Global progress in the industrial field, which has led to the definition of the Industry 4.

0 concept, also
affects other spheres of life. One of them is the education. The subject of the article is to summarize the
emerging trends in education in relation to the requirements of Industry 4.0 and present possibilities of
their use. One option is using augmented reality as part of a modular learning system. The main idea is
to combine the elements of the CPS technology concept with modern IT features, with emphasis on
simplicity of solution and hardware ease. The synthesis of these principles can combine in a single image
on a conventional device a realistic view at the technological equipment, complemented with
interactive virtual model of the equipment, the technical data and real-time process information.

The rapid evolution of technology has changed the face of education, especially when technology was
combined with adequate pedagogical foundations. This combination has created new opportunities for
improving the quality of teaching and learning experiences. Until recently, Augmented Reality (AR) is
one of the latest technologies that offer a new way to educate. Due to the rising popularity of mobile
devices globally, the widespread use of AR on mobile devices such as smartphones and tablets has
become a growing phenomenon. Therefore, this paper reviews several literatures concerning the
information about mobile augmented reality and exemplify the potentials for education.

In this paper, the authors show that augmented reality technology has a positive impact on the
motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller,
2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers
four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of
attention and satisfaction in an augmented-reality-based learning environment were better rated than
those obtained in a slides-based learning environment. When the impact of the augmented reality
system was analyzed in isolation, the attention and confidence factors were the best rated. The usability
study showed that although this technology is not mature enough to be used massively in education,
enthusiasm of middle-school students diminished most of the barriers found. © 2012 Published by
Elsevier Ltd.

Augmented Books show three-dimensional animated educational content and provide a means for
students to interact with this content in an engaging learning experience. In this paper we present a
framework for creating educational Augmented Reality (AR) books that overlay virtual content over real
book pages. The framework features support for certain types of user interaction, model and texture
animations, and an enhanced marker design suitable for educational books. Three books teaching
electromagnetism concepts were created with this framework. To evaluate the effectiveness in helping
students learn, we conducted a small pilot study with ten secondary school students, studying
electromagnetism concepts using the three books. Half of the group used the books with the diagrams
augmented, while the other half used the books without augmentation. Participants completed a pre-
test, a test after the learning session and a retention test administered 1 month later. Results suggest
that AR has potential to be effective in teaching complex 3D concepts. © 2012 ACM.