IxD of Augmented Education Environments

Interaction Design of Augmented Education Environments – Augmented and Mixed Reality for Performance and Training Support of Aviation / Automotive Technicians Johannes Christiana , Reinhold Behringer a *, David Moore a, Horst Krieger b, Andreas Holzingerc a

Faculty of Arts, Environment and Technology, Leeds Metropolitan University, Headingley, Leeds LS6 3QS, United Kingdom b ipcenter.at GmbH, Schönbrunner Straße 218-220, Vienna 1120, Austria c Institute of Medical Informatics, Medical University Graz, Auenbruggerplatz 2/V, Graz 8036, Austria

Abstract Augmented Reality (AR), M ixed Reality (M R), and their mix and combination with other disruptive technologies offer a significant potential for supporting instructors and trainees in modern education and working environments including aircraft maintenance professionals or automotive service technicians. These technologies are of such great value, because they provide an intuitive link between the actual real-world interaction and the information that is connected to real-world objects or contexts. This allows such professionals to learn directly at the object (e.g. engines) the activity that they are supposed to perform (e.g. maintenance). In this paper we investigate and discuss some prototype examples which were developed, implemented and tested in a real industrial context by a commercial company. In p articular we will show how the performance and training of such instructors and trainees can be actively supported by these interactive technology prototypes. Furthermore we will discuss some challenges for designers of such training applications.

Keywords: Augmented reality; Interactive learning environments; Interaction Design; Aviation/Automotiv e Industry; Performance Support

1. Introduction The augmentation of the physical world with interactive, context -aware information (e.g. 2D and 3D content) provides multifaceted possibilities, on various ubiquitous and pervasive computing environments (Liarokapis et al, 2002). While many still believe that these concepts are just situated in the realm of science fiction (SciFi) and in pure laboratory settings, we will relate these techniques to existing technologies and prototypes in research and show a shift from high-end settings to prosumer settings (as already common in broad ranges of Web 2.0). We are now facing developments that are promising for the evolution of these emerging technologies (Fenn, 2010) for Hybrid Reality into mainstream and to commercialisation (Vaughan-Nichols, 2009). Terms including outernet, print+ or print 2.0, augmented goggles, wearable technology are not just remaining pure buzzwords anymore. In

* Corresponding author. T el.: +44-113-81-23716 E-mail address: [email protected] .

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times of the Internet of Things (Ashton, 2009) and mere everywhere and 24 hours a day always on connectivity also there is a change in media evolution (TrendONE, 2010). We demonstrate how different prototypes applying low cost rapid prototyping methods can be used as powerful performance assistance and training support instruments, and we discuss the requirements and user-needs analysis phases as well as human-computer interaction and interaction design issues, user modeling, usability engineering, prototyping and evaluation issues (Holzinger, 2004; Holzinger 2005). Based on a user-centered and task-centered design process, we address the challenges for Interaction Design (IxD) and User Experience Design (UX) (Dan Saffer, 2009). Different scenarios are possible and provide the basis to generate storyboards. One of the key factors is hereby to analyze typical tasks and activities of users and utilize familiar user interaction paradigms for accessing information, such as using a book or assisting the work with task sheets. For example , by augmenting the material that is printed in the book with additional graphical 3D interactive information which can be viewed and manipulated by the instructor and/or trainee, one can provide a link between traditional learning and technology enhanced learning. Incorporating design research techniques before, during and after the established design solution , we should avoid a tendency to design just for ourselves and our stakeholders and forget to design for our target audience (Norman, 1990). Based on a hybrid/holistic approach in combining theoretical and empirical research with users, it is possible then to design via first moodboards and scribbles the relevant prototypes. A qualitative and quantitative analysis, together with agility in the relevant user testing, can be used to define a basic design process for such new environments and settings. Moreover, Mixed Reality (MR) and Augmented Reality (AR) along with Mobile Tagging (MT), combined with Pervasive Computing, provide the possibility to realize a Physical World Connection (PWC) (Price & Rogers, 2004) between Reality and Virtuality. In the field of aviation and automotive industry, this offers manifold possibilities for maintenance and service personnel to get access to assistive technologies in a very intuitive way to enhance their operation, work, training, and knowledge (Volkswagen, 2011; BMW, 2011). Assistance for the large variety of learning and job tasks can be provided to a certain extent via different interaction design patterns (Lamantia, 2009) by offering augmentation of the different senses like vision and audition, providing a media -rich interface. Although the roots of Mixed Reality and Augmented Reality are based on prototype applications in the aircraft industry in the early 1990s (Caudell & Mizell, 1992), not many research groups have investigated and validated the impact of these emerging technologies on special target groups. With a specific focu s on these user communities, applications are considerably more influenced by both usefulness and usability of technology. Consequently, it is argued that key issues in developing such applications are the tracking methodology, the display technology, interaction (devices and framework) and most of all ensuring good usability. In this paper, a concrete example within the aviation and automotive area will be presented as a case study for investigation and validation of some of these key issues. Preliminary results of semi-structured interviews and observations in real training and work settings indicate a lack of information concerning existence of such technologies and environments, but show big interest and potential for such educational and workplace innovations, while concrete visions or user requirements for future augmented education environments remain open and are subject of our further research steps. 2. Hybrid Reality for Enhanced Learning Experience, Knowledge Transfer and Performance & Training Support Augmented / Mixed Reality (AR/MR) have recently gained much attention in the mobile phone market and will rise with the use of tablet computers with built-in cameras (Gartner, 2010). With the employment of AR/MR technologies, e.g. the recreational, working and/or training environment of a user changes into a in a hybrid reality world with a combination of the real and virtual world along the virtuality/reality continuum (Milgram et al., 1994). In our case study, our users are mainly instructors as well as trainees in technical domains like aircraft maintenance and automotive service. Their real world can be enriched with meaningful digital information, registered into the

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user’s perception of the environment. Such an interactive, context-aware information could be e.g. 2D and 3D content, videos, audio, text annotations. By d irectly linking information with the real world, an intuitive understanding of information relevance and context can be provided. By applying ubiquitous and pervasive computing technologies, the working and education environments can be set-up for enhancing the learning experience, knowledge transfer and performance & training support (Rosenberg, 2006) in the real world, overlaid by digital information in an unobtrusive and smart way. Various general challenges are introduced in the development of such hybrid reality education environments bas ed on AR/MR technologies. Concerning the human computer interaction (HCI), we encounter a paradigm shift from traditional HCI to new aspects of acting with technology, requiring for example an activity theory perspective, a focus on Interaction Design (IxD) and a broad understanding of the user experience design (UX). Kaptelinin & Nardi (2009) address a change from “user-system” interaction to activity, from user-system interaction to subjectobject interaction, a shift in the context from user and systems to subjects in the social world and an alteration in the levels of analysis from system-specific tasks to meaningful goal directed actions . Furthermore they discuss a development of methods changing from formal models and lab studies to s tudies of real-life use. Interesting aspects are also showing up new in the development and also in the operation of AR/MR systems. On the one side, the authoring of content and platform/system capabilities requires new processes, tools and technologies . On the other side, inherent complexity as e.g. calibration and the importance of user acceptance influences the use of AR/MR technologies and living in hybrid reality. Depending on these factors , a step by step transformation from laboratory settings into the everyday workplace and environment becomes necessary. In course of Advanced Training of BRP Inc. (BRP Rotax) customers/ technicians/ engineers at the BRP´s European Technical Training Center in Gunskirchen, a possibility to research communicating, learning and working by linking/synchronizing the real and virtual world in a defined environment and assisted by smart technologies is offered. Under these conditions, we take the opportunity and also the above mentioned challenges to explore the relevant issues in these fields of research. What makes our approach quite unique and inventive is the holistic approach in considering different applications/use cases including e.g. enhancing the reading experience of manuals, training/performance support on vehicle/engine systems and complete vehicles/engines augmented with digital information, to train and assist individuals and teams worldwide on various innovative complex technologies. Consequently, first experience can be gained from design and feedback of authentic training participants on first demonstrators and prototypes in the real training environment with real tasks to be performed . We aim to enhance the technical communication (documentation/ training) experience (like e.g. manuals and user guides) in general. In detail we will try to improve the instructors’ and trainees’ understanding of complex technical operating procedures/systems by using optional AR con tent. Also the learning and hands -on experience of maintenance, repair and overhaul (MRO) tasks can be supported , enhanced by multimedia and technology. Another important factor is the possibility not only to upgrade employees’ qualifications but improving their competencies. An overall contribution of our research might be the assistance to grow the social maturity of these emerging technologies/spaces in the relevant domain by further best-practices examples. 3. Method In building suitable hybrid reality environments we have to consider socio-technical perspectives, situations and factors. On the one hand there is the social aspect where we have the user acting with technology in his /her relevant environment. User research and user testing are here important. Considering the technology involved, we have to work with the pure technological components and buildings blocks. Figure 1 shows this diversity of building blocks of hybrid reality environments/scenarios with user-/activity-/taskcentered design research issues being dominant in some layers and pure technology -centered issues on the other layers. However, for the layer aiming to the user, we need to ensure good usability & user experience (UX). In the application layer, topics like scenarios, domains and patterns become important. For a layer on interaction the

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devices, context-aware framework an authoring steps are of interest. Via th ese steps, more and more technologies like tracking and display technology come into play. The understanding of hybrid reality (HR) (combination of reality with virtuality) environments builds then the fundament for the whole construction of a HR framework.

Fig. 1. Building Blocks of Hybrid Reality Environments/Scenarios (adapted from Haller (2006)).

A variety of research methods, processes and road maps are available. A possible research road map which might be adapted for our relevant research needs in hybrid realities might be the plan of Indi Young (Young, 2008) on constellation of some user-centered design steps. In a mix of research, design and technological activities , a holistic design and research process is provided. Therefore, we need to combine research design and technology design & implementation. 4. Research Design In order to cope with the requirements for a good user experience, we aim at a (agile) research design process. One pillar of this process is the user-centered design. In an early stage of user research in our project the Technology Acceptance Model (TAM) (Davis, 1989) is planned as a basis for questionnaire/ interviews (non-directed). Due to the nature of research of emerging technologies , advanced test and simulation methods like e.g. visionary video(s) will be used as reference, prototype examples and stimulus material. As a second pillar and driven by the challenges of emerging technologies for the Interaction Design (IxD) we will rely also on an activity/task-centered design concept. For task analysis we have already performed and will perform further field visits in real training and work settings. Also the relevant technical publications like Operators Manuals, Shop Manuals etc. already give a verified source for information on which steps have to be preformed for a certain (sub-) task and how AR content can enhance the experience and support funct ion in a meaningful way, e.g. providing a further source to avoid human error or safety risks. Third we also have to consider the technology and its systems d esign. By rapid-, low- and high-fidelity prototyping we create a basis for Usability Testing. As an overall direction we have the ”GOAL: to design user experiences (UX) that echo human behaviour and expectations.“ (Lamantia, 2010). For this reason we first have to study

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carefully the user expectations of such novel technologies (Olsson et al., 2009), in order to get an approximation of the user experience before practical example applications are created. Secondly we need to get early feedback of applications developed, as we need to early integrate the user acceptance process into the user-/activity-centered development process (ISO, 1999). As already mentioned in the chapter 2, from the business discovery perspective we have chosen to place our research with its case studies in the aviation and/or automotive sector, where we are able to provide concrete examples from our professional background. While these two business segments are highly influenced by human factors (De Crescenzio, 2011; Anastassova, 2005) and having technicians working under strict time constraints and stringent guidelines, we also want to mention that we also see the possibility to generalize the concept to other business sections with similar requirements. In combination with already available knowledge from (mobile) Human Computer Interaction and Usability Engineering (HCI&UE), Interaction Design (IxD), User Experience Design (UX), Information Design (envis precisely, 2009) we start to investigate and validate key issues for such Augmented Education Environments. Our research context and “field” environment at our Austrian ind ustrial partner BRP Rotax offers a well-defined environmental setting and research conditions in the Technical Training Institute. The company´s participation in this project is motivated by its wish to offer a combination of well adapted educational metho ds with innovative emerging technologies. It is clear from the outset and from the already implemented system for Company Certified Training Courses that eLearning or learning from DVD would never replace, but only supplement on-site training. For example it is a prerequisite for attending some of the on-site training courses to go through and finalize computer-DVD-based or web-based training modules . The trainees study certain portions of the teaching content already at home, and this helps to a certain extend to achieve more homogeneous groups in terms of a priori knowledge. In such hybrid learning conditions with online and offline portions at different places like office, home, maintenance/service shop, we see a strong potential to enhance the way of training, learning and performance support by Augmented Reality and further Emerging Technologies. 5. Technology Design & Implementation Over the various states of development we are preparing prototypes of different fidelity. We have planned to proceed in 4 phases:  Phase 1: theoretical and empirical research to define a basic design process.  Phase 2: use low fidelity prototypes and scribble/mood -board/storyboarding techniques to design first prototype.  Phase 3: design short examples of high fidelity prototypes .  Phase 4: perform qualitative and quantitative analysis at usability testing. Our main enabler to follow such a workflow is the evidence that there is a change from high -end settings to consumer settings (e.g. in Web 2.0). Augmented Reality and Mixed Reality is close to mainstream and to commercialization (AR in marketing, Gaming (e.g. Nintendo 3DS) etc.). Furthermore software is broader available to the content providers and consumers (or prosumers). This is especially true for AR Authoring Software as well as viewer software, see for example BuildAR (BuildAR, 2011) or PopCode (PopCode, 2011). And for getting users familiar with markers, QR coding is a good example with which people are becoming more familiar in terms of establishing links between the real world and the virtual world. Last but not least, the capabilities of required hardware are improving, see for example HD-webcams, 3D/GPS/NFC capability of Smartphones and media tablets , and wireless/broadband coverage which is mode widespread available. 5.1. Advanced Tests and Simulation: For interviews and questionnaires we use references to already existing videos of visions for AR, for being used as reference examples, for example Future of Education (Voicu, 2009), BMW (BMW, 2011), KUKA (KUKA, 2006), METAIO (METAIO,2011). As another source and as a consequence of first field visits we use (short) videos of

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tasks as they are performed as a basis for advanced testing and simulation. The simulation can then be done either by visual effects or by using the AR authoring software, hereby reusing such videos or pictures to test with some interface examples. Furthermore with this material we already have the basis to author offline the relevant scenarios and tasks. This can then be used to correlate the digital content and its virtual reference system with the real environment and its reference system in size and position. As a further option, this scenario can be captured and used as a simulation for the interviews/presentation with potential users. 5.2. Low Fidelity Prototypes (Phase 2)

Fig. 2. Display window examples.

Especially for the design research itself, we have prepared some low fidelity paper-based interface sheets and/or wooden frames with transparent foils that can be applied by real users to explain what they want and need to see in the future display window. These low-fidelity prototype interfaces are designed bas ed on standard GUI editors and/or templates for graphic programs (see Figure 2). As an example we also show our ideas of an early interface prototype to the interview/questionnaire partners. Even if the results are just some first scribbles and give an idea of a possible storyboard for various scenarios , they are valuable input for the following design of high fidelity prototypes.

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5.3. High Fidelity Prototypes (Phase 3) a) Interaction devices and techniques : The relevant used interaction device depends stron gly on the relevant application, use case, activity to be performed and the relevant task. Based on HCI examples from the real world and SciFi (Schmitz, Endres & Butz, 2008) applying AR elements, different design patterns can be identified (Lamantia, 2009). Consequently, design patterns including the head-up display, Tricoder, X-Ray and Holodchess (even if some of these design patterns are fictional), are a good basis and provide potential for more such design patterns to be used in smart environments to enhance books, kiosks and other real objects (for example cars etc.). The same applies to interaction issues for various other applications. E.g. research on Mixed Reality Books for Edutainment like e.g. on childrens´ books are providing a good source of information for our intended applicat ion for Technical Publications (Grasset, Dünser & Billinghurst, 2008). The same amount of information is already available with interaction design in maintenance applications (Henderson & Feiner, 2009). b) Presentation In our prototypes we mainly aim to assist with 2D and 3D information/animation/objects. But AR also opens the door to augment also with audio or olfactory possibilities. This is, however, currently not intended to be used in our technical prototypes in the described scenarios that we envision. c) Authoring: We are now coming close to get available authoring tools that also can be used by non-experts in computer programming to perform the authoring process in a rapid way as the user is familiar with his actual work process. Another important factor is that the relevant software like editors or viewers become commercially available and so can be used in commercial settings. In the authoring procedure we have to face the following changes: While the work in the computer aided design of the design engineers merely stays the same, the technical illustrators and technical writers need to get acquaint ed with new authoring processes and methods. They will need to work with a new set of tools which not yet are installed in their own software toolset (see Figure 3).

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Fig. 3. New Authoring Process.

d) Tracking& Registration: The recent AR toolkits offer marker-based and markerless camera pose estimation. In our case we decided for the first run to work with marker-based tracking. This allows us to keep an overview what and where there is the possibility to get some further information via the relevant device. This is the similar situation to QR-Codes. So one always knows, when, where and if e.g. AR content can be accessed. In placing specifically designed markers on the relevant real-world objects, rapid AR set-ups can be created and tested with the relevant

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hardware at site. e) Technologies (Pervasive Emerging Display/Audio): With actual development in the smartphone sector and tablets showing up on the on the horizon to get into the mass market, the technology which is needed to implement augmented reality into everyday life application , is now available and further improving. These devices already have integrated one or more high quality cameras, full color displays, and are on the way to get faster (graphic) processors from year to year. Therefore, they are ideal for AR/MR information display. Also some examples show (Volkswagen, 2011) projector-based display of AR/MR, which also becomes interesting and might be used in our vehicle applications, where e.g. the access to some inside areas is already limited by its design and could be nicely explained from outside . Head-mounted displays(HMDs) are becoming step by step popular as personal viewers for content of mobile media players like e.g. iPod. With a step further and in also applying experience gained from the actual 3D LCD displays with special goggles, also HMDs seem to manage their way into the field slow and steady. f) Rendering: While the capability of current CAD system is already quite high, related to the design of 3D models , the easy transfer of the virtual data into real world is still an important topic and needs further research. Mainly more experience is needed, related to good practice on how, how much and where to present the data in the displays. g) Hybrid Reality While AR/MR are often seen as special disciplines , we have to face the fact that we are already in a reality where we live to a certain extend in an online/virtual world and an offline/real world. Recent apps transform this to a hybrid reality where the borders between these two worlds begin to blur and e.g. location based information provides new way of service and support. From this pool of building blocks we have chosen for our applications a broad range:  In order to provide the appropriate interaction for the different use cases we rely on all the mentioned design patterns (Head-up Display, Tricoder, X-Ray and Holochess), e.g. head-up display for hands-on work where both hands are needed, tricoder in the technical publication reading situation, X-Ray on very specific situations involving vehicles (e.g. Sea-Doo, CanAm Spyder etc.), and Holochess for the system task stations.  For the authoring we use AMIRE (AMIRE, 2004) for the first prototypes and the commercially available BuildAR for further applications which are close to get integrated in real settings on Windows -based systems. For smart devices based on Apple OS or Android we will start some testing with the Qualcomm QCAR SDK (Qualcomm, 2011) and/or PopCode.  The hardware components comprise netbooks which are already available at the site, a 42” LCD screen on a mobile trolley, an HD webcam, a specially adopted tool trolley with a camera arm, an Android-based Smartphone, the projectors in the training room and the hands-on area, and an Android based Smartphone. The Android based tablet should become available mid of 2011 with more options for choice.

6. Experiments & Results

6.1. Study Objectives/ Hypothesis We specifically aim in this study at: 1) identifying and investigating the innovative potential for Augment ed and Mixed Reality for performance and training support of aviation / automotive technicians in augmented education environments by reflecting on the actual status -quo and recent developments, 2) finding out what kind of AR/MR information the users are looking for and need, 3) inquiring real trainers ’ and training participants ’ needs and expectations (either optimistic or pessimistic) and 4) test practical example applications with the users.

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Prior to our study and experiment, we proposed the following h ypothesis: a) Augmented and Mixed Reality for performance and training support of aviation / automotive technicians in augmented education environments have the potential to support individual and collaborative performance and education and can create an appreciation in value for the user as well as for the relevant corporation. b) AR/MR assisted performance and education can help to reduce human errors due to insufficient education, misinterpretation of technical illustrations / facts or procedure violations. As this is our initial study to deal with interaction design and user expectations on AR/MR applications, the research is highly explorative by nature. 6.2. Planned Experiments For the experiments we plan for task- and location-based audience segmentation, and we have identified three groups of users: The first user group are the training participants, who study in the training environment (classroom) technical documentation and training material through relevant books, instructor-led presentations and/or cut-away models. The second user group are training participants who follow a hands-on training by providing technology enhanced information on mechatronic systems and who add hybrid information on a special designed system task board. The third group combining training and performance support will be technicians working on tasks directly related to vehicles and engines . In order to perform a requirements and user-expectations analysis we decided to choose a variety of the methodological basic set. We will use online questionnaires, semi-structured interviews and/or focus groups for generation and evaluation of expectations and early ideas . The form sheets are currently under preparation and will be reviewed soon and then used for the experiments. By means of storyboards, e.g. in applying this function of Celtx (2011) software as a media pre-production system, simple paper- or electronic-based task/job cards help to define the setting for Hybrid Reality and help to design the AR/MR content (see Figure 4). Based on these ideas for a new kind of smart environment we also derive our concept of an ecosystem of digital devices and various interaction paradigms.

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Fig. 4. Scenario as designed in the media pre-production system and the relevant task/job card

For our experiments we will set up 3 examples of use cases for a relevant scenario (see Figure 5). In the training room we use AR/MR for an illustrated parts catalog (AR-IPC) to display an exhaust system assembly, which will make it easier for the training participant to understand the assembly and e.g. its connections to other systems and single part location. We will follow the tricoder-pattern and design. And we will prototype the display of information on a Smartphone or a tablet PC. In a mechatronic laboratory setting we will use the ideas of a kiosk (METAIO, 2011) to enhanced a training board (AR-mechatronic system training board) for explaining the system and the function of a turbocharger control unit (TCU) by AR/MR. Using the netbook and LCD screen which are needed for displaying the software functions of the system to the audience, we will also add a HD camera to the scenario and offer AR/MR functionality to the system description. Here mainly a holochess-pattern or the functionalities of a virtual lens will be applied. The third setting for the experiment will be the vehicle training task stations. On CanAm Spyder Roadster task station, an oil level check procedure will be enhanced by AR/MR. In using a personal viewer for simulation of the scenario and/or in testing it with a tablet assistance, we will follow different design patterns like heads-up display and X-Ray-pattern.

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Fig. 5. Information as represented on the different devices in the 3 uses cases/scenarios.

As we are designing our experiments for an Advanced Technical Training Centre, also our primary persona (see Figure 6) for this project reflects a special target group. With this persona it should be possible to discuss some functionalities the systems should and can have.

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Fig. 6. Example of a Primary Persona.

6.3. Preliminary Results and Lessons Learned What we found from our first non-directed interviews is that there is a general lack of knowledge concerning existence of such novel interactive technologies and environments. The terms “AR” and “MR” are to some extend familiar, due to recent media coverage. But they get easily confused with “Virtual Reality”, which is quite well known. For the researcher it is then important, tricky and time consuming to inform about the possibilities by such emerging technologies. Providing some examples e.g. by means of some videos from SciFi movies, examples from laboratory setting or filmed and visual effects-enhanced settings of vis ionary scenarios can then lead to an improvement in the understanding of the involved technologies. Such examples also can highlight possible applications and can make the benefits of these technologies more transparent. Often, further feedback reveals a big interest in the potential for such educational workplace innovations 6.4. Status of the Project At the current time (May 2011) the planning of the experiments and researchis close to completed. The low-fidelity prototypes are ready and can be used for further evaluation. The development of the hi-fidelity prototypes is in progress, recent software for commercial applications will tested for our research needs in the following weeks. A user study is planned to cover user acceptance and user factors for such educational interactive applications..

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7. Limitations of the Study and Future Work As an experience from the project so far, concrete visions or user requirements for future augmented education environments remain open and are subject of our further research s teps. We will plan for future technology workshops (FTWs) (Sharp, Rogers & Preece, 2009) with subject matter experts, instructors, training participants, with the goal to training content authors to “encourage users to postulate future uses of technology a nd provide a transition from current to future thinking.” One essential part for this future work is the “Imagineering” (Cheok, 2010) perspective. It has three main strands in the work scope adapted from Cheok (2010):  Imaginative envisioning: the projections and viewpoints of engineers, technicians, mechanics, marketing experts and designers (3D, illustrators, authors).  Future-casting: extrapolation of recent and present technological developments, making imaginative but credible (“do-able”) scenarios, and simulating the future and  Creative engineering: new product design, prototyping, and demonstration work of engineers, CAD/3D/video specialists and illustrators/authors, and designers. For such Hybrid Education environments we also expect a change of the content producers ’ workflow and relevant authoring process. At the moment, we also see a lack for a set of AR guidelines and a need for style g uides for content creation. On the consumer/user side we see a need for a common AR Browser standard, like e.g. KHARMA (2011) or ARML (Lechner & Tripp, 2010). In a further step and as a consequence of actual developments of Web 2.0 (including Wikipedia, Facebook,…), further research for quick and easy content creation/editing/viewing on a stable context-aware visualization and interaction service framework (Lee, Seo & Rhee, 2008) is necessary .

Acknowledgements We would like to thank all the Aircraft Maintenance Technicians (AMTs), Automotive Service Technicians (ASTs) and subject matter experts (SMEs) who participated in the study and all project partners supporting this research.

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