In this paper, we explore the possibility of embedding augmented reality (AR) in authentic inquiry activities to contextualize students' exploration of medical surgery, and investigate students' perceptions of the AR lessons and simulators, and their Science, Technology, Engineering, and Mathematics (STEM) interest. Thirty-two senior high school students participated in the two AR lessons related to medical surgery, "laparoscopic surgery" and "cardiac catheterization." The results showed that the students had positive perceptions of the AR lessons and simulators (overall mean = 4.1) after completing the two lessons. However, the authenticity of the simulators was perceived as the lowest ranking. In contrast, both the motivation and engagement triggered by the AR lessons were high, with most of the mean scores reaching 4.3. The AR lessons did evoke some students' STEM interest as the survey results indicated that 12 students considered an STEM major in university. This study provides a possible solution for the alignment of instructional approaches (authentic inquiry), technology design (AR), and learning experience in developing STEM lessons.

A gap exists between students' employment needs and higher education offerings. Thus, developing the capability to meet the learning needs of students in supporting their future aspirations should be facilitated. To bridge this gap in practice, this study uses multiple methods (i.e., nominal group technique and instructional systems development) and robust tests (e.g., reliability and validity) to develop a diagnosis system of work-related capabilities. The research participants are twofold. At the early stage, this study invites three professors and three senior Human Resources managers to join the panel and help this study develop required capabilities. At the design and implementation stages, the research participants are freshman students at a famous university in Taiwan. This system enables college students to evaluate their capability scores by comparing themselves with the performances of prior students. The diagnosis results not only help students make learning plans during their university education, but also assist educators in adjusting the structure of the curriculum. Future studies are invited to use or adapt the assessment of work-related capabilities, as well as proposed system procedure and architecture this study developed.