Handbook of Augmented Reality Training Design Principals
By Laura G. Militello, Christen E. Sushereba, Sowmya Ramachandran
Upon first seeing the book one may think that it is way too thin to be worth the money, but you would be wrong. In two words, this book is complete and concise. The authors, all experienced in a variety of disciplines including cognitive and physical systems engineering, computer science, and training and learning, have put together a master text that any novice or expert in the field of training, learning, or technology can use today to support the effective employment of augmented reality technology with confidence. Having spent almost 30 years as a student, user, and applied practitioner in the development of expertise using training aids, devices, simulators, and simulations, I was apprehensive that such a short text could do justice to the space identified in the title. Edited volumes on the development of expertise generally are hundreds of pages thick. I was wrong. The authors have concisely captured the essential elements from the critical areas of expertise development, cognitive systems engineering, metacognition, AR technology, and skill development through training and learning to produce a handbook that I have promoted to both new students, those proficient in the field of training, and those working in industry selling the technologies discussed.
One of the characteristics of the book that impressed me was the authors use of a wide range of foundational literature sources. Many new books covering established domains tend to neglect foundational literature which these authors do not. While their experiences have strongly influenced the writing, they have not made the book about their research, rather they have created a true handbook that anyone can use as a refresher or foundational text to teach and learn from. Eleven principals are laid out in the book. Each is explained in detail. Chapters begin with a discussion of the conditions that a principal applies to with pointers to the appropriate literature. Principals are then introduced followed by sections that discuss the principals and the what, why, when, and how of the AR technology and desired outcomes. Effectively weaved prose, figures, and structure create chapters that employ some of the most effective learning techniques that the authors discuss in the work itself. A consistent pattern allows the book to be useful in parts as a tool for focused training and learning or as a comprehensive discussion of the topic space.
Finally, the authors use real-world examples to bring the theory to life, which highlights the absolute value of this work as one that should be on the bookshelf of anyone who considers themselves a practitioner or expert in the space of training and learning using augmented, virtual, or any other form of simulation technology.
Glenn Hodges Ph.D.
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