# PWR-220 — Augmented-reality visual guidance: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 11 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — Provider-approved AR device, software/overlay version and benign simulation such as arranging four labelled blocks.; The supplied authoritative physical task card says: on a four-by-four tabletop grid put foam A at row 1 column 1, B at row 2 column 1, C at row 2 column 2 and D at row 1 column 2, in A-B-C-D order. The trainer's guided trial intentionally shifts only the C arrow to row 3 column 2; the printed card remains authoritative. Use an unobstructed surface with no sharp, hot, powered or hazardous objects.; Error log, workload and discomfort scales, display-off fallback card and observer checklist. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches the provider-controlled AR method: set a narrow task, capture an unaided baseline, verify registration, follow one cue at a time, cross-check the physical task, log misleading cues, test display-off performance and rehearse a safe failure response. It does not teach clinical, driving or industrial AR use. Target outcome: The learner and qualified trainer complete a versioned low-consequence AR simulation record with physical-task errors, cue errors, workload, display-off retention and a demonstrated stop-and-fallback response. ### Authority and setup conditions - Record vision needs, eyewear, migraine/seizure or motion-sensitivity concerns, current symptoms and preferred display format with the provider. - Lock device fit, overlay version, registration target, lighting, task layout and maximum exposure time. - Agree the stop gesture and the rule: if overlay and physical reference disagree, stop and use the reference or supervisor. ### Required or supplied materials - Provider-approved AR device, software/overlay version and benign simulation such as arranging four labelled blocks. - The supplied authoritative physical task card says: on a four-by-four tabletop grid put foam A at row 1 column 1, B at row 2 column 1, C at row 2 column 2 and D at row 1 column 2, in A-B-C-D order. The trainer's guided trial intentionally shifts only the C arrow to row 3 column 2; the printed card remains authoritative. Use an unobstructed surface with no sharp, hot, powered or hazardous objects. - Error log, workload and discomfort scales, display-off fallback card and observer checklist. ## 1. Define the guided task Name one benign task and the exact outcome, such as placing four labelled blocks in sequence; list all excluded real applications. Why: A narrow task keeps guided performance from being called expertise. Success check: The card names the object set, overlay, version, setting, error measure and non-uses. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The card names the object set, overlay, version, setting, error measure and non-uses.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Capture a physical-card baseline Complete the task once from the approved physical card with the display off; record order errors, time and workload. Why: This separates ordinary task knowledge from overlay assistance. Success check: A raw baseline exists before the AR demonstration. Accessible alternative: A spoken or tactile version of “Complete the task once from the approved physical card with the display off; record order errors, time and workload.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Augmented-reality visual guidance. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “A raw baseline exists before the AR demonstration.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Learn the cue legend While stationary, identify every arrow, colour, warning and completion mark and explain which physical source overrides it. Why: Misread graphics can create confident wrong action. Success check: The learner interprets all cues and names the stop-on-conflict rule. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner interprets all cues and names the stop-on-conflict rule.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Verify registration Align the overlay to fixed markers and check it from each provider-approved viewing position before touching an object. Why: A shifted overlay can point to the wrong part even when software runs normally. Success check: All cue markers sit within the provider-set tolerance or the trial is cancelled. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “All cue markers sit within the provider-set tolerance or the trial is cancelled.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Follow one cue, then verify For each step, read the overlay, compare it with the physical task card or labelled object, act once and confirm the result before the next cue. Why: One-at-a-time checking limits cascades from a wrong or skipped cue. Success check: Every action has a cue, physical check and result in the log. Accessible alternative: A spoken or tactile version of “For each step, read the overlay, compare it with the physical task card or labelled object, act once and confirm the result before the next cue.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Augmented-reality visual guidance. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Every action has a cue, physical check and result in the log.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Log misleading and missed cues When a cue is late, hidden, shifted or wrong, stop and mark its type instead of correcting silently. Why: Silent correction makes the system look more reliable than it was. Success check: Cue failures remain distinct from learner action errors. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Cue failures remain distinct from learner action errors.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Test display-off performance After a rest, remove the display and use a new arrangement of the same four blocks; score completion without old overlay positions. Why: Immediate guidance can improve performance without teaching the sequence. Success check: Display-on and novel display-off errors are reported separately. Accessible alternative: A spoken or tactile version of “After a rest, remove the display and use a new arrangement of the same four blocks; score completion without old overlay positions.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Augmented-reality visual guidance. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Display-on and novel display-off errors are reported separately.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Rehearse safe display failure The provider blanks or freezes the display while the learner’s hands are away from objects; the learner stops, removes or parks the device and uses the approved card or supervisor. Why: Failure handling is part of augmented capability. Success check: The learner reaches the declared safe state without guessing or continuing. Accessible alternative: A spoken or tactile version of “The provider blanks or freezes the display while the learner’s hands are away from objects; the learner stops, removes or parks the device and uses the approved card or supervisor.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Augmented-reality visual guidance. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner reaches the declared safe state without guessing or continuing.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 9. Decide use, adapt or reject Compare task errors, cue errors, time, workload, discomfort and display-off retention; state whether benefit justifies the burden. Why: A fast result with high workload or misleading cues may be a poor configuration. Success check: The decision includes version, task, provider and a new-baseline trigger. Accessible alternative: A spoken or tactile version of “Compare task errors, cue errors, time, workload, discomfort and display-off retention; state whether benefit justifies the burden.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Augmented-reality visual guidance. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The decision includes version, task, provider and a new-baseline trigger.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.