Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | 2021 IEEE Global Engineering Education Conference (EDUCON) |
| Herausgeber/-innen | Thomas Klinger, Christian Kollmitzer, Andreas Pester |
| Seiten | 557-561 |
| Seitenumfang | 5 |
| ISBN (elektronisch) | 9781728184784 |
| Publikationsstatus | Veröffentlicht - 2021 |
| Veranstaltung | EDUCON 2021 - Dauer: 1 Apr. 2021 → … |
Publikationsreihe
| Name | IEEE Global Engineering Education Conference, EDUCON |
|---|---|
| Band | 2021-April |
| ISSN (Print) | 2165-9559 |
| ISSN (elektronisch) | 2165-9567 |
Abstract
Digitisation and Digitalisation are fundamentally changing many job profiles. Apprentices therefore need appropriate knowledge and experience with the relevant technical systems already during their vocational training. In the training companies, digital transformation varies for example according to the size and type of company. Here, vocational schools can build a bridge. Previous research shows that AR/VR offer new possibilities to improve the quality of vocational education and training, especially in technical subjects, and to balance different prior experiences of the apprentices. These findings are compiled in this paper, especially for the field of electrical engineering. It is shown how the implementation of AR/VR applications in vocational training can provide substantial didactic benefits. In order to enable teachers to make sensible decisions on the use of AR/VR applications, a didactically-driven approach is proposed based on an educational concern or educational problem.
ASJC Scopus Sachgebiete
- Entscheidungswissenschaften (insg.)
- Informationssysteme und -management
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Ingenieurwesen (insg.)
Zitieren
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- Harvard
- Apa
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- BibTex
- RIS
2021 IEEE Global Engineering Education Conference (EDUCON). Hrsg. / Thomas Klinger; Christian Kollmitzer; Andreas Pester. 2021. S. 557-561 (IEEE Global Engineering Education Conference, EDUCON; Band 2021-April).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Using AR/VR for Technical Subjects in Vocational Training
T2 - EDUCON 2021
AU - Stender, Birga
AU - Paehr, Johannes
AU - Jambor, Thomas
N1 - Funding Information: which aims to improve the quality of teacher training. The programme is funded by the Federal Ministry of Education and Research. The authors are responsible for the content of this publication.
PY - 2021
Y1 - 2021
N2 - Digitisation and Digitalisation are fundamentally changing many job profiles. Apprentices therefore need appropriate knowledge and experience with the relevant technical systems already during their vocational training. In the training companies, digital transformation varies for example according to the size and type of company. Here, vocational schools can build a bridge. Previous research shows that AR/VR offer new possibilities to improve the quality of vocational education and training, especially in technical subjects, and to balance different prior experiences of the apprentices. These findings are compiled in this paper, especially for the field of electrical engineering. It is shown how the implementation of AR/VR applications in vocational training can provide substantial didactic benefits. In order to enable teachers to make sensible decisions on the use of AR/VR applications, a didactically-driven approach is proposed based on an educational concern or educational problem.
AB - Digitisation and Digitalisation are fundamentally changing many job profiles. Apprentices therefore need appropriate knowledge and experience with the relevant technical systems already during their vocational training. In the training companies, digital transformation varies for example according to the size and type of company. Here, vocational schools can build a bridge. Previous research shows that AR/VR offer new possibilities to improve the quality of vocational education and training, especially in technical subjects, and to balance different prior experiences of the apprentices. These findings are compiled in this paper, especially for the field of electrical engineering. It is shown how the implementation of AR/VR applications in vocational training can provide substantial didactic benefits. In order to enable teachers to make sensible decisions on the use of AR/VR applications, a didactically-driven approach is proposed based on an educational concern or educational problem.
KW - Augmented Reality / Virtual Reality
KW - Didactic Benefit
KW - Electrical Engineering
KW - Vocational Education and Training (VET)
UR - http://www.scopus.com/inward/record.url?scp=85112476598&partnerID=8YFLogxK
U2 - 10.1109/educon46332.2021.9453928
DO - 10.1109/educon46332.2021.9453928
M3 - Conference contribution
SN - 978-1-7281-8479-1
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 557
EP - 561
BT - 2021 IEEE Global Engineering Education Conference (EDUCON)
A2 - Klinger, Thomas
A2 - Kollmitzer, Christian
A2 - Pester, Andreas
Y2 - 1 April 2021
ER -