Make Complex Assembly Work More Accessible Through Projection-Based Work Instructions

Purpose Labor market shortages are making it increasingly difficult for organizations to find skilled workers. As a result, there is growing demand for technologies that either automate tasks or reduce the skill level required to perform them. This randomized controlled experiment examines whether assistive technology – specifically, projection-based work instructions – can enable individuals with lower educational levels to successfully perform tasks that typically require higher educational levels. Design/methodology/approach We conducted a field experiment involving 80 students enrolled in technical vocational programs. Participants were asked to assemble a car battery and were randomly assigned within their educational level (lower vs higher) to receive either paper-based or digital work instructions. Task performance was evaluated based on completion time, number of errors and help requests. Findings Participants using digital work instructions completed the task significantly faster than those using paper-based work instructions, regardless of their educational level. They also made fewer errors and requested less help. While participants with higher education levels generally performed the task quicker, lower-educated participants using digital work instructions matched the performance of higher-educated participants using paper-based work instructions. Originality/value This randomized controlled experiment demonstrates that assistive technology can enhance task performance to the extent that individuals with lower education can achieve results comparable to peers with higher education. These findings suggest that such technology not only improves worker productivity but also expands the available talent pool for organizations struggling with labor shortages. Future research should explore how assistive technology can support long-term skill development and employee learning.