LAUSR

Abstract Assembly processes require flexibility to adapt to customer-driven requirements. Digital assistance systems are used that guarantee both efficiency and robustness of the assembly process. Content and functionality need to be developed based on product and process specifications in product development. These allow an individually adaption for the employee. While there is extensive literature on various kinds of assembly assistance systems, there is little research on understanding the relationship of integrated assistance and the learning effect. The paper at hand presents findings of an experimental study. Probands perform an assembly task with simple building bricks. Assuming that they learned during this first execution, they re-iterate the task with reduced instructions. Whereas inexperienced users receive a detailed step-by-step instruction, users with more experience require less details. The effects of this adaptation on usability and learning impact are investigated. Therefore, the analysis is carried out based on ethnographic methods supported by a portable observation system. This research setup contributes a new possibility to trace learning impacts induced by digital assistance systems in assembly processes.