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Cognitive support for assembly operations by means of augmented reality: an exploratory study
•AR instructions outperform oral and paper instructions with regard to quality.•AR outruns oral instructions as for help-seeking behaviour and perceived complexity.•Operators using AR experience less stress on the first assembly attempt.•No effect is observed in terms of productivity, physical effor...
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Published in: | International journal of human-computer studies 2020-11, Vol.143, p.102480, Article 102480 |
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Main Authors: | , , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | •AR instructions outperform oral and paper instructions with regard to quality.•AR outruns oral instructions as for help-seeking behaviour and perceived complexity.•Operators using AR experience less stress on the first assembly attempt.•No effect is observed in terms of productivity, physical effort or competence frustration.
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.
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ISSN: | 1071-5819 1095-9300 |
DOI: | 10.1016/j.ijhcs.2020.102480 |