Mixed Reality-Based Robotics Education—Supervisor Perspective on Thesis Works

Abstract

This paper examines a series of bachelor’s and master’s thesis projects from the supervisor’s perspective, focusing on how Augmented Reality (AR) and Mixed Reality (MR) can enhance industrial robotics engineering education. While industrial robotics systems continue to evolve and the need for skilled robotics engineers grows, teaching methods have not changed. Mostly, higher education in robotics engineering still relies on funding industrial robots or otherwise on traditional 2D tools that do not effectively represent the complex spatial interactions involved in robotics. This study presents a comparative analysis of seven thesis projects integrating MR technologies to address these challenges. All projects were supervised by the lead author and showcase different approaches and learning outcomes, building on insights from previous work. This comparison outlines the benefits and challenges of using MR for robotics engineering education. Additionally, it shares key takeaways from a supervisory standpoint as an evolutionary process, offering practical insights for fellow educators/supervisors guiding MR-based robotics education projects.