Exploring the Potential for AR in Engineering Education

Improvement in instructional practices through dynamic strategies remains a central consideration for engineering and technology educators. In order to accomplish this, there is a necessity for constant utilization of contemporary technological solutions in attempts to provide a more holistic learning experience for students. An emerging such technology that has the potential to both engage and excite the students in learning contexts and is both efficient and effective is augmented reality (AR) (Kim, Billinghurst, Bruder, Duh, & Welch, 2018).

Augmented reality (AR) is a technology that allows computer-generated virtual imagery information to be overlaid onto a live direct or indirect real-world environment in real-time (Azuma, 1997). This is done by projecting a 3-D image, object or information on the real environment thereby merging and extending the user environment to a more enhanced virtual environment. AR has several applications in object and process visualization for training through effective integration with a variety of technology ranging from simple viewing devices such as cameras, smartphones, and tablets to more sophisticated devices such as helmet-mounted displays.

AR in Training and Education

Learners can strengthen their motivation for learning and enhance their educational realism-based practices with AR. Still, adoption of AR in education and training is still challenging because of issues with integration with traditional learning methods, high costs associated with development and implementation, maintenance of the AR system, and general acceptance of technology (Dalim, Kolivand, Kadhim, Sunar, & Billinghurst, 2017). However, this trend is changing due to the promise of attracting and inspiring learners to interact with materials, objects, and processes from a number of different real-world perspectives that could not previously be accounted for in the traditional classroom forum (Joan, 2015).

AR has a strong potential to provide both powerful contextual, on-site learning experiences as well as the interlinked nature of information and processes in the real world (Cabero & Barroso, 2016). But the most important enabling driver for AR in any field is the development and consumer availability of powerful and compact microprocessors and graphics processors that can handle the demands of AR applications especially through electronic tablets and smartphones (Koutromanos, Sofos, & Avraamidou, 2015).

AR in STEM

In the higher education realm, AR has been applied to astronomy, chemistry, biology, geometry, physics, and industrial maintenance training. In the technology education classroom, AR would provide a rich contextual view for teachers to use as an educational resource for modeling objects in engineering design. In math, AR can be used to enhance a student’s knowledge of 3D geometry by creating a 3D image for the student to view (Kaufmann & Schmalstieg, 2006). This same technique can be applied to computer-aided design and modeling. Moreover, AR can supplement an animation class in establishing an object’s spatial relationship to other components or the environment. Additionally, an instructor can demonstrate an experiment using AR without exhausting materials, allowing the process to be repeated until students exhibit mastery (Bhausaheb & Jondhale, 2016).

Overall, AR can be implemented as an excellent supplemental teaching aid that allows students the ability to visualize complex and intricate virtual models. The possibility exists for AR to provide a more holistic approach to technology education (Nielsen, Brandt, & Swensen, 2016). Students will no longer view concepts and ideas in an isolated set of facts or procedures. Instead, they will be able to determine spatial and visual relationships. AR has the potential to allow students to take a more active role in their education. AR can also be great for discovery-based learning, allowing students to be creative, take risks, and make mistakes without consequences (Villano, 2008). A student can design a product in a solid modeling application, analyze it using AR, and make corrections before creating it with a computer numerical control machine or three-dimensional (3-D) printer.

AR in Aviation Training

In a similar fashion, manufacturing can benefit greatly from the use of AR. Assembly workers can be guided through every step of the process through the use of interactive visual instructions that superimpose an image onto an object (Syberfeldt, Danielsson, Holm, Wang, & Wang, 2015). Aircraft maintenance technicians (AMTs) must obtain new levels of job task skill and knowledge to effectively work with modern computer-based avionics. Traditional methods of training, such as on-the-job training (OJT), may not have the potential to fulfill the training requirements to meet future trends in aviation maintenance. AR-based instruction delivery system could assist AMTs with job task training and task performance (Macchiarella, Liu, Gangadharan, Vincenzi, & Majoros, 2005)

Education and training-oriented AR can improve the extent and quality of the information in both higher education and professional training environments by making learning more contextual. In this perspective, there are several potential contextual elements embedded in educational AR applications in terms of knowledge and skills-based competencies (Lee, 2012). AR can also promote the efficiency of instruction and training in an academic setting by providing just-in-time information in a given situational context with rich computer-generated 3D imagery. AR may appeal to constructivist notions of education where students take control of their own learning and could provide opportunities for more authentic education and training styles. This has the potential to reduce cognitive overload by providing students with “perfectly situated scaffolding”, as well as enable learning in a range of other ways (Saidin, Halim, & Yahaya, 2015). Besides, there are no real consequences if mistakes are made during skills training in terms of dangerous and hazardous work environments. As the results of several studies have shown, AR systems can provide motivating, entertaining, and engaging environments conducive for learning. In addition, AR applications in educational settings are attractive, stimulating, and exciting for students and provide effective and efficient supports for users.

References

Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. doi: 10.1162/pres.1997.6.4.355

Bhausaheb, W. A., & Jondhale, S. (2016). An interactive augmented reality system for enhancing spatial visualization skills in education. International Journal of Advance Research and Innovative Ideas in Education, 2(4), 624-629. doi:10.1016/j.compedu.2012.03.001

Cabero, J., & Barroso, J. (2016). The educational possibilities of augmented reality. Journal of New Approaches in Educational Research, 5(1), 44-50. doi:10.7821/naer.2016.1.140

Dalim, C. S., Kolivand, H., Kadhim, H., Sunar, M. S., & Billinghurst, M. (2017). Factors influencing the acceptance of augmented reality in education: A review of the literature. Journal of Computer Science, 13(11), 581-589. doi:10.3844/jcssp.2017.581.589

Joan, D. R. (2015). Enhancing education through mobile augmented reality. Journal on Educational Technology, 11(4), 8-14.

Kim, K., Billinghurst, M., Bruder, G., Duh, H. B.-L., & Welch, G. F. (2018). Revisiting trends in augmented reality research: A review of the 2nd decade of ISMAR (2008–2017). IEEE Transactions on Visualization and Computer Graphics, 24(11), 2947-2962. doi: 10.1109/TVCG.2018.2868591

Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: A review of the literature. Educational Media International, 52(4), 253-271. doi:10.1080/09523987.2015.1125988

Lee, K. (2012). Augmented reality in education and training. Techtrends, 56(2), 13-21. doi:10.1007/s11528-012-0559-3

Nielsen, B. L., Brandt, H., & Swensen, H. (2016). Augmented reality in science education – affordances for student learning. Nordic Studies in Science Education, 12(2), 157-174. doi:10.5617/nordina.2399

Saidin, N. F., Halim, N. D., & Yahaya, N. (2015). A review of research on augmented reality in education: advantages and applications. International Education Studies, 8(13), 1-8. doi:10.5539/ies.v8n13pl