Academic performance assessment using Augmented Reality in engineering degree course

Abstract

The main goal of this report is to address the implementation of Augmented Reality (AR) technology in a university teaching context using different mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering degree, where this technology offers potential advantages in the spatial training processes. The objective is to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments related with the field of architecture, civil and building engineering. This method is validated through a case study where building engineering students were able to visualize a virtual complex models process overlapped onto a real environment. The results obtained from the students' PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

Educating Urban Designers using Augmented Reality and Mobile Learning Technologies / Formación de Urbanistas usando Realidad Aumentada y Tecnologías de Aprendizaje Móvil

“…However, similar experiences with larger groups must be repeated to compare these results. When improving this need we have developed other parallel educational experiments working with AR and VR that confirm the results of the project explained in this article (Sánchez, Redondo, Fonseca, & Navarro, 2014;Valls, Redondo, & Fonseca, 2015;Navarro, De Reina, Rodiera, & Fonseca, 2016). Results suggest that the combination of an attractive technology and the user-machine interaction that AR entails make students feel more motivated.…”

“…In higher education in the fields of architecture, urbanism or building engineering, space visualization and conceptualization are essential aspects that students must master before initiating their professional career (Leopold, Górska, & Sorby, 2001). Tools that use computer-assisted design (CAD) technologies, geographic information systems (GIS) and, more recently, building information modelling (BIM), help to create virtual models that are nearly identical to actual structures and have great capacities for architecture management and teaching discussion (Fonseca, Martí, Redondo, Navarro, & Sánchez, 2014).…”

Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses

“…When evaluating the application of VR and AR in engineering education, Anjos et al ( 2020) presented a systematic literature review with several applications of the theme. Deeply evaluating cited articles, it is perceived superior learning in those who use VR (Perez-Romero et al, 2017;Zulfabli et al, 2019) and AR (Martín-Gutiérrez & Contero, 2011;Sánchez et al, 2015). VR users also have higher satisfaction rates (Ehmann & Wittenberg, 2018;Grodotzki et al, 2018) and AR (Alvarez-Marin et al, 2017;Bazarov et al, 2017).…”

Augmented reality in architecture and construction education: state of the field and opportunities

“…Behzadan et al (2015) emphasised the significance of these skillsets and argued that having them are in demand more than ever, because of the rapid advancement of the digital era and its impact on building industry. The absence and lack of attractive teaching methods were also identified as another issue in the current teaching practices (Behzadan et al, 2015;Birt & Cowling, 2017;González, 2018;Hartless et al, 2020;Katzis et al, 2018;Sánchez et al, 2014;Sullivan & Rosin, 2008). Therefore, due to this industry's rapidly changing nature, it is crucial to prepare a new generation of professionals who are ready to meet these needs and adapt to the swift changes in an effective manner (De Amicis et al, 2019).…”