Evaluating the Effectiveness of Educational Augmented Reality Authoring Tool: Insights From Instructors, Experts, and Students

Abstract

This article assessed the effectiveness of an augmented reality (AR) authoring tool for aviation weather training developed to support flight instructors without requiring technical expertise. While AR-based training showed promise in aviation weather education, there are limited tools available for nontechnologist instructors. To address this challenge, an instructor-centered AR authoring tool was developed and evaluated using a multiphase framework. The AR authoring approach was validated on three dimensions: instructors’ authoring experience; instructional quality of produced AR lessons; and students’ learning outcomes and engagement. Flight instructors successfully developed interactive AR lessons on aviation weather topics of their choice, and reported high usability and manageable workload for authoring. Instructors reported increased confidence in creating AR content, while their concerns regarding technical complexity, mental effort, and time demands decreased. Subject matter experts rated the instructional quality of instructor-authored AR lessons highly. Using the produced AR lessons, students showed significant gains in knowledge and motivation. These findings demonstrate the potential of instructor-centered authoring approach to enable the creation of high-quality, interactive educational content without requiring technical expertise, and to provide a replicable, evidence-based framework for assessing educational technologies and supporting broader integration of AR in education.