Fostering social construction of knowledge in hybrid teams by augmented reality

Abstract

New instructional and collaborative technologies (e.g. Augmented Reality (AR) and robots) are prototypically used in educational contexts like the social construction of knowledge. They foster collaboration due to their interactive nature [1]. Future professionals of industrial contexts, however, do not only need to develop technical knowledge but also media/technology competences in terms of the efficient use of technologies like AR in both learning and working contexts. Human-centred factors in the collaboration with robots, i.e. human-robot interaction (HRI), in learning contexts, e.g. the social construction of knowledge in such hybrid teams, however, still is a field hardly researched on [1, 2, 3]. The combination of developing prospectively essential competences like HRI skills and media/technology literacy in using AR for learning/instruction purposes actively prepare learners for an employment market that is characterised by a comprehensive digitalisation and interconnection (i.e. industry 4.0). Moreover, social construction of knowledge is assumed to be a new challenge in terms of the emergence of industry and knowledge societies. As a consequence, this concept paper aims to offer some insight into the topic. First, it presents results of a meta-analysis of literature on the use of AR as digital instruction on HRI social construction of knowledge. On this basis, the paper provides a three-step mixed methods approach for investigating the effect of digital instructions in HRI learning contexts by means of an empirical-experimental study design.