ABSTRACT

Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer.

Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases.

Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used.

Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study.

Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.

摘要

目标：本研究比较了使用交互式增强现实 (AR) 技术与传统纸质教学的大学航空学生的学习和技能转移。虽然大学教育中存在类似的 AR 使用和研究，但本研究试行了一种评估知识保留和转移的比较方法。

背景：AR 技术是技术教育中常用的工具。但是，随着 AR 使用的增加，在本研究中观察到的学习者行为，如游戏和探索，可能会影响未来的学习策略设计。

方法：将36名就读大学航空工程技术专业的大学生分为AR组和纸本组，比较启动飞机辅助动力装置（APU）的首次任务执行时间。使用了两个样本 Kolmogorov-Smirnov 测试比较任务完成时间。

结果：与使用基于纸张的学习者相比，使用 AR 的学习者任务时间始终更快，复制了类似的 AR 研究。然而，AR 测试对象也需要更长的时间与该技术互动，包括游戏式的“游戏”和数字孪生 AR 驾驶舱环境的探索。这被认为可以增强学习者的创新、知识保留和转移，值得进一步研究。

结论：AR 用户显着减少了任务执行时间。在 AR 用户中也观察到了任务前的“游戏化和游戏化”，这可能会影响教育工作者和行业在使用 AR 进行工作任务培训时如何评估和利用学习策略。