Analysis of the Impact of Augmented Reality in Teaching Engineering Drawing at Federal University of Technology, Minna, Niger State
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- NGN 5000
Background of the study
Engineering drawing is a fundamental subject for engineering students, requiring precise visual representation skills. At the Federal University of Technology, Minna, traditional teaching methods, which rely on static drawings and lectures, often fail to engage students or provide an immersive learning experience. Augmented Reality (AR) technology has the potential to transform this subject by overlaying digital information onto the physical world, allowing students to interact with 3D models and complex drawings in real time (Adeola, 2023; Chinaza, 2023). AR systems enable learners to visualize engineering designs from multiple angles, explore intricate details, and simulate real-world engineering scenarios. This immersive approach not only enhances spatial understanding but also improves the retention of theoretical concepts. By integrating AR into engineering drawing courses, educators can create interactive lessons that foster creativity and critical thinking among students. Moreover, the use of AR can bridge the gap between theoretical knowledge and practical application, preparing students for real-world engineering challenges. However, the implementation of AR in educational settings faces challenges such as high equipment costs, technical expertise requirements, and potential resistance from educators accustomed to traditional methods. Despite these challenges, the potential of AR to revolutionize engineering education by providing a more engaging and effective learning environment is significant (Ibrahim, 2024). This study aims to analyze the impact of augmented reality on teaching engineering drawing at the Federal University of Technology, Minna, evaluating its effectiveness in improving student performance and identifying the challenges associated with its integration.
Statement of the problem
Engineering drawing courses at the Federal University of Technology, Minna, suffer from low student engagement and comprehension due to conventional teaching methods that are predominantly lecture-based and rely on static materials. These traditional approaches often fail to convey the complex spatial and technical aspects of engineering design, resulting in a disconnect between theoretical learning and practical application. Although augmented reality offers a promising avenue to create interactive and immersive learning experiences, its adoption in the teaching of engineering drawing remains limited. Factors such as high initial costs for AR hardware and software, lack of technical training for instructors, and potential usability issues have hindered its widespread implementation. These challenges contribute to a learning environment where students do not fully develop the visual and spatial skills necessary for effective engineering design. This study seeks to address these issues by investigating the impact of AR technology on student learning outcomes in engineering drawing. It will examine both the educational benefits and the operational challenges of AR integration, aiming to develop a framework that optimizes AR-based instruction while overcoming the obstacles to its adoption (Adeola, 2023; Ibrahim, 2024).
Objectives of the study
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To assess the impact of AR technology on student engagement and understanding in engineering drawing.
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To identify technical and pedagogical challenges associated with AR integration.
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To propose strategies to optimize AR-based teaching methods for enhanced learning outcomes.
Research questions
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How does AR technology enhance the learning of engineering drawing concepts?
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What are the main technical challenges in implementing AR in engineering education?
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How can teacher training be improved to facilitate the effective use of AR?
Significance of the study
This study is significant as it evaluates the transformative potential of augmented reality in teaching engineering drawing. The insights will help educators and administrators to adopt innovative teaching methods that improve spatial understanding and practical skills, ultimately leading to better-prepared engineering graduates (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is limited to the implementation and analysis of AR in engineering drawing courses at the Federal University of Technology, Minna. Limitations include high equipment costs, technical expertise requirements, and potential user resistance.
Definitions of terms
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Augmented Reality (AR): A technology that overlays digital information onto the real world.
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Engineering Drawing: A method of visually representing engineering designs through technical drawings.
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Immersive Learning: An educational approach that fully engages learners through interactive digital experiences.
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