In recent years, interactive technologies such as augmented reality (AR) have been gaining prominence in pedagogical environments. This thesis presents a robust and versatile framework for implementing AR in engineering education using open-source and free-to-use software. The effectiveness of the framework is demonstrated through a series of representative case studies in which complex engineering data extracted from computer-aided design models and computational fluid dynamics simulations are transformed into AR content for mobile devices. Based on these findings, an AR mobile application was developed in which an undergraduate wind tunnel laboratory was transformed into an immersive experience involving a digital twin of the Small Wind Tunnel at the Hong Kong University of Science an...[ Read more ]

In recent years, interactive technologies such as augmented reality (AR) have been gaining prominence in pedagogical environments. This thesis presents a robust and versatile framework for implementing AR in engineering education using open-source and free-to-use software. The effectiveness of the framework is demonstrated through a series of representative case studies in which complex engineering data extracted from computer-aided design models and computational fluid dynamics simulations are transformed into AR content for mobile devices. Based on these findings, an AR mobile application was developed in which an undergraduate wind tunnel laboratory was transformed into an immersive experience involving a digital twin of the Small Wind Tunnel at the Hong Kong University of Science and Technology (HKUST). The AR-facilitated laboratory contains three modules in which users can (i) explore the technical anatomy of the wind tunnel, (ii) view an animated model of the experiment setup, and (iii) learn laboratory procedures within an immersive environment. Beta-testing with a group of students showed promising results through a user acceptance test coordinated by the Center for Education Innovation at HKUST, scoring 4.24 on learning effectiveness on a 5-point Likert scale. The three modules encompass standard laboratory elements, indicating potential for a more general use of the framework to create a variety of AR laboratories. To maximise the potential of AR in engineering education, gamification is explored, combining game mechanics such as achievements, quests, status, and leaderboards with the AR framework. Preliminary development of a location-based game in which players (e.g. students) discover and collect AR learning modules is presented, and future implementation strategies are discussed.