RHINO-AR: An Augmented Reality Exhibit for Teaching Mobile Robotics Concepts in Museums
Authors: Nils Dengler, Tim Graf, Leif Van Holland, Patrick Stotko, Reinhard Klein, Maren Bennewitz
Organizations: Humanoid Robots Lab, University of Bonn, Germany · Lamarr Institute for Machine Learning and Artificial Intelligence and the Center for Robotics, Bonn, Germany
Understanding autonomous mobile robots is challenging for people without robotics expertise, because key processes such as sensing, mapping, and planning are invisible. We present RHINO-AR, an interactive Augmented Reality (AR) museum exhibit that reintroduces the historical mobile robot RHINO into its original exhibition environment at the Deutsches Museum Bonn. To make the autonomous behavior that once made RHINO historically significant accessible again, our previous work, RHINO-VR, reconstructed the robot and its environment in a fully virtual museum scene. While engaging, this fully virtual presentation separated visitors from the real exhibition space and from the physical robot on display. RHINO-AR closes this reality gap by placing a virtual reconstruction of RHINO directly into the real museum space. Implemented on a Magic Leap 2 headset using Unity, our system combines real-time environment meshing with interactive visualizations of LiDAR sensing, traversability, and path planning to make otherwise invisible robotics processes understandable to non-expert visitors. We evaluated RHINO-AR in a two-day museum study with 22 participants, assessing usability, technical performance, satisfaction, conceptual understanding, and preference compared to RHINO-VR. The results indicate that RHINO-AR was well received, conveyed the targeted navigation concepts to a non-expert audience, and was generally preferred over the VR exhibit due to its stronger physical grounding and increased realism.
Teaching robotics relies on screen-based simulation, showing robot motion in an abstract coordinate frame rather than at real scale in the learner's own space, while access to physical hardware is limited by cost, safety, and scheduling constraints. We present MR-Robotics LAB, a mixed-reality (MR) platform that replays MATLAB-generated robot trajectories at real scale within the learner's physical environment. A browser-based service validates a MATLAB workspace file (.mat), normalizes units, and publishes a versioned JSON trajectory; a Unity application on a Meta Quest 3 then reproduces the authored joint configurations under position control and replays them at the declared frame rate within a physics-enabled scene that supports collision detection and end-effector grasping. A formative single-group evaluation with engineering students found that participants reported low setup effort (M = 4.67 on a 5-point scale) and perceived support for workspace understanding from multi-viewpoint inspection (M = 4.56), and 83% of participants affirmed their willingness to use the platform in an introductory robotics course. The evaluation instrument records only perceived outcomes, without counterbalancing or a learning measure, so no comparative advantage over desktop simulation is claimed. The contribution is a reusable simulation-to-MR trajectory pathway and design guidance for hardware-free robot visualization in engineering education.
Santiago Berrezueta-Guzman, Habiba-Loai Khalil, Andrei Koshelev +2
Programming a robot arm requires users to interpret coordinate frames, joint rotations, and trajectories that are not directly visible. Augmented reality (AR) can make these spatial relations visible, but its benefits may depend on users' spatial ability. We conducted a randomized between-subjects experiment (N=71) in which participants learned to program a physical UR5e robot using either conventional teach-pendant controls with PDF instructions or a head-mounted AR interface that displayed joints, coordinate frames, and waypoints. We measured users' spatial ability with the Mental Rotation Test and assessed subjective cognitive load and system usability. Overall, AR did not significantly improve cognitive load or usability compared with conventional instruction. However, exploratory analyses revealed a compensatory effect: spatial ability predicted higher usability and lower extraneous cognitive load in the control group, but not in the AR condition, suggesting AR mitigated the disadvantage typically faced by users with lower spatial ability. These findings point to a compensatory function of AR that should be explored to guide the design of personalized AR interfaces for human-robot interaction.
Augmented Reality (AR) can improve collocated human-robot collaboration by making robot state and intent visible and enabling intuitive control, yet large, visually diverse environments like the outdoors challenge both interaction and content legibility, especially at long distances and beyond visual line of sight. We present fARfetch, an AR-HRC system that integrates (i) shared semantic environment mapping across an AR headset and robot that visualizes detected landmarks in AR to support landmark-grounded go-to commands, (ii) a context-aware world-in-miniature representation of the shared environment for fine-grained path authoring, and (iii) vision-language-model driven AR view management that jointly adapts virtual content color, size, and orientation to maintain legibility in large visually diverse environments. We implement fARfetch with a Meta Quest 3 headset and Unitree Go2 quadruped robot, and conduct a within-subjects user study (N=13) on a real-world large-scale (30.5m) outdoor inspection task. fARfetch yielded significantly faster completion times than a non-AR baseline (66%) and significantly lower workload in mental demand (-43%), temporal demand (-34%), and frustration (-66%). A custom legibility survey indicated fARfetch effectively maintained virtual content legibility in the large outdoor environment.