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dc.contributor.authorFunk, Johannes
dc.contributor.authorSchmidt, Ludger
dc.date.accessioned2021-05-13T16:40:41Z
dc.date.available2021-05-13T16:40:41Z
dc.date.issued2021
dc.identifier.issn2196-6826
dc.identifier.urihttp://dl.gi.de/handle/20.500.12116/36432
dc.description.abstractThis study compares the use of a marker-based AR instruction with a paper instruction commonly used in manual assembly. Hypotheses were tested as to whether the instruction type affects assembly time, number of errors, usability, and employee strain. Instead of student participants and artificial assembly tasks (e. g. Lego assemblies), the study was conducted with 16 trainees in a real workplace for the assembly of emergency door release handles in rail vehicles. Five assembly runs were performed. Assembly times and assembly errors were determined from recorded videos. Usability (SUS) and strain (NASA-TLX) were recorded with questionnaires. After a slower assembly at the beginning, the AR group assembled significantly faster in the fifth run. The comparable number of errors, usability and strain make marker-based AR applications interesting for knowledge transfer in manual assembly, especially due to the easy entrance and low costs.en
dc.language.isoen
dc.publisherDe Gruyter
dc.relation.ispartofi-com: Vol. 20, No. 1
dc.subjectAugmented Reality
dc.subjectDigitization
dc.subjectAssembly
dc.subjectTeach-In
dc.subjectField Study
dc.titleEvaluation of an Augmented Reality Instruction for a Complex Assembly Task - Comparison of a Smartphone-Based Augmented Reality Instruction with a Conventional Paper Instruction for the Teach-in Phase in Manual Assemblyen
dc.typeText/Journal Article
dc.pubPlaceBerlin
mci.reference.pages63-72
dc.identifier.doi10.1515/icom-2021-0005


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