Augmented Reality experiment in higher education, for complex system appropriation in mechanical design
TypeArticles dans des revues avec comité de lecture
Articles dans des revues avec comité de lecture
Virtual representations are quite widely used in higher education to visualize a design model or simulation. Nevertheless, many students have difficulty grasping mechanical systems, from a 2D design plan or a 3D CAD definition. This is why we implement real system manipulations, associated with various representations, especially for students with no technological skills. Augmented reality can provide an answer to the difficulty of making the link between a representation and the real system. Since augmented reality has not yet been used in mechanical design pedagogy, the challenge was to evaluate the relevance of this technology to facilitate understanding of mechanisms. An augmented reality scenario has been implemented on an electromechanical mechanism. It makes it possible to identify components and their locations, to explore the mechanism and thus more easily identify the kinematic chain or transmission power flow for example. Two different interfaces were used by the learners (tablet and HoloLens glasses), each of which has its advantages. The first experiment was conducted with students in engineering training, as well as bachelor of technology students. During analysis of mechanism practical session, half of the workforce used augmented reality, while the others had only paper documentation and cad. At the end of the session, an assessment of the system’s understanding was conducted ‘hot’ and shows improvements for augmented reality users. Here, augmented reality is used in pedagogy, as a new medium support to pedagogy. But this experience is also relevant for introducing engineering students to a relevant technology for industry of the future, enabling them to measure the potential of augmented reality.
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