Augmented reality in teaching instrumentation in STEM subjects: immersive learning through PEARL in higher education
Abstract
The ability to comprehend and competently utilise instrumentation constitutes a foundational skill for students, particularly within the disciplines of science, technology, engineering, and mathematics (STEM). Nevertheless, restricted access to laboratories, the complexity of handling real equipment, and the need for expert supervision present considerable obstacles to safe and effective learning. In this context, PEARL (Paderborner Elektrotechnik Augmented Reality Labor) emerges as an innovative educational application that uses augmented reality (AR). This platform facilitates immersive interaction with tools such as oscilloscopes, function generators, and multimeters, thereby augmenting physical environments with additional information to simulate operations and procedures in real time. The present study employs a quasi-experimental approach, incorporating both control and experimental groups, in order to analyse the impact of the phenomenon under investigation on learning. The findings indicate substantial enhancements in technical proficiency and self-assurance among the cohort that utilised AR, along with elevated ratings concerning usability and user experience. These findings serve to reinforce the effectiveness of PEARL as a resource for the teaching of electronic instrumentation in higher education, helping to mitigate the limitations of traditional laboratories and promoting active, accessible, and safe learning methodologies.
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