For a variety of reasons, Augmented reality (AR) is used to support teaching, learning and working processes. On the operational side, considerable potential is seen, e.g. the possibility of training unskilled and non-specialist employees in an action-oriented manner within the work processes. The success of AR technology in learning scenarios depends largely on the didactic designs. The development of these has not yet been researched to any great extent. Herein the LAARA research project investigates the design criteria for learning, informing and acting with augmented reality in the work process. The project examines the technological and ergonomic perspectives on the one hand and the media-didactic and learning-psychological perspectives on the other. The project focuses on an operationally relevant work process in the metal industry, the set-up of a bending machine. The workplace is enhanced by an AR environment and can thus be used as a learning scenario. A transportable model (demonstrator) of the complex bending machine has been created for the project. This demonstrator enables all relevant set-up steps to be carried out and can be used flexibly in various educational institutions. In the study test persons are given learning and work tasks that they carry out on the demonstrator with the help of the AR environment. Following the designed based research approach, qualitative and quantitative research methods are used to determine the criteria that promote and inhibit the use of AR. The research objectives are to identify the central parameters that have an influence on learning, informing and acting in the workplace in the context of a semi-virtual space and to determine criteria for the use of AR in companies, vocational colleges and inter-company organizations that promote learning. © 2024 IEEE.
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