Augmented reality in STEM learning: developing spatial skills in electrical engineering training

Abstract

This research study employs a quantitative approach to examine the impact of augmented reality (AR) on the spatial skills of university students enrolled in electrical engineering programmes. For this purpose, a quasi-experimental study was conducted. The study involved 80 students, who were divided into four homogeneous groups. The groups were subjected to different methodologies. The application of augmented reality (AR) utilises mobile devices (Unity and Vuforia), digital documents, 3D simulations (ANSYS Maxwell) and laboratories. In order to assess spatial skills, standardised assessments such as the Mental Rotation Test (MRT) and Spatial Visualisation Test (SVT) were conducted. In addition, cognitive load was measured using the NASA Task Load Index. Intrinsic motivation was assessed using Keller's ARCS model, while academic performance was determined through theoretical and practical tests on asynchronous induction motors. The results of the study indicate that AR helped develop spatial skills and reduced cognitive load, while maintaining a higher level of attention, relevance, confidence, and satisfaction compared to the other three methodologies used. It was also noted that there was an increase in academic performance. Finally, the study establishes the technical and pedagogical feasibility of AR as an educational resource and identifies its potential for inclusion in STEM education.