Comparative effectiveness of augmented reality in object assembly

By Arthur Tang, Charles B. Owen, Frank A. Biocca, W. Mou. International Conference on Human Factors in Computing Systems, 2003

681 citations recorded by the source corpus.

Subfields: Automotive Engineering, Computer Vision and Pattern Recognition, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/a3e174bab7beb3013bddcbdc1214babdeb8fd384

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In Automotive Engineering

In Computer Vision and Pattern Recognition

In Human-Computer Interaction

Citations in the corpus

Augmented reality in education: a meta-review and cross-media analysis (2014, neutral): “[29, 30] observed college-age students performing a similar object assembly task.”
Augmented reality technology in the manufacturing industry: A review of the last decade (2019, result): “This is consonant with the fact that HMD instructions are more effective than paper instructions (Tang et al ., 2003) and that the use of mobile devices decreases the risk of errors in assembly operations.”
A psychological perspective on augmented reality in the mathematics classroom (2013, background): “For example, when learning procedural knowledge related to performing a multi-step process, it is beneficial for students to see instructions integrated with the materials being manipulated (Tang et al., 2003, p. 73).”
Augmented reality applications in manufacturing: a survey (2008, background): “Overlaying 3D assembly instructions on the actual workpieces has been shown to be able to reduce the error rate of an assembly task by 82% (Tang et al .”
Mobile Augmented Reality Survey: From Where We Are to Where We Go (2017, background): “An empirical study [84] showed that MAR helped to reduced assembly error by 82%.”
A comprehensive survey of augmented reality assembly research (2016, background): “Besides that, several researches have been published that present comparative studies on video see-through and optical see-through AR displays with traditional assembly instruction manual or computer-aided instruction to demonstrate the usefulness and intuitiveness of AR conditions [74–77].”
The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “…settings that report advantages of AR regarding performance (Bottani & Vignali, 2019; Garz (cid:1) on & Acevedo, 2019; Ibáñez & Delgado-Kloos, 2018; Radu, 2014) and cognitive load (Goff et al., 2018; Sommerauer & Müller, 2014; Tang et al., 2003) when compared to other instructional technologies.”
Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks (2015, positive): “…tool compared to traditional guidance tools such as textbooks (Andersen, Andersen, Larsen, Moeslund, & Madsen, 2009; Henderson & Feiner, 2011a, 2011b; Klinker et al. 2001; Tang, Owen, Biocca, & Mou, 2003; Tumler et al., 2008; Wiedenmaier, Oehme, Schnidt, & Luczak, 2003; Yuan, Ong, & Nee, 2008).”
Evaluating the benefits of augmented reality for task localization in maintenance of an armored personnel carrier turret (2009, background): “Tang and colleagues [27] studied the effectiveness of AR in assembling toy blocks and found users made fewer dependent errors when aided by registered instructions displayed with a tracked stereoscopic OST HWD, compared to traditional media.”
Exploring the Benefits of Augmented Reality Documentation for Maintenance and Repair (2011, background): “Tang et al. [34] studied the effectiveness of AR in assembling toy blocks and found users made fewer dependent errors when aided by registered instructions displayed with a tracked stereoscopic OST HWD, compared to traditional media.”