Can mixed reality systems substitute real complex systems in vocational training?.
This study presents results of learning effects of a mixed reality training system (CLEAR) in electro-pneumatics at vocational training schools. In a quasi-experimental design three different training settings (1) a simple classical components system, (2) a complex MPS (Modular Production System) and (3) CLEAR (Constructive Learning Environment) are compared regarding their effects on factual knowledge, circuit construction, symbol-based fault finding and real fault finding in a complex MPS. The three training settings are compared regarding their effects on mental models and problem-solving behavior. 65 students were allocated to these groups and took part in a 20 hours action oriented course in automation technology and program logic control.
