Design implications for adaptive augmented reality based interactive learning environment for improved concept comprehension in engineering paradigms

Abstract

ABSTRACT Augmented reality (AR) has tremendous potential as a teaching and learning tool in engineering education to enhance students’ learning experience; it influences the students’ spatial ability for real-time visualization. Furthermore, this helps to attain better concept comprehension pertaining to improved understanding of the topics. The present study provides evidence by developing an AR learning environment (ARLE) suitable for complicated theoretical topics of electronics engineering, which otherwise cannot be demonstrated using practical experiments. The idea of using different design variants; such as mobile and table-top for adaptive AR is also implemented. For this, 60 undergraduate students of electronics and electrical engineering were introduced to the ARLE system, in two different case studies. The first case validates the efficacy of using AR for learning the concept of stability in linear control systems through a questionnaire based survey where students reported the ARLE as an effective learning system for theoretical topics. Second case study provides comparative analysis for usability of two design variants of the ARLE in terms of manipulability and comprehensibility. Finally, the design implications for developed ARLE are discussed, which may be helpful for other researchers in creating learning environments for different courses of engineering education.