Augmented Reality and Engineering Education: A Systematic Review

Abstract

Augmented reality (AR) for learning is a relevant topic that has recently received considerable attention. However, the current literature lacks a survey of AR-based educational approaches and experiences in the specific field of engineering studies. Five research questions were addressed: RQ1) engineering studies where AR is used; RQ2) types of educational activities where AR is used; RQ3) evaluation of its impact on students and instructors; RQ4) relevant characteristics of AR apps; and RQ5) their degree of interactivity. Regarding RQ1, it is concluded that AR has been mainly used in technical drawing, electronics, and construction. Concerning RQ2, AR apps have assisted in lectures, exercise classes, and laboratories. However, the preferred educational activity varies for each discipline. Regarding RQ3, it has been found that AR apps have been evaluated with respect to students’ or instructors’ perceptions and students’ academic performance. In general, the perceptions are positive, but students criticize some technical elements. Moreover, academic performance is increased in most studies. Finally, regarding RQ4 and RQ5, AR apps do not achieve the highest levels of functional characteristics and have low degrees of interactivity. The systematic review indicates that there is plenty of room for the future use of AR in engineering studies, but each engineering area must identify adequate educational purposes. It is also recommended to assess apps through objective measures, more structured constructs, and validated scales. Finally, higher functional characteristics and interactivity should be encouraged to exploit the full potential of AR.