Virtual and augmented reality (VR/AR) in VET: developing competences for human–robot collaboration through a mixed-reality teaching and learning approach

Background and problem statement

Collaborative robots, or cobots, are regarded as a key technology for adaptable production processes, particularly for small batch sizes. However, many small and medium-sized enterprises can neither establish the necessary training facilities nor make real equipment available for learning. At the same time, existing continuing training provision is either manufacturer-specific or restricted to programming issues. KoRA addresses this dual bottleneck by developing mixed-reality learning software that makes complex assembly tasks virtually accessible, guarantees freedom from hazards and enables project-based learning closely aligned with work processes.

KoRA is designing a teaching and learning concept to develop and promote competences in collaborative robotics and the design of human–robot collaboration in initial and continuing VET. This is implemented through mixed-reality learning software in which complex assembly problems are solved as learning and work tasks. Alongside development, the haptic feedback required by the target groups is investigated. Transferring the work process to virtual reality makes it possible to experience and shape it independently of real company operations, enabling project-based and activity-based learning.

Research questions

• How can a pedagogically grounded teaching and learning concept be designed that enables employees and trainees to set up cobots correctly, operate them safely and independently optimise assembly processes?

• How do different forms of haptic feedback influence learning processes and competence development in virtual environments, and which tool categories, static, dynamic or kinematic, require which level of feedback?

• Under what technical, organisational and curricular conditions can the KoRA mixed-reality learning software be implemented at different learning venues, including companies, vocational schools and inter-company training centres, and scaled up widely?

Approach

• WP 1 Target group and technology analysis (project months 1–6): investigation of previous VR/AR experience and requirements, preparation of a requirements specification, and work process matrices to identify activities relevant to haptics

• WP 2 Teaching and learning concept and learning/work tasks (project months 4–14): development of a modular mixed-reality teaching and learning concept; first learning and work task as a prototype for the haptics study

• WP 3 Haptic needs analysis (project months 7–14): technical preparation, investigation of feedback needs and derivation of design recommendations

• WP 4 Implementation of mixed-reality learning software (project months 15–22): development of the software based on FORESTAGE/Boxplan, incorporating a digital twin of the EMMA assembly system

• WP 5 Validation (project months 22–30): comparison of real and virtual learning environments, and development and application of a validation concept using survey and observation instruments

• WP 6 Wider impact and train-the-trainer provision (project months 31–36): concept for inter-company practice centres, business model and tested TTW formats for teachers and trainers

• WP 7 Documentation and dissemination of results (project months 1–36)

Results

• Functional mixed-reality learning software is available, with realistic visualisation of the experimental assembly system (EMMA) and integrated gamification elements.

• Twelve validated learning and work tasks cover the areas of “recognising hazards”, “designing human–machine interaction” and “optimising assembly processes”; validation showed high acceptance and learning effectiveness across all target groups.

• The haptics study identified differentiated feedback requirements: static tools need weight and shape simulation, while kinematic tools primarily require vibration feedback. These findings were incorporated into the final software version.

• A certified train-the-trainer programme and a guide facilitate independent implementation; 30 teachers and trainers received training in the pilot phase.

Dissemination / knowledge transfer activities

• Digital channels: project website, open download section and educational licences; publication of software updates and learning materials

• Practice-oriented formats: concept for regional practice centres, roadshow for the VDMA robotics working group, and demonstrations at the automatica trade fair

• Academic and specialist communities: documentation of all results (WP 7.1), journal articles and presentations at VET and robotics conferences; international dissemination through partner networks

• Sustainability: memoranda of understanding with vocational schools and industrial partners secure lasting use in initial and continuing training; business model for commercial distribution through SALT AND PEPPER Software

KoRA thus provides a transferable teaching and learning ecosystem that places competence development for human–robot collaboration on a scalable, low-risk mixed-reality basis while opening new routes for company-based and school-based learning in digitalised production environments.