A Comparative Study of Traditional and Augmented Reality-Based Engineering Drawing Instruction: Effects on Visualization Skills and Cognitive Load

Abstract

Augmented reality (AR) is utilized in education to enhance students' skills and learning experience. We developed an AR-based application for engineering drawing (ED) courses, evaluating its impact on 3-D visualization skills and cognitive load. The study involved 392 first-year engineering students, with a control group using conventional methods and an experimental group using the AR application. Results showed that the experimental group outperformed the control group in 3-D visualization skills and experienced lower cognitive load. Students responded positively to the application, indicating that AR can enhance learning performance and experience in engineering education.