Using Augmented Reality to Train Undergraduate Engineering Students on Makerspace Tools

Training off erings for undergraduate engineering students vary widely depending on staffi ng, culture, and associated coursework. Augmented reality (AR) has shown promise in training users for procedural tasks in industry and improving classroom learning. This paper compares the effi cacy of an AR training tutorial to a traditional Teaching Assistant (TA)- led demonstration on undergraduate engineering students’ learning of makerspace tools. A group of undergraduate mechanical engineering students (n = 47) were trained on the power drill/driver with either a TA-led demonstration or an AR tutorial using a Microsoft HoloLens. Pre- and post-surveys measured students’ knowledge of the tools, self-effi cacy for tool usage, and perceptions of the tutorial. Both tutorials resulted in a statistically signifi cant increase in student learning as measured by content knowledge and self-effi cacy. Students did not exhibit a preference for the AR training compared to the TA training, indicating that either training option is benefi cial and equitable for a range of student needs. Considering how diff erent tutorial modalities aff ect the learning of diff erent student populations is important when developing inclusive classroom activities. Using AR training in lieu of or in combination with TA-led training could help with staffi ng and scaling challenges in academic makerspaces and hands-on design courses while accommodating diff erent learning preferences and levels of prior experience.