In this paper, we present a technique for adaptive generation of personalized route instructions based on the driver's knowledge of particular route sections. We evaluated the mechanism with two empirical studies, both attesting significant preference for the adaptively generated presentations over an established online service (Google Maps).
Lester is sole principal of Stan Lester Developments, a consultancy based in Somerset, UK, focusing on professional development and qualifying processes. He has worked with the former "University for Industry" on the development of online systems to support learner directed, work-based higher education, and his firm is the UK partner in the Erasmus+ strategic partnership project Digi4VET (Project No. 2018-1-DE02-KA202-005157), which is supporting the introduction of new technology in three vocational fields. Jens Hofmann is project manager for digital learning technologies at SBG Dresden, Germany, an inter company training centre which focusses on initial and further practical training provision for learners from the chemical and pharmaceutical industry. His area of work is the development, testing and evaluation of Augmented Reality enriched training to qualify teaching personnel and apprentices in SBG's training plants and laboratories. SBG Dresden is the lead partner in Digi4VET.
AbstractThe use of augmented reality (AR) in vocational education and training can still be considered as being in its infancy, although interest in it is growing in response both to its potential for teaching and its adoption as a practical tool in various industry sectors. One example of early-stage AR use is illustrated from a practicum for training apprentices in the chemical industry; this involves the use of various AR objects for learning a simple production operation. Although this application had been conceived of purely in terms of substitution for existing instructional methods, it also gave learners greater control of the learning process and created opportunities for collaborative learning. Pedagogically, AR can be considered as a mildly disruptive technology that favours learner managed learning, a factor that is aligned with its ability to support localised decision-making in industry. uptake in vocational education and training (VET) establishments. More recently, the availability of AR applications on smartphones, tablets and laptops, increasing affordability of AR glasses, and more straightforward programming, are facilitating its adoption in VET.
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