by direct involvement, without being limited by space and time. This method is considered quite effective because it is carried out in a comfortable and relaxed atmosphere without any coercion, but is carried out voluntarily so that people who experience this process will feel comfortable and in the end will have an impact on their knowledge and skills in making plaits. It is hoped that all parties in the community will continue to make various breakthroughs in maintaining and inheriting local culture including the almost extinct woven culture among the younger generation of Alune people.

This review paper provides the conceptualization and development of augmented reality (AR) environment for education by featuring implementations in physics education. The use of AR creates an environment designed to fully incorporate next-generation AR-aided notes, virtual laboratory and interactive problem-based learning with real-time automated generation of application-centric scenarios. This can be carried out via the fusion and technologizing of pre-existing teaching materials (such as books and notes) using AR and be mobile device friendly to fully leverage on learning beyond classrooms. Such a method is proposed to give students the access to resources anytime, anywhere without the spatial and temporal restrictions of synchronous-learning. This review discusses the advances of AR as an important tool in physics education, identify potential challenges and envisions the future by surveying recent trends and reviews. We provide perspective on practical AR implementation and evaluation for educators and school administrator, and potential academic advances through physics education research for researchers.

The organization of high school students' research and learning activities in chemistry requires a significant amount of experimental work. The performance of experimental work in chemistry at school faces a number of problems, both purely material and organizational, to which the need for distance learning has recently been added. This article describes the state of use of augmented reality technologies in modern chemistry education and the possibilities of using augmented reality technologies to support students' learning and research activities in chemistry. To solve the research tasks, cloud-based augmented reality development tools (A-Frame and AR.js) were used. The developed tool is a virtual chemistry laboratory using augmented reality technologies: individual markers correspond to reagents, and a pairwise combination of markers triggers a video recording of chemical interaction between the corresponding pair of reagents. The article describes the development of augmented reality software to support eleventh graders' learning and research activities in chemistry in the form of an augmented reality-based virtual chemistry laboratory and its implementation in the teaching process.

This chapter develops the characterisation of a PLE as a LLL tool by detailing the SSW4LL (Social Semantic Web for Lifelong Learners) format. After an overview about the aims, possible scenarios and elements of the SSW4LL format, a motivated choice of adult lifelong learners’ needs that SSW4LL aims to meet is developed. Subsequently, the chapter illustrates the learning paradigm and strategies that underpin SSW4LL. Then, the SSW4LL system, the technological architecture, is presented as a whole made up of components of formal and informal learning environments. The formal learning environment is devised by Moodle 2.0; a description and an evaluation of Moodle 2.0 features are provided, with a focus on the potential of its conditional activities as a suitable mechanism of learning adaptation. Concurrently, this part identifies the benefits of Felder–Silverman’s learning style model, which was selected as the most suitable learning style model for the use in LMSs. The elements of the informal learning environment, Semantic MediaWiki, Diigo and Google+, are presented and their implications within the SSW4LL format are discussed. The next section of the chapter deals with the organisation of the format: the resources needed a user case scenario, and a flow chart of the steps of the format implementation are outlined. Finally, a SWOT analysis provides evaluation elements for the format.

With recent advances in information technologies, a new mode of laboratory known as the “virtual laboratory” has begun to revolutionise engineering education. This development has generated discussion about the fundamental learning outcomes of laboratory training courses and, ultimately, an interest in the consequent changes to the student’s learning experiences.This exploratory case study describes the initial phase of a research agenda that is focused on investigating the effectiveness of virtual laboratories in the Department of Electrical and Electronic Engineering (EEE) in a research-intensive university. The long-term goals of the agenda are to add to the literature of how effective virtual EEE laboratories are (in terms of delivering specific learning outcomes, and also engaging and motivating students and teachers), and to discover whether they can ultimately become a substitute for traditional laboratory training by providing an equivalent and comparable learning experience for students.