In engineering education, laboratory experience is powerful in building up the specialized aptitudes and skills of the engineering graduates by structuring and conducting practical experiments. In engineering laboratories, the student often deals with complex laboratory equipment to perform the experiment. Oscilloscope and function generator are frequently used electronic equipment in electronics engineering laboratories. Augmented reality (AR) technology has the capacity to provide a unique learning experience to the students which can ease down the difficulties faced by students while operating laboratory equipment. In this paper, an augmented reality learning environment (ARLE) is developed which could help the student in operating the laboratory equipment. The study aims to determine the impact of AR intervention on student laboratory skills, cognitive load, and learning motivation. The experiment was conducted amongst 60 first‐year undergraduate engineering students. The participants were randomly divided into two groups: Experimental group and Control group. The participants of the experimental group were given ARLE treatment while the participants from the control group were given traditional teaching treatment. The experimental results suggest that AR intervention has a significant positive impact on student laboratory skills. Also, ARLE is an effective tool in reducing the cognitive load of students while operating laboratory equipment. The student feedback indicates that the students of the experimental group operated the equipment without any fear of damaging the equipment as they were already familiarized with the equipment in ARLE. The results of this study recommend AR as an adequate technology for developing unique AR experiences for engineering education.

The Embedded system is the core unit of every digital device. The design and development of a new digital device or system require a good understanding of the embedded system embed in it. In the context of engineering education, learning embedded systems remains a challenge for the millennial. As, it involves the implementation of mathematics, programming, and working knowledge of electronic and electrical components rooted in it. Traditional teaching pedagogy has become less useful for new‐gen learners to satisfy their demand for knowledge of embedded systems. So, the teaching techniques have to be modified and equipped with the latest technological tools and practices. Augmented reality (AR) is emerging as a new technology in the field of engineering education. With the help of computer‐generated 3D data, animation, visual effects, and immersion, this technology has become more prevalent in the education domain to make complex concepts easier to understand. In this paper, an augmented reality‐based framework designed to teach embedded systems to engineering students. The proposed framework utilizes a tangible user interface comprising of AR markers, a USB camera, a display device, and the processing unit to give AR learning experience to the students. The system so developed tested for its usability with the faculty members of engineering education. Twenty faculty members, as participants, share their system usability experience and feedback using google form. The overall system usability score is 79.5%, which makes it suitable for further deployment on students for exploratory work.

The education system evolves and transforms towards interactive and immersive learning tools in this digital age. Augmented reality has also evolved as a ubiquitous, robust, and effective technology for providing innovative educational tools. In engineering education, many abstract concepts require technological intervention for conceptual understanding and better instructional content. While learning through the immersive tools, system usability has great importance in terms of effectiveness, efficiency, and satisfaction. Effectiveness refers to users' accuracy and completeness in achieving defined goals; efficiency relates to expended resources about the precision and completeness with which users achieve their objectives; satisfaction deals with a positive attitude towards using the product. If the system fails to provide good usability, it may cause adverse effects such as increasing stress, lacking necessary features, increasing the users' cognitive load, and negatively impacting the student's motivation. In this study, two mobile augmented reality (MAR) applications were developed as an instructional tool to teach the students about Karnaugh maps in the digital electronics course. The first application is a Keypad-based MAR application that uses a keypad matrix for user interaction and the second application is a Marker-based MAR application that uses multiple markers to solve K-Map for producing an optimum solution of the given problem. An experimental study was conducted to determine the student's opinion of the developed MAR applications. The study was designed to determine the system usability of the two MAR applications using the System Usability Score (SUS) and Handheld Augmented Reality Usability Score (HARUS) models. 90 engineering students participated in the study, and they were randomly divided into two different groups: keypad-based group and Marker-based group. The keypad-based group included 47 students who had hands-on experience with a keypad-based MAR application, whereas the marker-based group included 43 students who had hands-on experience with multiple marker-based MAR applications. The experimental outcomes indicated that the keypad-based MAR application has better SUS and HARUS scores than the marker-based MAR application which suggests that the keypad-based MAR application has provided better user interaction.

Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model (attention, significance, confidence, satisfaction). Materials and Methods. Keller’s Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller’s ARCS motivation model was the basis for this survey which includes four motivational factors: attention, significance, confidence, and satisfaction. The multiple-choice test was conducted to measure the students’ academic performance. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Discussion and Conclusion. The researchers’ key goal, according to previous reports, is to integrate various teaching-learning approaches in primary, secondary, k-12, etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students’ perception, learning attitude, critical thinking skills, etc.

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