Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Woei Hung

Abstract

Many industrial maintenance departments implement and utilize Augmented Reality Technology (ART) and Augmented Reality Technical Training (ARTT) in their day-to-day operations. This study aims to examine technicians' troubleshooting skills by exploring two main questions: (1) how these skills are impacted by Cognitive Load Theory (CLT), and (2) how they are influenced by using either paper manuals or ARTT manuals. The research will compare the effects of traditional paper manuals and ARTT manuals on the learning outcomes of troubleshooters. The measurements of learning outcomes will include cognitive ability, professional specific knowledge, and skill retention. Keywords: augmented reality (AR), industrial maintenance, augmented reality technology (ART), augmented reality technical training (ARTT), augmentation, digital engineering, Industry 4.0, augmented reality documentation and visualization, mechanic interchangeable with technician, Cognitive Load Theory (CLT), split attention, industrial augmented reality (IAR), troubleshooting training skills (TTS), and the Time-Based Resource Model (TBRS).

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