| The study was designed to investigate the implementation of augmented reality in an introductory engineering graphics course. The study was driven by three research questions that examined how augmented reality influenced student motivation, enhanced the learning experience, and/or affected the spatial visualization ability of students.;The sample used in the study consisted of 50 (N = 50) students from two different sections of an introductory engineering graphics course at North Carolina State University. The augmented reality intervention was conducted over six sessions that occurred on a weekly basis. Students were required to complete a weekly assignment with the assistance of augmented reality.;To measure the effectiveness of the augmented reality system used in the study multiple data collection methods were incorporated. This consisted of two different measurements: MSLQ, PSVT-R, and questions used in the approach of basic interpretive methodology on the student experience with augmented reality. Both the MSLQ and PSVT-R used a pre- and post-test format, while the seven-questions were administered at the conclusion of the study.;The results from the two instruments and student questions were mixed. A paired t-test was used to measure the mean scores of the MSLQ and PSVT-R. The results of the MSLQ (p = 0.57) showed no significant difference between pre- and post-test scores. The results of the PSVT-R ( p < .01) showed a significant difference between the pre- and post-test scores, although this could not be solely attributed to the implementation of augmented reality. The basic interpretive questions highlighted several benefits associated with the inclusion of augmented reality. The responses indicated that augmented reality was beneficial in aiding visualization ability, allowing students to obtain additional perspectives through manipulation, and as a motivational tool. |
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