Advancing Civil Engineering Education: Implications of Using Augmented Reality in Teaching Structural Analysis

Abstract

As technological advances appear, it is desirable to integrate them into new engineering education teaching methods, aiming to enhance students' comprehension and engagement with complex subjects. Augmented reality (AR) emerges as a promising tool in this effort, offering students opportunities to visualize and conceptualize challenging topics that are otherwise too abstract or difficult to grasp. Within civil engineering curriculums, structural analysis, a junior-level course forming the foundation of many other courses, poses challenges in visualization and understanding. This paper investigates the development of a mobile AR application intended to improve the conceptual understanding of structural analysis material. This application is designed to overlay schematic representations of structural components (i.e., beams, columns, frames, and trusses) onto images of iconic local campus buildings, allowing students to interactively explore exaggerated deflections and internal and external forces under various loading conditions. By contextualizing structural analysis calculations within familiar settings, the goal is to leverage a sense of relevance and place-based attachments in students' learning. Furthermore, the paper examines the development process and usability of the AR application, providing insights into its implementation in educational settings. Experimental results, including comparisons with a control group, are analyzed to assess the efficacy of the AR application in improving students' understanding of structural analysis concepts. Furthermore, the paper examines the development process and usability of the AR application, providing insights into its implementation in educational settings. Perspectives from structural analysis faculty members are also discussed, shedding light on the potential benefits and challenges associated with integrating AR technology into engineering education. In addition, the study highlights the value of place-based learning, wherein students engage with real-world structures in their immediate environment, fostering deeper connections between theoretical concepts and practical applications. Overall, this research contributes to the growing body of literature on innovative teaching approaches in engineering education and highlights the potential of AR as a valuable tool for enhancing student learning experiences in structural analysis and related disciplines.