Abstract:

Objectives:
The aim of our study was to assess possibilities and limits of using augmented reality in training technical skills of secondary school students. We used AR in the study program Electronics mechanics to train students in building various assemblies. Students were expected to learn how to input various components into the assembly after the components had been assorted from component catalog.

Methodology:
We chose qualitative research approach: we collected and analysed non-numerical data (class observation, interviews with teachers and students). Our intention was to gather in-depth insights into advantages and limits of the AR.

Results:
(observation in class, teacher and students interviews) as collected, assorted and systemized:
• Observation in class
Teachers attracted attention of students from the beginning and increased engagement level. They practiced with help of experiential learning by trying several iterations to find out the best combinations. AR let teachers act as guides during the whole session, take charge of the classroom by mentoring it. They were explaining, asking and answering questions, encouraging.
• Interviews with teachers
We held interviews with 2 teachers who had designed the course and performed the training. Positive effects were mentioned by them: humor moment occured during training…. new technology brought a strong motivational effect…. students were pulled in work, they got excited about competing/collaborating with each other. Teachers mentioned some limits of the AR backing: students must be divided into small groups, 10-12 students are maximum. An important topic of discussion was the cost of AR equipment - for most schools, the cost is still too high. In order to reduce the cost, both teachers were preparing training equipment in their free time and for free.
• Interviews with students
Positive comments: “something new for real practice…, enjoyable…, having fun…, training with immediate results and corrections…, makes them go on with training for a longer time unless they managed the task…., feeling like learning and playing at the same time…., want to be as good as others…, I would practice even more…, much better than in traditional workroom.., I could show my skills…”

Conclusions:
As a result of our observations and interviews, we suggest a psychological classification of the impact of AR on the student personality for further discussion.
Positive aspects - pedagogical and psychological potential of AR apps:
• Cognition: supporting deeper understanding („aha“ moment), improving conceptualizing complex (abstract) information, deeper understanding level, increased concentration, better information retrieval
• Emotions and motivation: highly motivating for students, reducing learning stress (imposter syndrome) if backed by teacher´s help, enjoying moments of humor when funny errors occured
• Personality development: encouraging student collaboration, building healthy assertiveness (asking for help), improving individual persistence level when completing the task
• Other: AR usable for different courses and different school programs.

Negative aspects: cost of equipment, suitable for small groups of students only, limits in mutual communication of apps, existing data in the system cannot be easily actualized, longer work with 3D glasses can be unpleasant for users, computer performance should be faster and smoother if to be closer to reality.

Keywords:

training practical skills, teaching methodology, augmented reality, students