Augmented Reality as a Tool for Improving Conceptual Understanding in Engineering Courses

Abstract

The development of educational technologies has had a great impact on the sphere of higher education and especially on the sphere of sciences and engineering where abstract ideas and complicated spatial systems may seem difficult to learn. Augmented Reality (AR) has become a new pedagogical experience that can be used to fill in the gap between the theoretical knowledge and their visualization through real-life settings by applying digital content to the natural surroundings. This paper examines how AR has been used to boost the conceptual learning in engineering classes. AR can be used to observe and interact with engineering models through a three-dimensional visualization that facilitates spatial reasoning and cognitive interaction due to its interactive three-dimensional visualization. AR application in the engineering field of study enables experiential learning, motivates learners, and promotes an active involvement of students. Empirical research shows that learning environments based on AR enhance performance on academic, problem-solving, and conceptual levels significantly in comparison to the traditional teaching strategies. Also, AR technologies facilitate group learning and offer feedback in real-time, which enhances knowledge acquisition and understanding of complicated engineering systems. Although it has benefits, there are challenges including technological infrastructure, cost and design of instruction that continue to pose an impediment to its widespread use. However, due to the growing accessibility of mobile AR applications and immersive technologies, potentials are high in the future integration in engineering programs. The study proposes the potential of augmented reality to transform the educational experience in the field of engineering and focuses on its ability to enhance conceptual knowledge, and engagement and learning outcomes in the contemporary classrooms.