Today’s research on fenceless human–robot collaboration (HRC) is challenged by a relatively slow development of safety features. Simultaneously, design recommendations for HRC are requested by the industry. To simulate HRC scenarios in advance, virtual reality (VR) technology can be utilized and ensure safety. VR also allows researchers to study the effects of safety-restricted features like close distance during movements and events of robotic malfunctions. In this paper, we present a VR experiment with 40 participants collaborating with a heavy-load robot and compare the results to a similar real-world experiment to study transferability and validity. The participant’s proximity to the robot, interaction level, and occurring system failures were varied. State anxiety, trust, and intention to use were used as dependent variables, and valence and arousal values were assessed over time. Overall, state anxiety was low and trust and intention to use were high. Only simulated failures significantly increased state anxiety, reduced trust, and resulted in reduced valence and increased arousal. In comparison with the real-world experiment, non-significant differences in all dependent variables and similar progression of valence and arousal were found during scenarios without system failures. Therefore, the suitability of applying VR in HRC research to study safety-restricted features can be supported; however, further research should examine transferability for high-intensity emotional experiences.

The sustainable development of products is of great interest to both industry and consumers due to various factors, such as anthropogenic climate change and the scarcity of resources and materials. In response to this, the simul⁺ Living Lab Sustainable Additive Manufacturing in Saxony (SAMSax) has been established as a physical experimental space aimed at improving the sustainability of products. This includes selecting resource-efficient manufacturing processes, using renewable materials, reducing energy consumption during use, and designing for recyclability. The innovative approach of the lab also integrates an open innovation process, involving present and potential stakeholders. Collaborating closely with stakeholders from industry, academia, and government fosters idea generation, provides solution approaches, and enhances acceptance and practical implementation. Methodologically, SAMSax focuses on upcycling organic and inorganic residues as well as by-products from industry and agriculture, reintegrating them as innovative components in industrial production using additive manufacturing (“3D printing”). The Living Lab provides a space for networking and active knowledge transfer through digital technologies, analyses, and collaborative developments, enabling the testing and evaluation of innovations in a real-world environment. Several potential waste materials suitable for additive manufacturing and new products have already been identified. In addition to industrial residues, materials, such as paper and wood dust; industrial by-products, such as sand; and agricultural residues, like harvest residues, are being analyzed, processed, and tested using additive manufacturing in the laboratory. In this way, SAMSax can contribute to an integrated and consistent circular economy. The research aims to demonstrate that the SAMSax Living Lab is a crucial driver of innovation in the field of additive manufacturing. Furthermore, this study contributes by presenting the Living Lab as an application-oriented research environment, focusing on innovative implementation in small- and medium-sized enterprises.

Obwohl Planspiele vielfach in Schule, Studium sowie Aus- und Fortbildung eingesetzt werden, ist die Datenlage hinsichtlich ihrer Wirkungen unübersichtlich. In einem Literaturreview wurden daher 137 Publikationen aus den Jahren 2010 bis 2020 zu Einflussfaktoren und Wirkung von Planspielen untersucht. Zentrales Ergebnis ist, dass das Lernen der Teilnehmenden stark mit deren Motivation, ihrer Zufriedenheit mit dem Planspiel und insbesondere mit der Realitätsnähe des Spiels zusammenhängen. Ob Planspiele als Lernmethode akzeptiert werden, hängt ebenso von der Realitätsnähe, der Gruppe während des Spiels und dem Erwerb von Kompetenzen ab. Gestaltungsimplikationen und eine zukünftige Forschungsagenda runden diesen Beitrag ab.