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Reducing the Split-Attention Effect in Assembly based Instruction by Merging Physical Parts with Holograms in Mixed Reality
Conference paper   Peer reviewed

Reducing the Split-Attention Effect in Assembly based Instruction by Merging Physical Parts with Holograms in Mixed Reality

David Dixon, Uwe Terton and Ruth Greenaway
Proceedings of the 10th International Conference on Computer Supported Education, Volume 1: CSEDU, pp.235-244
International Conference on Computer Supported Education, 10th (Funchal, Portugal, 15-Mar-2018–17-Mar-2018)
SciTePress
2018
DOI: https://doi.org/10.5220/0006691202350244
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http://www.csedu.org/?y=2018View
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https://www.scitepress.org/PublicationsDetail.aspx?ID=fYlJTLx/FnU=&t=1View
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Abstract

Specialist Studies in Education Psychology instructional design memory cognitive load human computer interaction assembly scaffolding
Split attention in instructional materials is a recognised problem known to cause an increase in cognitive load. Instructional designers often try to resolve this by using a variety of methods that do not account for the spatial disconnect between diagrams being matched up with physical parts during an assembly task. The emergence of Mixed Reality offers a solution, using "holograms" which can project 3d images into the physical environment around the user. This paper reports on a project that proposes the creation of a software prototype that simultaneously enables part identification and tracking of parts for assembly. It conceives a new way of providing instructions when assembling flat pack furniture by endeavouring to facilitate working memory constrains. The software prototype will assist the user by showing where parts should be placed and by providing real-time feedback based on interaction.

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