Impact of Augmented Reality on the Understanding of Isometric Views in University Students

Efraín Capuñay-Uceda O.; Enrique Chafloque Castro W.; Fernando Diaz García M.; Jesús Obando Fernández D.; Manuel Hilario Falcón F.A.S. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.1940

Resumen

Augmented Reality (AR) is an innovative tool in education, facilitating the teaching of spatial concepts. This study evaluates its impact on the understanding of isometric views in undergraduate architecture and engineering students, comparing its effectiveness with traditional methods. A quasi-experimental study was conducted with two groups: an experimental group, using AR to visualise three-dimensional models, and a control group, using conventional teaching. Pre- and post-tests of spatial skills using the Mental Rotation Test (MRT) and technical design tests were applied. Student satisfaction, exercise resolution time and number of errors were also measured. The results show that the experimental group improved significantly in spatial understanding and accuracy in isometric view design. In the MRT Post-test, students who used AR scored higher, indicating better development of spatial skills. They also achieved greater accuracy and efficiency in the representation of isometric views, reducing errors and resolution times. Satisfaction was notably higher in those who used AR. These findings confirm that AR is effective in teaching isometric views, optimising understanding and learning. Its integration into technical and STEM education would enhance the acquisition of spatial skills. We recommend its incorporation in educational programmes and future research on its application in other areas of knowledge.

Instituciones: Universidad Nacional de Ingeniería; Universidad Nacional Pedro Ruiz Gallo; Universidad Tecnológica del Perú; Universidad César Vallejo