Augmented Reality-based Training Research Articles

Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach

This study aimed to address the deficiency in quantitative research by investigating the effects of an augmented reality (AR)-based learning by design approach on inclusive education. A quasi-experiment was executed by recruiting 128 pre-service teachers. The samples were divided into two groups: the experimental group underwent AR-based learning by design training, while the control group received mobile-based learning by design training. Results indicated significant enhancements in learning performance and perceptions (i.e., higher-order thinking efficacy, attitudes, and perceived support) within the experimental group. This study enhanced the understanding of inclusive education implementation by integrating AR technology and learning by design approach.

Augmented reality-based training versus standard training in improvement of balance, mobility and fall risk: a systematic review and meta-analysis.

PubMed, Google Scholar, Scopus, and the Cochrane Central Register of Controlled Trials were systematically searched from inception to January 2023. Randomized trials and observational cohort studies comparing the effects of AR-based exercises with conventional training in patients 18 years and older were included in the analysis. Studies using virtual reality, case reports and series, reviews, meta-analyses, letters, and editorials were excluded. Post-intervention data on the Berg Balance Scale (BBS) and Timed Up and Go (TUG) Test were extracted and studied. The fixed-effects inverse variance model was utilized to pool the extracted data. Out of 438 articles, seven articles (199 participants) comparing AR-based exercise with the standard training were included in the systematic review. Six articles with sufficient data on the parameters were included in the meta-analysis. AR-based exercises resulted in a significantly higher BBS score than conventional exercise (Hedge's g=0.48, 95% CI=0.19-0.77, P<0.001). The BBS value was significantly higher in AR-based training of 8 weeks or more (Hedge's g=0.88, 95% CI=0.46-1.31) when compared with trainings conducted for less than 8 weeks (Hedge's g=0.11, 95% CI=-0.30 to 0.52), P=0.01). Likewise, the TUG Test score was found to be to be significantly lower in ARgroup than the controls (Hedge's g= -0.54, 95% CI=-0.85 to -0.23, P<0.01). In comparison to conventional methods, AR-based exercises had higher improvements in balance, mobility, and fall risk parameters. The use of AR technology in elderly patients can promote independence while preventing falls and associated morbidity and mortality. There is a need for a larger randomized controlled trial to provide a more accurate comparison on efficacy and safety of different modalities of training.

Improvements of Physical Activity Performance and Motivation in Adult Men through Augmented Reality Approach: A Randomized Controlled Trial.

The COVID-19 pandemic had a global impact, increasing the prevalence of physical inactivity, which is mostly due to the lockdown and social distancing measures adopted during the pandemic. Hence, this study aimed to compare the efficacy of augmented reality-based training on physical activity performance and motivation in healthy adults to mirror visual feedback training and conventional physical therapy. This study used the randomized control trial pretest-posttest research design. Forty-eight healthy men aged 18–35 years who were engaged in recreational physical activities were enrolled and randomly divided into four groups: augmented reality-based training reality (ART), mirror visual feedback training (MVFT), therapist-based training (TBT), and control group. The total training program was held for four weeks. The isokinetic dynamometer, sit-and-reach test, Y balance test, and the intrinsic motivation inventory-22 were used to measure the outcomes before and after the intervention. Paired sample t-test was used to compare the changes before and after the intervention within groups, while the one-way ANOVA was used for the comparison between the groups. Results of the study showed that, after four weeks of intervention, balance, muscle strength, and muscle endurance in all groups significantly improved except for the control group. The ART group showed the highest increase in muscle strength, muscle endurance, and balance compared to the other groups. The motivation level increased in all three feedback groups and was observed in the following order: ART group > MVFT group > TBT group > control group. This study highlighted the most effective method that may be applied for home training during and after this period of the pandemic. The findings revealed that training while receiving real-time feedback via AR devices improves both physical performance and motivation. Augmented reality-based training can be used as an effective training option for improving physical activity and motivation and can be suggested for home training programs.

Effects of Augmented Reality-, Virtual Reality-, and Mixed Reality-Based Training on Objective Performance Measures and Subjective Evaluations in Manual Assembly Tasks: A Scoping Review.

The present scoping review aims to transform the diverse field of research on the effects of mixed reality-based training on performance in manual assembly tasks into comprehensive statements about industrial needs for and effects of mixed reality-based training. Technologies such as augmented and virtual reality, referred to as mixed reality, are seen as promising media for training manual assembly tasks. Nevertheless, current literature shows partly contradictory results, which is due to the diversity of the hardware used, manual assembly tasks as well as methodological approaches to investigate the effects of mixed reality-based training. Following the methodological approach of a scoping review, we selected 24 articles according to predefined criteria and analyzed them concerning five key aspects: (1) the needs in the industry for mixed reality-based training, (2) the actual use and classification of mixed reality technologies, (3) defined measures for evaluating the outcomes of mixed reality-based training, (4) findings on objectively measured performance and subjective evaluations, as well as (5) identified research gaps. Regarding the improvement of performance and effectiveness through mixed reality-based training, promising results were found particularly for augmented reality-based training, while virtual reality-based training is mostly-but not consistently-as good as traditional training. Mixed reality-based training is still not consistently better, but mostly at least as good as traditional training. However, depending on the use case and technology used, the training outcomes in terms of assembly performance and subjective evaluations show promising results of mixed reality-based training.

Foundational Analysis to Support Simulation Training System Design

Simulation-based training systems should be tailored to the actual work environment of the envisioned audience of learners. After building an augmented reality-based training system for combat medics, we began to explore strategies for adapting the training to medical students. While people who provide medical care on the battlefield and people who practice medicine in a hospital need to know how to treat traumatic injuries, there are vast differences in how they are trained. Foundational research into the work environment has implications for training design, especially with regards to training content and delivery.

Assessing Whether Recognition Skill Development is Enhanced with Augmented Reality-Based Training as Compared to Traditional Training: A Laboratory Study

Immersive technology such as virtual, augmented, and mixed reality has been used in entertainment. Applying this technology for educational purposes is a natural extension. We tested the ability of immersive technology to enhance medical education within a scenario about progressively worsening tension pneumothorax using a virtual patient. The goals of the study were 1) to determine whether those in the experimental group were better able to differentiate between normal and abnormal perceptual cues, and 2) to obtain feedback about the Augmented Reality (AR) training experience. For this study, the control group received traditional textbook training about tension pneumothorax. The experimental group received the same textbook training plus the AR tension pneumothorax scenario. An augmented reality headset was used to display a virtual patient on a table for the experimental group participants. All participants completed a pre and post-training knowledge test. Changes in the score of the accuracy from pre-post tests were used to establish whether the experimental group was better able to classify the perceptual cues. All participants responded to questions about the training experience at the end of the session. We discuss whether adding augmented reality training allowed medical students to better discern between abnormal and normal cues, and report our insights for what learning objectives AR can support in simulation-based training.

International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities

The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.

An augmented reality-based training system with a natural user interface for manual milling operations

This study developed an augmented reality (AR)-based training system for conventional manual milling operations. An Intel RealSense R200 depth camera and a Leap Motion controller were mounted on an HTC Vive head-mounted display to allow users freely walk around in a room-size AR environment to operate a full-size virtual milling machine with their barehands, using their natural operation behaviors, as if they were operating a real milling machine in the real world, without additional worn or handheld devices. GPU parallel computing was used to handle dynamic occlusions and accelerate the machining simulation to achieve a real-time simulation. Using the developed AR-based training system, novices can receive a hands-on training in a safe environment, without any injury or damage. User test results showed that using the developed AR-based training resulted in lower failure rates and inquiry times than using video training. Users also commented that the AR-based training was interesting and helpful for novices to learn the basic manual milling operation techniques.

Augmented Reality in Ophthalmology: Technical Innovation Complements Education for Medical Students

At the Medical Faculty of the University of Ulm, the learning objectives of ophthalmology are taught to students in a one-week block course in the fourth year of study. According to the National Competency-based Learning Objective Catalogue Medicine (NKLM), one of these learning objectives is the clinical examination of the eye, including the eye fundus examination. In order to best train this expertise as defined in the NKLM, a novel, augmented reality-based training simulator (Eyesi Indirect, VRmagic Holding AG, Mannheim, Germany) was integrated into the teaching at the University Eye Hospital Ulm. During the block week, two key questions were examined: Does the one week block lesson increase interest in ophthalmology? How do students assess the use of an innovative e-learning technology compared to three other classical teaching methods for learning ophthalmoscopy? As part of the student teaching (block weeks July and October 2016), 292 students were questioned by questionnaire anonymously and on a voluntary basis regarding their assessment of the block week and the training simulator at the beginning and end of the one week event. The ophthalmoscopies were classically practiced on the ophthalmoscope trainer, head model and on fellow students and then performed on the new training simulator. Overall, there was little interest among the students in ophthalmology. However, the block week helped to increase interest (p < 0.001). The assessments of attractiveness before and after the block week of ophthalmology as a later professional goal and as an optional subject in the practical year were also significantly increased (p < 0.001 or p = 0.031). With regard to the use of e-learning technologies, it was shown that the handling of the simulator for learning ophthalmoscopy was rated more attractive by the students than the classical technology-based teaching methods (all p < 0.01). The joy of learning could only be further increased by practicing on a fellow student (p = 0.051). The results of the present study show a positive impact of the block week on the attractiveness assessment of the specialty by the participating students. Innovative e-learning methods can increase the enjoyment of learning. However, the training simulator cannot provide a complete replacement of the training on a real person.

User Satisfaction in Augmented Reality-Based Training Using Microsoft HoloLens

With the recent developments in augmented reality (AR) technologies comes an increased interest in the use of smart glasses for hands-on training. Whether this interest is turned into market success depends at the least on whether the interaction with smart AR glasses satisfies users, an aspect of AR use that so far has received little attention. With this contribution, we seek to change this. The objective of the article, therefore, is to investigate user satisfaction in AR applied to three cases of practical use. User satisfaction of AR can be broken down into satisfaction with the interaction and satisfaction with the delivery device. A total of 142 participants from three different industrial sectors contributed to this study, namely, aeronautics, medicine, and astronautics. In our analysis, we investigated the influence of different factors, such as age, gender, level of education, level of Internet knowledge, and the roles of the participants in the different sectors. Even though users were not familiar with the smart glasses, results show that general computer knowledge has a positive effect on user satisfaction. Further analysis using two-factor interactions showed that there is no significant interaction between the different factors and user satisfaction. The results of the study affirm that the questionnaires developed for user satisfaction of smart glasses and the AR application performed well, but leave room for improvement.

Using an augmented reality-based training system to promote spatial visualization ability for the elderly

The physical condition and cognitive ability of older adults tends to decline. This study focused on the development of an augmented reality (AR)-based rehabilitation training system to improve the spatial visualization and mental rotation abilities of elderly people. Using one’s imagination to manipulate objects is common in everyday life. However, training tasks for the elderly are still presented in two-dimension, which research indicates generates a cognitive load that reduces the participants’ interest and diminishes the effects of training. AR can effectively reduce cognitive load, improve one’s sense of spatial direction, and increase participants’ interest in training. Therefore, this study used AR technology, combined with a tangible user interface as a manual controller, to allow participants to directly manipulate a virtual three-dimensional model that used a cube to conduct mental rotation tasks (MRT) for the elderly to improve their mental rotation ability. After 6 weeks of intervention, we used an ABA (reversal) design and paired-sample t tests in SPSS to compare the learning effects on the experimental group’s pre- and posttests. The participants’ error rates significantly declined and their reaction times significantly improved during the MRT test.

Augmented reality-based training system for hand rehabilitation

This study designs a training system for hand rehabilitation on the basis of augmented reality technology, which enables patients to simultaneously interact with real and virtual environments. The system framework is introduced, and four rehabilitation programs, namely, trajectory training, shelf training, batting training, and spile training, are presented. As a requirement of hand rehabilitation training, a color marker that is suitable for hand rehabilitation training is adopted. Following the Hamming coding principle, this marker is designed as a 7?×?7 square that is filled up by four designated colors with a binary bit of "0" or "1". The check code in each row of the color marker is applied to restore the occluded binary bits, solve the occlusion issue of color markers, and complete the tracking registration of the color markers. The effectiveness of the developed system is evaluated via a usability study and questionnaires. The evaluation provides positive results. Therefore, the developed system has potential as an effective rehabilitation system for upper limb impairment.

Augmented reality improves myoelectric prosthesis training

This paper presents the ARM Trainer, a new augmented reality-based system that can be used to train amputees in the use of myoelectric prostheses. The ARM Trainer provides users with a natural and intuitive method to develop the muscles used to control a myoelectric prosthetic. In addition to improving the training process, the new interface has the potential to mitigate psychological issues arising from amputation that are not addressed by existing approaches (e.g., self-image, phantom limb pain). We conducted an empirical study comparing our system to an existing commercial solution (Myoboy) and found the ARM Trainer to be superior along a number of subjective dimensions (enjoyment, perceived effort, competency, and pressure). We also found no significant difference in terms of muscle control development between the two systems. This study shows the potential of augmented reality-based training systems for myoelectric prostheses.

Clinical usefulness of the virtual reality-based postural control training on the gait ability in patients with stroke

This study is a single blind randomized controlled trial to determine the effect of virtual reality-based postural control training on the gait ability in patients with chronic stroke. Sixteen subjects were randomly assigned to either experimental group (VR, n= 8) or control group (CPT, n= 8). Subjects in both groups received conventional physical therapy for 60 min per day, five days per week during a period of four weeks. Subjects in the VR group received additional augmented reality-based training for 30 min per day, three days per week during a period of four weeks. The subjects were evaluated one week before and after participating in a four week training and follow-up at one month post-training. Data derived from the gait analyses included spatiotemporal gait parameters, 10 meters walking test (10 mWT). In the gait parameters, subjects in the VR group showed significant improvement, except for cadence at post-training and follow-up within the experimental group. However, no obvious significant improvement was observed within the control group. In between group comparisons, the experimental group (VR group) showed significantly greater improvement only in stride length compared with the control group (P< 0.05), however, no significant difference was observed in other gait parameters. In conclusion, we demonstrate significant improvement in gait ability in chronic stroke patients who received virtual reality based postural control training. These findings suggest that virtual reality (VR) postural control training using real-time information may be a useful approach for enhancement of gait ability in patients with chronic stroke.

Use of Augmented Reality-Based Training with EMG-Triggered Functional Electric Stimulation in Stroke Rehabilitation

[Purpose] This study investigated the therapeutic effects of augmented reality (AR)-based EMG-triggered functional electric stimulation (FES) on stroke patients receiving rehabilitation. [Methods] Ten subjects who were in the chronic phase following stroke were divided into two groups for: ankle dorsiflexion with AR-based EMG-triggered FES (Experimental group, n=5), and EMG-triggered FES alone (Control group, n=5). Experimental subjects received ankle dorsiflexion with AR-based EMG-triggered FES for 20 minutes per day, 5 times per week over a 4 week period. Muscle activation, ankle range of motion and muscle strength were measured to identify the effect of the AR training environment with EMG-triggered FES. [Results] The muscle activation of the medial and lateral gastrocnemius (GCM), as measured by EMG, the improvement was increased significantly after the intervention compared to before within the experimental groups of the tibialis anterior(TA), and the improvement was significantly greater in the experimental group than in the control group. Muscle strength of the tibialis anterior (TA) and GCM in dorsiflexion and plantarflexion were significantly greater post-intervention in the experimental group. [Conclusion] The results of this study provide evidence in support of incorporating an AR environment into ankle dorsiflexion training with FES for the improvement of muscle activity, and strength of chronic phase stroke patients.

An augmented reality training platform for assembly and maintenance skills

Training technicians to acquire new maintenance and assembly skills is important for various industries. Because maintenance and assembly tasks can be very complex, training technicians to efficiently perform new skills is challenging. Training of this type can be supported by Augmented Reality, a powerful industrial training technology that directly links instructions on how to perform the service tasks to the machine parts that require processing. Because of the increasing complexity of maintenance tasks, it is not sufficient to train the technicians in task execution. Instead, technicians must be trained in the underlying skills—sensorimotor and cognitive—that are necessary for the efficient acquisition and performance of new maintenance operations.These facts illustrate the need for efficient training systems for maintenance and assembly skills that accelerate the technicians’ acquisition of new maintenance procedures. Furthermore, these systems should improve the adjustment of the training process for new training scenarios and enable the reuse of worthwhile existing training material. In this context, we have developed a novel concept and platform for multimodal Augmented Reality-based training of maintenance and assembly skills, which includes sub-skill training and the evaluation of the training system. Because procedural skills are considered as the most important skills for maintenance and assembly operations, we focus on these skills and the appropriate methods for improving them.

Augmented reality-based training system for metal casting

Products fabricated by metal casting are affected by casting design and pouring. In order to design products efficiently, engineers must consider the shape of the pouring gate and the fluidity of metal in the runner. Engineers must envision the shape of the product and the fluidity of the metal in three dimensions. However, this task is difficult, especially for beginners. Therefore, we developed an augmented reality-based training system for metal casting that allows visualization of fluidity. The proposed training system uses simple physical operations to compute and display fluidity in real-time. Visualization of three-dimensional images as well as training on this system is simple.