The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respectively. There were fewer unsolved errors in the AR group compared to the Control-AR group, and no significant differences in final performance between the VR and Control-VR groups, probably due to a ceiling effect created by the use of two training trials in the selected task for participants who were expert technicians. The results suggest that use of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated

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The current work describes design guidelines for the development of Virtual Reality (VR) and Augmented Reality (AR) platforms to train technicians on maintenance and assembly tasks of industrial machineries. The main skill involved in this kind of tasks is the procedural skill. Based on past literature and studies conducted within the SKILLS project, several main design guidelines were formulated. First, observational learning integrated properly within the training protocol increases training efficiency. Second, training protocols combining physical and cognitive fidelity enhances procedural skills acquisition. Third, guidance aids should be provided in a proper and controlled way. And last, enriched information about the task helps trainees to develop a useful mental model of the task. These recommendations were implemented in both VR and AR training platforms.

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The rapid development of geo-referenced information changed the way on how we access and interlink data. Smartphones as enabling devices for information access are main driving factor. Thus, the hash key to information is the actual position registered via camera and sensory of the mobile device. A rising technology in this context is Augmented Reality (AR) as its fuses the real world captured with the smartphone camera with geo-referenced data. The technological building blocks analyse the intrinsic sensor data (camera, GPS, inertial) to derive a detailed pose of the smartphone aiming to align geo-referenced information to our real environment. In particular, this is interesting to applications where 3D models are used in planning and organization processes as, e.g., facility management. Here, Building Information Models (BIM) were established in order to hold "as built" information, but also to manage the vast amount of additional information coming with the design, s uch as building components, properties, maintenance logs, documentation, etc. One challenge is to enable stakeholders involved in the overall building lifecycle to get mobile access to the management system within on-site inspections and to automatise feedback of newly generated information into the BIM. This paper describes a new AR framework that offers on-site access to BIM information and user centric annotation mechanism