# Mixed Reality-Based Robotics Education--Supervisor Perspective on Thesis Works
## 5 Conclusions  
This paper presented a comprehensive comparative analysis of seven thesis works focused on the use of Augmented/Mixed Reality for teaching industrial robotics as part of mechatronics/robotics bachelor's or master's degree programs. Our analysis revealed several key findings:  
All presented applications show enhanced learning experiences. Across all theses, the implementation of AR/MR experiences improved student engagement and supported understanding of complex robotics concepts. The interactive and immersive nature of AR/MR allowed students to visualize and interact with virtual, articulated robotic systems in ways that traditional teaching methods could not match. The development of digital twins and interactive AR applications, as seen in the works of Student B and Student E, highlighted the practical applications of AR/MR technology in industrial settings. These applications not only enhanced learning but also provided tools that could be used for training, maintenance, and remote control of robotic systems in as many scenarios for industrial applications. As a disadvantage, from a learning perspective, we can mention the additional complexity of the digital twin technology as well as the need of a physical robot. Figure 12: Evolution of theses works on topics and classification. Early theses emphasized the importance of user feedback in the development process. By incorporating feedback from students and educators, the AR/MR applications were improved to better meet user needs, resulting in higher satisfaction and more effective learning, although UI appears still as a crucial part to be improved for MR learning applications. Some of the later thesis works, such as those by Student F and Student G, focused on integrating AR/MR technology with established didactic principles as a didactic innovation, such as in-app quizzes. These works demonstrated that AR could be effectively used to complement traditional educational strategies, providing a more holistic learning experience. The supervisor's view, summarized in the evolutionary approach, highlights a road map of necessary fields to be considered during the design and development phase of an MR-based robotics learning app, such as the following:  
* Technology--decide the type of device, operating system, and software used for the development of the app in advance. * Feasibility--estimate the effort depending on the selected technology. * Usability--define learning goals and focus on simple, intuitive design of the learning app using early feedback during the design stage. * Learning success--incorporate learning success measurements into the learning experience, such as micro learning or quizzes, to additionally motivate the learner as well as directly measure the efficiency of the app. Despite the positive outcomes, the theses also identified several challenges, including device compatibility, user interface design, and the need for more precise synchronization in digital twin applications. These findings highlight areas for future research and development to further enhance the effectiveness and usability of AR technology in robotics education. In conclusion, the comparative analysis of these seven theses demonstrates the transformative potential of Augmented/Mixed reality technology in the field of industrial robotics education. By providing interactive, immersive, and user-centered learning experiences, AR/MR can significantly enhance the understanding and engagement of students in complex subjects. Future research should focus on addressing the identified challenges, exploring the integration of IIoT technologies, and continuing to refine AR applications to further improve educational outcomes in robotics. The insights gained from these theses contribute to the broader field of educational technology and offer valuable guidelines for educators and developers seeking to implement AR/MR in their curricula. Conceptualization, H.O. ; Methodology, H.O. ; Software, H.O. ; Validation, H.O. ; Writing--original draft, H.O.