Competence analysis for V / AR education

In its report, the Virtual Dimension Center (VDC) identified necessary V / AR competencies from the perspective of business and research. The VDC analysis now shows V / AR-oriented job profiles and the V / AR competencies required for this. The VDC analysis also includes a great comparison of V / AR textbooks. Finally, existing gaps in V / AR education are identified as new educational requirements.

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Fellbach, February 3rd, 2021 – The Virtual Dimension Center (VDC) identifies necessary V / AR competencies from the perspective of business and research. The need for action is also indicated.

Many companies have dealt with the workplace of the future in recent years. Virtual Reality (VR) and Augmented Reality (AR) are among the most interesting and promising technologies in this context. The question is not whether these will find their way into the world of work, but rather how strong the changes will be. With the change of the job, the training of the job also changes. It is therefore necessary to teach certain basic knowledge of the new technology in the course of studies and training in order to respond to changes in job profiles. But which job profiles are affected and which knowledge domains are important for this? VR and AR (also V / AR) are cross-sectional technologies and methods that can span a huge number of knowledge domains. These include perception / cognitive psychology, ergonomics, computer graphics, acoustics, haptics, user interface design, hardware development, software development, etc. In addition, for practical use, there is often concentrated knowledge from the field of application (such as design, maintenance, ergonomics , Industrial engineering, marketing communication, etc.) and from the industry.

Currently there is still a lack of a generally accepted or even just documented competence profile for V / AR specialists. It is clear that it is completely unrealistic to want to convey all of the skills to a single job description. It would also not be economically expedient, as firstly not everyone needs to know everything and secondly, highly paid specialists are not required for all V / AR-related activities.

In order to implement V / AR successfully and sustainably in companies, the development of technological and organizational skills is required. The V / AR educational goal is clear on the abstract level: V / AR should be able to be used successfully in order to be able to work better, faster, more efficiently, more correctly and more creatively. The VDC analysis now shows V / AR-oriented job profiles and the V / AR competencies required for this. The VDC analysis also includes a great comparison of V / AR textbooks. Finally, existing gaps in V / AR education are identified as new educational requirements. The VDC sees a need for more qualifications in the fields of user experience, V / AR standards and management skills; Furthermore, there should be more qualification opportunities beyond university studies or product training. The V / AR-using disciplines (such as architects, engineers, medical professionals, craftsmen, merchants, etc.) should be able to acquire more V / AR-specific application knowledge in their educational path, after all, extra-occupational opportunities for V / AR competence development are urgently needed.

The entire report Application Center V / AR Report # 15: WP3 – Competency development – VAR educational requirements can be found here: www.vdc-fellbach.de/wissen/fachinformationen/studien-analysen/

The works presented were created within the framework of the “Application Center V / AR” project, which is funded by the Baden-Württemberg Ministry of Economics, Labor and Housing.

Scientific contact:
Christoph Runde
Prof. Dr.-Ing. Dipl.-Kfm.
managing Director
+49 (0) 711 / 58 53 09 – 11
[email protected]

Originalpublikation:
10.6084/m9.figshare.13705699

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