Exploring the Use of Augmented Reality in Teaching Technical Drawing in Secondary Schools in Maiduguri Metropolitan Council, Borno State
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Background of the Study
Technical drawing is a fundamental aspect of engineering, architecture, and design education, requiring precision, spatial reasoning, and visualization skills. However, many students in secondary schools struggle with interpreting complex geometric concepts, visualizing three-dimensional (3D) objects, and understanding technical schematics due to the limitations of traditional teaching methods (Adebayo & Musa, 2024). Conventionally, technical drawing is taught using chalk-and-board explanations, 2D sketches, and printed textbooks, which may not effectively engage students or enhance their comprehension of spatial relationships and intricate designs.
The integration of Augmented Reality (AR) technology in education presents an innovative solution to these challenges. AR is a digital technology that overlays interactive, computer-generated 3D models onto the real world, allowing students to manipulate and explore virtual objects in real-time (Ibrahim & Bello, 2023). By using AR applications on smartphones, tablets, or AR headsets, students can engage in immersive learning experiences that enhance their ability to visualize and comprehend complex technical drawings. Research has shown that AR can increase student motivation, improve retention rates, and bridge the gap between theoretical knowledge and practical application (Olawale & Yusuf, 2023).
Despite the proven benefits of AR in STEM education, its adoption in teaching technical drawing in secondary schools in Nigeria, particularly in Maiduguri, Borno State, remains limited. Several factors contribute to this slow adoption, including limited access to AR tools, lack of teacher training, inadequate technological infrastructure, and resistance to change in traditional educational practices (Ahmed & Musa, 2024). As a result, many students continue to rely on static 2D representations of complex objects, which may hinder their ability to develop strong spatial visualization skills essential for engineering and technical careers.
This study seeks to explore the effectiveness of AR-based teaching methods in enhancing students' understanding of technical drawing in secondary schools in Maiduguri Metropolitan Council, Borno State. By assessing students’ learning outcomes, engagement levels, and overall perception of AR-based instruction, the study aims to provide empirical evidence on the viability of integrating AR technology into technical drawing education in Nigerian secondary schools.
Statement of the Problem
The traditional approach to teaching technical drawing in secondary schools relies heavily on textbooks, 2D sketches, and verbal explanations. This method often fails to capture the dynamic nature of 3D objects, making it difficult for students to fully grasp geometric concepts, projections, and sectional views (Bello & Usman, 2023). The lack of interactive and practical visualization tools results in low engagement, poor academic performance, and a declining interest in technical drawing as a subject.
In contrast, Augmented Reality (AR) technology offers an interactive, hands-on learning experience, enabling students to manipulate, rotate, and analyze 3D models of technical drawings in real time. While AR has been widely adopted in developed countries for teaching STEM subjects, its integration into Nigerian secondary schools remains minimal or non-existent due to challenges such as limited funding, lack of AR-enabled devices, and inadequate teacher training programs (Adebayo & Musa, 2024).
Given these challenges, it is imperative to explore how AR can be effectively utilized in teaching technical drawing in secondary schools in Maiduguri Metropolitan Council, Borno State. This study will investigate the impact of AR on students’ comprehension, retention, engagement, and academic performance. It will also identify barriers to AR adoption in Nigerian schools and propose solutions for overcoming these challenges.
Objectives of the Study
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To assess the impact of Augmented Reality on students’ understanding and performance in technical drawing.
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To examine how AR influences student engagement, motivation, and interest in technical drawing lessons.
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To identify the challenges and propose recommendations for integrating AR technology into secondary school technical drawing curricula.
Research Questions
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How does the use of Augmented Reality impact students’ comprehension and academic performance in technical drawing?
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What is the effect of AR on student engagement, motivation, and learning experience in technical drawing?
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What challenges hinder the implementation of AR technology in technical drawing education in Maiduguri secondary schools?
Research Hypotheses
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The use of Augmented Reality significantly improves students’ understanding and performance in technical drawing.
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Augmented Reality enhances student engagement, motivation, and interest in technical drawing classes.
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The successful implementation of Augmented Reality in technical drawing depends on technological infrastructure, teacher training, and resource availability.
Significance of the Study
This study is significant as it provides empirical insights into the effectiveness of Augmented Reality in technical drawing education. The findings will benefit educators, school administrators, policymakers, and technology developers by demonstrating the practical applications of AR in enhancing student learning outcomes. Additionally, the study will highlight the challenges of integrating AR technology in Nigerian schools and offer strategic recommendations to facilitate its adoption. Ultimately, this research will contribute to improving technical drawing education, fostering innovation, and preparing students for future careers in engineering, architecture, and design.
Scope and Limitations of the Study
This study is limited to secondary schools in Maiduguri Metropolitan Council, Borno State. It focuses on evaluating the role of Augmented Reality in enhancing technical drawing instruction. The study does not cover other subjects or levels of education, nor does it assess the long-term impact of AR integration beyond the study period.
Definitions of Terms
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Augmented Reality (AR): A technology that overlays digital content, such as 3D models, onto the real world, enhancing user interaction with virtual objects.
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Technical Drawing: The discipline of creating precise representations of objects, structures, and mechanical parts through orthographic projections, sectional views, and isometric drawings.
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Spatial Visualization: The ability to mentally manipulate, rotate, and interpret 2D and 3D objects, a critical skill in engineering and technical drawing education.
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