TY - GEN
T1 - A Decision Matrix for Implementing AR, 360° and VR Experiences into Mining Engineering Education
AU - Daling, Lea M.
AU - Khodaei, Samira
AU - Thurner, Stefan
AU - Abdelrazeq, Anas
AU - Isenhardt, Ingrid
N1 - Funding Information:
Acknowledgment. This work is part of the project “Mixed Reality Books (MiReBooks)” and was funded by the EIT RAW Materials. The author is responsible for the contents of this publication.
Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - The use of Mixed Reality (MR) technologies is expected to address the current challenges in mining engineering education. Including hands-on experience often conflicts with limited resources for field trips and excursions. Various studies report that MR can support students in fostering knowledge transfer and enhancing the development of professional skills. However, the success of MR technologies in teaching depends significantly on the teachers, who are rarely supported in the introduction and selection of MR technologies. In order to support teachers in the selection of suitable media and technologies, we present a multidimensional matrix to support the decision towards the usage of three different MR experiences in mining engineering education: Augmented Reality (AR), 360°, and Virtual Reality (VR) experiences. This matrix was built based on the result of several conducted interviews with the technology developers and users. The decision matrix differentiates between methodological aspects of teaching, infrastructural factors, individual prerequisites and knowledge of the teacher, all of which play a role in the selection of the right MR technology. In addition, examples of the use of the respective technology in teaching are discussed.
AB - The use of Mixed Reality (MR) technologies is expected to address the current challenges in mining engineering education. Including hands-on experience often conflicts with limited resources for field trips and excursions. Various studies report that MR can support students in fostering knowledge transfer and enhancing the development of professional skills. However, the success of MR technologies in teaching depends significantly on the teachers, who are rarely supported in the introduction and selection of MR technologies. In order to support teachers in the selection of suitable media and technologies, we present a multidimensional matrix to support the decision towards the usage of three different MR experiences in mining engineering education: Augmented Reality (AR), 360°, and Virtual Reality (VR) experiences. This matrix was built based on the result of several conducted interviews with the technology developers and users. The decision matrix differentiates between methodological aspects of teaching, infrastructural factors, individual prerequisites and knowledge of the teacher, all of which play a role in the selection of the right MR technology. In addition, examples of the use of the respective technology in teaching are discussed.
KW - Augmented reality
KW - Decision matrix
KW - Mining engineering education
KW - Mixed reality
KW - Virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85112046348&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-78642-7_30
DO - 10.1007/978-3-030-78642-7_30
M3 - Conference paper
AN - SCOPUS:85112046348
SN - 9783030786410
T3 - Communications in Computer and Information Science
SP - 225
EP - 232
BT - HCI International 2021 - Posters - 23rd HCI International Conference, HCII 2021, Proceedings
A2 - Stephanidis, Constantine
A2 - Antona, Margherita
A2 - Ntoa, Stavroula
PB - Springer Science and Business Media Deutschland GmbH
T2 - 23rd International Conference on Human-Computer Interaction, HCII 2021
Y2 - 24 July 2021 through 29 July 2021
ER -