AR Tools Research Articles

Augmented reality in engineering education: enhancing learning and application

IntroductionAugmented reality (AR) is a transformative technology that enhances teaching and learning by blending virtual and real environments. While the potential of AR to improve visualization, interaction, and student engagement in engineering education is recognized, its application across various engineering disciplines remains underexplored. This study systematically investigates the use of AR in engineering fields, highlighting its educational impact and identifying gaps for future research.MethodsA systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, analyzing 67 peer-reviewed papers on AR in engineering education. Content analysis was employed to assess AR’s effectiveness in enhancing visualization, interaction, and motivation. A bibliometric analysis identified key AR tools, research trends, geographic distribution, and interdisciplinary collaboration.ResultsAR is extensively applied in civil and mechanical engineering, where tools such as Unity 3D significantly improve visualization and interaction. AR enhances student engagement and comprehension, particularly in complex areas like construction design. However, its adoption in other engineering disciplines remains limited. The analysis also shows the positive impact of AR on motivation and learning outcomes despite challenges such as technical limitations and insufficient training for educators.ConclusionAlthough AR is gaining traction in engineering education, broader adoption is hindered by technical challenges and the need for better curriculum integration. Future research should address these barriers and explore AR’s potential in underutilized engineering disciplines to maximize its educational benefits.

Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies

Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies

Enhancing Civil Engineering Education through Affordable AR Tools for Visualizing BIM Models

Enhancing Civil Engineering Education through Affordable AR Tools for Visualizing BIM Models

User-centered design of an augmented reality inspection tool for industry 4.0 operators

AbstractIn the context of Industry 4.0, the Operator 4.0 paradigm plays a crucial role in seamlessly integrating new digital technologies into smart factories. These technologies are designed to accommodate workers with varying skills, capabilities, and preferences. To promote the adoption of these innovative digital tools and ensure high user acceptance, it is essential to prioritize human factors and place workers at the heart of the development process. This can be achieved through structured design strategies, such as those employed in user-centered design approaches. Within this framework, this paper introduces an innovative Augmented Reality tool designed to facilitate and streamline real-time inspection activities performed by operators on assembled products at the workplace. The development of this tool was based on a user-centered design approach, which actively engaged end-users at different stages of design and testing phases. User studies were conducted using a real case study to evaluate the usability and user acceptance of the proposed solution. The results are encouraging, indicating a promising path forward for the effective and valid implementation of this AR tool in an industrial setting.

The impact of an augmented reality application on EFL learners’ oral proficiency

ABSTRACT Purpose This study investigated the effects of an AR application (Civilisations AR) on EFL learners' oral proficiency in the dimensions of content, fluency, vocabulary, pronunciation, and grammar, as well as their attitudes and perceptions toward AR technology. Design Utilizing a quasi-experiment, twenty-four EFL learners engaged in a role-playing activity as museum guides for six artifacts over a semester: twelve with the AR application and twelve without. Data collection included oral presentations recorded at six different times of the semester, the AR technology acceptance questionnaire, participants' reflection papers, and individual interviews at the end of the semester. Findings Participants' oral proficiency has been improved in terms of content, vocabulary, and pronunciation when using the AR application compared to when not using it. They felt that the AR-assisted method encouraged active learning and stimulated their learning interest, and they were willing to incorporate the AR tool into their future education. Originality and Value This study indicates that AR has the potential to enhance speaking skills in second language acquisition though it still needs improvement to meet more needs.

МІСЦЕ ТЕХНОЛОГІЙ ДОПОВНЕНОЇ РЕАЛЬНОСТІ У ПІДГОТОВЦІ ДО ЛАБОРАТОРНИХ РОБІТ З ФІЗИКИ

The article considers the possibilities of using augmented reality technologies in teaching physics, in particular, in the preparation and conduct of laboratory work. The advantages of using AR in the educational process of a general secondary education institution are highlighted. It is noted that augmented reality technologies are at the stage of their development and require the development of teaching methods, and for the successful integration of AR tools into the educational process of a general secondary education institution, the teacher must perform the role of an expert in the content of digital educational resources and the selection of resources for specific educational goals; coordinator of students’ activities in the digital environment; and also perform functions related to accompanying and motivating students to use AR tools in the educational process. The use of a number of applications for preparing for laboratory work was analyzed and it was noted that the use of AR contributes to the growth of interest in the subject, since the process is visualized and elements of interactivity are present (even in the complete absence of equipment); makes it possible to view objects in 3D space; is modern, original and aff ordable.

Investigation of the possibility of using an augmented reality-based endotracheal aspiration simulation tool for nursing education.

We developed an augmented reality technology-based endotracheal aspiration simulation tool (the AR tool) consisting of three modes: a mode for nursing students to learn endotracheal aspiration by themselves (learning mode); a mode for repeated practice (practice mode); and a mode for confirmation testing (test mode). This study aimed to compare the learning outcomes of the AR tool with traditional training mannequins and identify potential uses and improvements of the AR tool. We invited students, and faculty members from the three universities who agreed to cooperate in conducting this study. Fifty-four students and nine faculty members agreed to participate in this study. The students were divided into two groups. One group was to study with the AR tool and the other group was to study with the traditional half-body training mannequin for suction. The students in both groups were asked to demonstrate endotracheal aspiration on another full-body type training mannequin which could be used as a patient with a tracheostomy (Skill test). Group interviews with faculty members focused on the topic of the AR tool's potential use in nursing education and improvement needed. There was little significant difference in the skill test results of endotracheal aspiration of students in both groups. The students and faculty members both expressed an interest in the AR tool. They said it was suitable for self-study of endotracheal aspiration. This AR tool is an effective teaching tool for learning the sequence of endotracheal suctioning, although there are some areas that need improvement.

Is Total Knee Arthroplasty Surgical Performance Enhanced Using Augmented Reality? A Single-Center Study on 76 Consecutive Patients

BackgroundAugmented reality (AR) is a powerful multipurpose tool. With a dedicated visor, AR allows the visualization of a series of information and/or images superimposed on the user’s field of vision. For this reason, it was recently introduced as a surgical assistant tool. This single-center study aimed to evaluate the intraoperative outcomes of total knee arthroplasties performed with AR assistance in terms of time required and the difference between preplanned and achieved implant positioning (in terms of tibial cut varus and slope angles). MethodsA total of 76 consecutive patients was selected. Preplanning was performed according to the AR protocol, and the target varus and slope angles were defined to instruct the device, which subsequently guided the tibial cuts intraoperatively. Surgeries were performed starting from the tibial cut, and the time required to perform the calibration, registration, and fixation of the resection block was recorded. The varus and slope angles achieved were recorded to compare with the preplanned ones to determine the means and SDs of the differences. ResultsThe mean usage time of the AR tool was 5 ± 1 minutes. Results showed a mean difference of 0.59 ± 0.55° for varus angles and 0.70 ± 0.75° for the slope. For varus angles, the differences were <1° for 96% of the cases. Concerning the slope, 89% of the cases were <1°. ConclusionThe results showed excellent accuracy of the surgical cuts and a limited increase in surgery duration. Therefore, these outcomes highlighted the potential of this new technology as a valid option for surgical assistance.

A Bibliometric Analysis of Augmented Reality in Language Learning

As an emerging technology, augmented reality has been increasingly entering the educational field. Previous studies of AR are strongly associated with scientific education but lack the mention of language learning. This study aimed to analyze the use of AR tools in language learning contexts using the bibliometric tools VOSviewer and CitNetExplorer using both qualitative and quantitative research methods. This study analyzed the top ten authors, sources, countries, and organizations using VOSviewer and established citation networks using CitNetExplorer. The study found that both teachers and students showed a positive attitude toward AR tools in language learning. Games, 3D images, and videos are the main ways to instantiate virtual elements into the real world, and the most widely used tool in AR-assisted learning was HP Reveal. Moreover, the study also found that AR tools could enhance language learning by presenting an immersive learning context, increasing motivation, providing interaction, and reducing anxiety. Future research will contribute to how AR tools influence students’ learning performance and teachers’ teaching activities.

USE OF VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES TO ENSURE LABOR SAFETY

Recently, new learning technologies with elements of virtual and augmented reality have been created to eliminate the discrepancy between the necessary and existing competencies of employees. They can be used in the field of occupational safety or training young professionals in safe work practices. VR/AR technologies should be aimed at improving safety at work through the introduction of digital instructions and training in virtual reality, simulating both regular and extreme situations. VR/AR technologies help to reduce time costs and possible errors, increase productivity and efficiency, and also reduce the risk of industrial injuries. The importance and prospects of modern AR/VR technologies for ensuring labor safety are shown. The analysis of modern foreign and domestic research and development of the VR/AR interface in the field of building a labor protection management system has been carried out. Emphasis is placed on the formalization of the concept of using AR tools to ensure production safety. A SWOT analysis was carried out to assess the main problems and risks of introducing VR / AR technologies to ensure labor safety. During the analysis of technology application cases, data was obtained that allowed to identify the weak and strong sides of the technologies, the possibilities of their application and the threats faced by the companies. To systematize information from sources, a SWOT matrix was constructed. We will present a SWOT analysis of AR/VR technologies to ensure labor safety. One of the strengths can be considered "a variety of applications", which confirms the promise of using AR / VR tools. With proper use of the potential of technology, companies will be able to achieve the desired benefits by increasing employee productivity, improving work processes, effectively building a labor management system, deepening the professional competencies of their employees, and reducing the likelihood of accidents or accidents at the enterprise. Keywords: VR/AR technologies, industrial safety, labor protection.

The use of VR tools in the context of gamification and the introduction of game mechanics in the educational field

AR and VR tools have become firmly established in the practice of teaching in foreign educational organizations. As one of the trends of the educational environment, gamification and the use of game mechanics are highlighted, which contribute to more effective involvement of students in the learning process. The form of the game retains its appeal, the ability to satisfy the needs for self-realization, competition and success. The purpose of the study is to determine the subject areas of application of AR and VR tools in modern Russian higher education based on world experience and practice. The analysis of international experience in the use of gamification and virtual and augmented reality programs, as well as an assessment of the problems of implementing these tools in Russian education is carried out. Conclusions. World experience shows that virtual and augmented reality technologies show significant effectiveness in the gamification of education. The introduction of technologies contributes to more effective student-teacher and student-student interaction, increasing students' motivation and mastering additional material. However, the main obstacles to adapting this experience are the low level of innovation activity and the willingness of teachers to use innovative approaches and techniques. The main conclusion: Modern technologies in education are currently not limited only to the availability of equipment (computers, projectors, etc.) and the Internet. Today's world experience shows that virtual and augmented reality technologies show significant effectiveness in the gamification of education. The introduction of technologies contributes to more effective student-teacher and student-student interaction, increasing students' motivation and mastering additional material. However, the main obstacles to adapting this experience are the low level of innovation activity and the willingness of teachers to use innovative approaches and techniques.

Substantiation of the use of virtual and augmented reality as a means of developing cognitive interest in children.

The article discusses the options for using virtual and augmented reality in education, provides a justification for their use for the development of interest in children and motivation. VR and AR tools will soon become full-fledged educational tools, as the presentation of information is interesting and understandable. And the coronavirus epidemic has attracted the attention of people forced to stay at home to online education and interactive tools that can make learning more visual. Online classes can be a great way to involve the student even more in the educational process through immersion and detail. The novelty of the research is that it was possible to justify the need for the use of virtual reality in the educational process using psychological and astrological tools. By combining astrological studies obtained by mathematical calculations with psychological knowledge, it makes it possible to build a teacher's work in the right and unique direction. Therefore, each educational product with augmented reality can be made as individual as possible by dividing children into four main groups using astrological calculations. Someone is receptive and learns more successfully with a dynamic presentation, someone from a colorful one, and there are children who perceive more chrome and static.

Augmented reality marker technology as a means of geometric literacy development: efficiency and cognitive load

Introduction. The introduction of augmented reality technology into the educational process as an optimal means for visualizing three-dimensional objects opens up prospects for solving the problem of low geometric literacy, which has been detected over a number of years according to the results of the exam, GIA and PISA. One of the insufficiently studied pedagogical aspects of the use of educational AR tools is the volume of cognitive load on students in the learning process. The purpose of this study is to find out whether the use of three-dimensional AR-visualization can increase the effectiveness of training in solving geometric problems and reduce extraneous cognitive load and increase the relevant. Materials and methods. The study was organized according to the scheme of a training experiment using the control and experimental groups with measurements of the skills of solving geometric problems "before and after". The subjects were 40 first-year students of the Far Eastern Federal University, studying in the program of the pedagogical bachelor's degree in the humanities. For the diagnosis of perceived cognitive load, we used the translated into Russian and modified questionnaire of cognitive load CSL by Lepping et al., which includes three subscales – internal, extraneous and relevant cognitive loads. Primary results were analyzed using the apparatus of descriptive statistics, the Kolmogorov-Smirnov Z-test and T-tests for two independent samples and for paired samples Research results. The results showed that training using a three-dimensional AR-visualization leads to a higher growth in the results of solving geometric problems than training using three-dimensional visualization of the model on the plane (Т = -3,00**,р=0,008). It was also found that AR-mixing positively affects the volume of cognitive load in students, allowing you to reduce the extraneous load (t = - 2,04*, p=0,04) and increase the relevant релевантную (t = 2,75**, p=0,009). Conclusions. The data identified in the study contribute to scientific justifications of the methods of teaching mathematical disciplines, the development of educational AR applications, as well as to deepening the understanding of the cognitive-psychological mechanisms of the learning process

USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

Comparative Cohort Study of the Use of Immersive Technologies in the Complex Psychological Rehabilitation of Patients with Motor Disorders

Background. Successful correction of the psychological consequences of motor disorders is the key to improving the effectiveness of medical rehabilitation. The literature data on the use of immersive technologies in the correction of psychoemotional disorders of various origins suggest that they can also be effective in the context of psychorehabilitation of patients with motor disorders. However, at the moment there is no scientific and methodological base that allows for the widespread introduction of high-tech VR and AR tools into the practical work of a medical psychologist in a rehabilitation hospital. Aims evaluation of the effectiveness of the inclusion of immersive technologies in the complex psychological rehabilitation of patients with motor disorders. Materials and methods. The design was planned as a controlled empirical randomized open study conducted during 1 calendar year on the basis of a medical rehabilitation hospital, which involved 336 patients with motor function disorders that occurred as a result of a previous stroke or against the background of chronically occurring degenerative-dystrophic diseases of large joints and spine. The results were compared in three groups for each studied high-tech tool the main, comparison and control. 81 patients were included in the study of the effectiveness of the use of the Visual Medicine program in patients with stroke. The effectiveness of the inclusion of the HTC Vive Focus Plus EEA virtual Reality System in the psychological correction of pain syndrome against the background of degenerative and dystrophic diseases was studied in 130 patients. The study of the possibility of using the PRAK hardware and software complex included 125 people with motor disorders: the consequences of stroke (n = 65) and the consequences of chronic degenerative-dystrophic diseases (n = 60). The basis for assessing the stability of indicators of higher efficiency of psychocorrective measures with the inclusion of immersive technologies in comparison with the comparison groups and control groups was the reliability of the results obtained at p 0.05. Results. With a high degree of confidence recorded a positive trend in relation to recovery all kinds of praxis in patients with movement disorders due to stroke, by using the Visual Medicine program; in the case of psychological correction of neuropathic and mixed pain in patients with chronic flowing RSD with the application of the HTC Vive Focus Plus EEA virtual Reality System; to achieve a stable positive dynamics in the correction of the psychoemotional state of patients with impaired motor functions-when the PRAK hardware and software complex is included in the relaxation mode in the complex of psychological rehabilitation. Conclusions. The clinical effectiveness of the use of immersive technologies in relation to the psychological consequences of motor disorders is shown, which makes a significant contribution to solving the problem of optimizing the work of a medical psychologist in a rehabilitation hospital.

The Utilization of Augmented Reality Technology for Sustainable Skill Development for People with Special Needs: A Systematic Literature Review

New technologies such as Augmented Reality can be used to enhance the possibility of obtaining new experiences to assist people with special needs. However, in the literature, there are not enough studies conducted on the use of Augmented Reality as an assistive technology, especially for people with special needs. The purpose of this study is to highlight the use of Augmented Reality technology on people with special needs for skill development. This systematic literature review includes recent and high-quality articles from chosen prestige databases between the years 2010 and 2020. The selected studies which fitted the eligibility selection criteria have been analyzed and synthesized. The study findings reveal the importance of using AR technology to assist individuals with special needs in their skill development process, to help them become more independent. We hope this study will enlighten researchers and the developers of AR tools. It has been recommended that more studies be done on the sustainable use of AR as an assistive technology, particularly for children with special needs, to make their life easier.

Effect of Acupuncture on Gut-Brain Axis Parameters in Patients with Atopic Dermatitis: A Study Protocol for a Randomized, Participant- and Assessor-Blind, Sham-Controlled Trial

Atopic dermatitis (AD) is a relapsing and remitting chronic inflammatory skin disease for which a variety of etiological factors are involved. Treatment strategies should be multifaceted and have few side effects. In this respect, acupuncture has become increasingly popular as a safe, consistently effective, and drug-free therapy that treats multiple AD symptoms. We aim to not only verify the effectiveness of acupuncture but also suggest patient-specific response determinants and a new underlying mechanism implicating the gut-brain axis. We have designed a randomized, participant-blinded, sham-controlled clinical trial for 60 mild to moderate AD patients. In a previous study, we observed that the clinical skin symptoms of AD were closely associated with gastrointestinal (GI) symptoms. From these findings, we developed an intervention with six acupuncture points: three for AD symptoms and three for GI symptoms. Also, since high responders and low responders to the acupuncture treatment could be identified in the previous study, we now aim to explore response-determining factors, with a particular focus on GI symptoms. Therefore, we will precisely evaluate not only AD symptoms using the SCORAD, EASI, and DLQI tools, but also GI symptoms using the GSRS, TDS, BSFS, and AR tools and abdominal examination. AD develops in association with complicated pathophysiological factors, such as skin barrier function, genetic susceptibility, and immunological factors. Moreover, the underlying mechanism by which acupuncture treatment works has not been clearly elucidated. We, therefore, will conduct a simultaneous cross-sectional study with a sample of 40 healthy individuals, wherein potential indicators, such as fMRI, gut microbiota, and serum TARC and ATX, will be investigated to determine the gut-brain axis-associated mechanism of acupuncture. We expect that the results of this study could provide important clinical evidence for the effects of acupuncture and help elucidate the therapeutic mechanisms that underlie acupuncture's efficacy in AD treatment. This trial is registered with https://clinicaltrials.gov/ct2/show/KCT0005422 (Trial registration: Korean Clinical Trial Registry (http://cris.nih.go.kr; registration number: KCT0005422); date of registration: September 23, 2020).

Use of augmented reality-enabled prototyping of cyber-physical systems for improving cyber-security education

The use of augmented reality-enabled scenarios in cybersecurity teaching is proposed in the article to respond to new requirements for the rapid adoption of new technologies and profound knowledge of cybersecurity issues by professionals. Implementation of project-type activities based on real cybersecurity issues in application fields of cyber-physical systems is suggested to improve the competence forming. A use-case of agricultural cyber-physical system of systems is discussed as a viable example of augmented reality-enabled prototyping of cybersecurity risk-aware architecture. The necessary steps are analysis of general and business-specific tasks on cybersecurity, creation of a list of competencies, formalized in educational standards and curricula, development of gaming scenarios for the formation of hard and soft skills, development of the scenario management system for AR interfaces. The system using AR tools can be easily adapted to different cybersecurity training activities. Industrial cyber-physical systems may be vulnerable due to insecure wireless connectivity, lack of encryption, inadequate access policy. The project-based learning complex is focused on the implementation of a data acquisition, storage and processing platform for new sensor networks and instruments. Representing all the diverse information on different layers will be greatly improved by use of the developed holographic projection AR tools.

AI-enhanced cooperating robots for reconfigurable manufacturing of large parts

Abstract Large parts manufacturing involves the production of low batch, possibly one-of-a-kind, components of high cost and complexity. Industry specific knowledge and skills are converging to the technological evolution brought by Industry 4.0 where ICT and automation boost productivity and product quality. This paper presents an approach towards assembly of large-scale parts, where the synergy of robots, human skills and ICT tools enable flexible production. High payload collaborative robots and mobile manipulators facilitate handling, exoskeletons and AR tools relieve the workers’ physical and cognitive stress, VR tools improve the workplace design, while the cell’s Digital Twin facilitates decision making.

Competencies of quality professionals in the era of industry 4.0: a case study of electronics manufacturer from Malaysia

This study investigates the competencies required for quality management professionals to meet the needs of industry 4.0. The authors use a case study strategy at an electronics manufacturer in southern Malaysia, to adapt their role to be relevant in the industry 4.0 environment. In doing so, this study answers the following four questions: (1) How are the changing technological trends expected to impact the future role of quality in industry 4.0? (2) What are the competencies gap between current and future roles of quality professionals? (3) What are the views and practices related to quality roles? (4) How can the gaps identified be closed to meet the quality challenges of industry 4.0?,The research methods consist of a comprehensive review of literature on the technological trends towards industry 4.0 and the impact on the role of quality and competence that may be required in the future, as well as internal document review on the current roles of quality professionals in an electronics manufacturer in southern Malaysia, to identify the competence gap. Empirical data was collected based on surveys conducted on 64 quality professionals with a response rate of 96.88%. Interviews were conducted on three decision-makers from critical areas in the electronics manufacturer for viewpoints from three different perspectives: finance, operations and talent development.,Quality professionals will require technical competencies to interpret large amounts of data from processes to make strategic decisions, the use of new AR tools and be aware of data security risks. Methodological competencies will be required to use data to identify the source of problems, to access reliable sources of learning and the ability to use new tools for solving complex problems efficiently. Social competencies will be required in communications across multi-sites, suppliers and customers in new collaborative virtual platforms, with the ability to retain tacit and explicit knowledge, in a decentralized environment that will require leadership ability to make decisions. Personal competencies required will be the ability to work in a flexible workplace and time and more frequent work-related changes.,The limitation of the study is based on what the authors currently know of the future, which may not be much for the quality professionals in the electronics manufacturer, who have not been exposed much to the technology yet. The potential for the future landscape to change dramatically with rapid technology changes may also result in a different set of skills for future quality professionals. The quality professionals who were involved in this study were the quality executives, engineers and managers, irrespective of their gender, age, length of service and experience in the field of quality. Therefore, these variables were not taken into consideration for this research.,This research helped to identify the role of quality in industry 4.0 and key competencies that the quality professionals in the electronics manufacturer will require to adapt to their role in industry 4.0. However, based on the questionnaire and the interview comments of key personnel, it can be concluded that quality professionals lack awareness of their new roles in industry 4.0. This could be due to the fact that the new technology is not implemented by quality professionals but by the innovation team based in Singapore headquarters, as was also advised by the operations head.,The benefit of industry 4.0 technology is clearly shown by Philips's new Dutch factory with robotized technology that was able to produce the same output with one-tenth of the workers of its China factory (Rifkin, 2014, chapter 8). Rojko (2017, p. 80) also shared a similar view that industry 4.0 is expected to reduce production costs by 10–30%, logistics costs by 10–30% and quality management costs by 10–20%. The importance of this research can be seen from the findings of “The Future of Jobs” (2018, p. 22), which suggests that the window of opportunity for organizations to leverage the new technology to re-skill is within the period of 2018–2022, in order to enable employees to reach full potential in the high value-added tasks. The electronics manufacturer may need to keep to this timeline to maintain its competitive advantage.,The purpose of this paper was to determine the competence gap of current quality professionals in the electronics manufacturer with the competencies required in industry 4.0. This led to the third objective, to identify the views of stakeholders based on the propositions derived from the gaps identified, to triangulate the findings, to conclude the competency gaps of the current quality professionals in the electronics manufacturer. Finally, the objective of this paper was to make a recommendation on how to prepare the quality professionals in the electronics manufacturer for their role in industry 4.0. The research identified the technical, methodological, social and personal competencies gap of the quality professionals in the electronics manufacturer by looking at the changes expected in industry 4.0 from four aspects, factory (people and process), business, product and customers.