This study aims to compare the effects of oral, paper and augmented reality (AR) instructions during assembly tasks. 44 assembly operators, the majority of which have cognitive or motor disabilities, participate in a within-subjects experiment in which they perform three different assembly tasks. In doing so, the different instructional media are alternated. The outcome variables under study are productivity, quality, stress, help-seeking behaviour, perceived complexity, physical effort and competence frustration. In addition, this study examines the effects of characteristics of operators by taking into account their cognitive skills and experience with each task type as predictor variables. Finally, as operators perform one of the assembly tasks four times, learning curves are studied as well. Results of a multilevel analysis show that operators using AR instructions outperform their colleagues using more traditional instructional media with regard to quality. In addition, AR instructions give rise to less help-seeking behavior as compared to oral instructions. Finally, there is some evidence for AR instructions to yield a lower perceived complexity than oral instructions. Furthermore, the results indicate that the operators’ cognition and experience play a significant role in terms of many outcome variables. Learning curves reveal that operators using AR instructions experience less stress from the first assembly attempt onwards, whereas for operators using oral or paper instructions, it takes several attempts before being equally relaxed.

这项研究旨在比较组装任务中口头，书面和增强现实（AR）指令的效果。44名装配工人，其中大多数有认知或运动障碍，参加了一项受试者内部实验，在该实验中他们执行了三种不同的装配任务。这样做时，将交替使用不同的教学媒体。研究的结果变量是生产力，质量，压力，寻求帮助的行为，感知的复杂性，体力劳动和能力挫败感。此外，本研究通过考虑操作员的认知技能和经验，并以每种任务类型作为预测变量来考察其特征的影响。最后，当操作员执行四次组装任务之一时，还将研究学习曲线。多级分析的结果表明，使用AR指令的操作员在质量方面优于使用更传统的教学媒体的同事。另外，与口头指示相比，AR指示导致更少的寻求帮助行为。最后，有一些证据表明AR指令比口头指令具有更低的感知复杂性。此外，结果表明，操作员的认知和经验在许多结果变量方面起着重要作用。学习曲线表明，使用AR指令的操作员从第一次组装尝试开始经历的压力就较小，而对于使用口头或纸质指令的操作员，需要多次尝试才能同样放松。