Certificate: View Certificate
Published Paper PDF: View PDF
Priyanka Menon
Independent Researcher
Kerala, India
Abstract
This manuscript explores the transformative potential of Augmented Reality (AR) and Virtual Reality (VR) technologies in enhancing construction and mechanical skills education. As industries increasingly adopt advanced digital tools, educational institutions must align curricula to prepare learners for tomorrow’s workforce. Through a mixed‑methods survey of 150 vocational students and 30 instructors across three technical institutes, we evaluated current AR/VR usage, perceived learning gains, and implementation challenges. Findings indicate that immersive AR/VR environments significantly improve spatial reasoning, procedural comprehension, and safety awareness compared to traditional teaching methods. Learners reported a 35% increase in confidence performing complex assembly tasks and a 28% reduction in error rates during simulated exercises. Instructors highlighted improvements in student engagement and retention of conceptual knowledge but cited high costs and technical maintenance as primary barriers.
Moreover, this study investigates the long‑term retention of skills acquired via AR/VR, revealing that students retained 22% more information after four weeks compared to peers taught via conventional workshops. Analysis of focus‑group feedback underscores that real‑time feedback loops and adaptive difficulty levels within AR/VR modules further accelerate mastery of both routine and complex tasks. Cost–benefit modeling suggests that, despite significant upfront investment, institutions can achieve return on investment within two academic years by reducing material waste, minimizing equipment downtime, and decreasing instructor‑to‑student ratios in hands‑on labs. Finally, we propose a scalable implementation framework: starting with pilot modules linked to core competencies, expanding through blended learning approaches, and leveraging cloud‑based XR streaming to lower hardware barriers. Recommendations include close collaboration between technology providers and industry partners to co‑develop discipline‑specific content, ongoing professional development for instructors, and the establishment of cross‑institutional consortia to share best practices and resources.
Keywords
Augmented Reality; Virtual Reality; Construction Education; Mechanical Skill Training; Vocational Learning; Immersive Technology; Technical Education; Simulation-Based Training
References
- https://www.researchgate.net/publication/283794857/figure/fig14/AS:408158968270854@1474324089570/Flowchart-of-augmented-reality.png
- https://ars.els-cdn.com/content/image/1-s2.0-S0957417422007928-gr6.jpg
- Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
- Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.
- Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends® in Human–Computer Interaction, 8(2–3), 73–272.
- Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22.
- Golparvar‐Fard, M., Peña‐Moreno, A., & Savarese, S. (2011). Construction performance monitoring via 3D modeling on site using a single camera. Automation in Construction, 20(2), 125–131.
- Ibáñez, M.-B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1–13.
- Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, E77‐D(12), 1321–1329.
- Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1–2), 59–70.
- Regenbrecht, H., Baratoff, G., & Wilke, W. (2002). Augmented reality projects in the automotive and aerospace industries. Proceedings of the IEEE and ACM International Symposium on Augmented Reality, 3–4.
- Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. Bönningstedt: SmartPLS GmbH.
- Wang, X., & Dunston, P. S. (2013). Comparative effectiveness of mixed reality-based virtual environments in design review. Journal of Computing in Civil Engineering, 27(3), 266–278.
- Yuen, S. C.-Y., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange*, 4(1), 119–140.
