## 2 Review and Analysis of Industry 4.0 Aspects
### VR/AR Technologies for Education  
To introduce engineering students properly to many relevant I4.0 elements, teaching and training in engineering should be oriented to specific topics such as simulation studies on real-time data and optimization, AI, BD, enhanced productivity education on additive manufacturing and advanced robotics, maintenance/logistics studies through augmented reality, and evaluation studies on the environment, society, and economics (2019).  
Within these topics, AR involves an alternative method for perception of the surrounding real world. This is achieved by using virtual elements superimposed through various technological devices such as smartphones, tablets, or virtual reality devices (2019). Moreover, VR is defined as the development of simulated experiences similar to real-life situations (2019).  
It is worth mentioning that the impact of both AR and VR has increased in the last decade with the advanced development of computer systems. Improved VR/AR is being used in the early stages of product development and the construction and validation of prototypes (2019). The virtual framework enables the generation of data which can be shared and continuously reviewed by work teams through cloud-based systems. VR/AR technologies are valuable tools not only in the design stages but also in the training of operators in assembly processes, allowing safe interaction with the product prior to commissioning.  
However, the use of VR/AR technologies for industrial and educational activities requires important guidelines and protocols. In this regard, the ISO/IEC TR 23842-1 (2019) standard was released in 2020, as a standard establishing guidelines on information technology for education and training based on the use and creation of VR content and applications. These guidelines are aimed to prevent issues associated with the use and development of VR technology and content such as (2019):  
* Discomfort (i.e., dizziness, headache, nausea) caused when actual physical movement does not occur with respect to the visual stimulus generated in the virtual environment. This is also known as VR/simulator/motion sickness or \"cyber-nuisance\".
* Eyesight problems (i.e., visual fatigue, blurred vision, mechanical near-sightedness) due to the proximity of the VR hardware to the user's eyes.
* Photosensitivity syndrome, where seizures (epilepsy) occur due to rapid flashing light stimuli.
* Musculoskeletal disorders (i.e., pain or fatigue of the musculoskeletal system) due to performing repetitive tasks over long periods of time while using VR hardware.
* Hygiene problems (skin and/or eye infection/irritation) due to poor disinfection or cleaning of the VR hardware, which is used by many people.  
Accidents (i.e., collisions, falling) caused by the limitation of the user's field of view when using VR devices. These accidents may also occur when the user confuses reality with the virtual world (e.g., when users try to sit or lean against a virtual-world chair or wall that does not exist in real life).  
Due to the recent release of the ISO standard, few VR/AR-based applications aligned with ISO/IEC TR 23842-1 guidelines have been reported to date. [PERSON] et al. [15] reported a VR application for development of the vestibular system taking into account the ISO standard. [PERSON] et al. [16] remark on the use of VR to provide a high level of fidelity and immersion for representing information in their integration strategy of CAD floor plans and VR for electric power substation supervision. [PERSON] [17] developed a study on smart-glass-assisted interactive telementoring, highlighting the existence of ISO/IEC TR 23842:2020 as an international standard for VR content. Hence, the present work also contributes to the use of this standard for the development of VR/AR projects, specifically for I4.0 automotive ventures.