ECORFAN Journal Mes, Año Vol.1 No.

1 1-15-[Uso de ECORFAN]
Artículo

Enhancing STEM Learning through Augmented Reality: Applications in CAD and

Mechanical Systems
MERAZ-MENDEZ, Manuel *a CORRAL- RAMIREZ, Guadalupe b y MUÑOZ-LOPEZ Luis Enrique c
y DUARTE LOERA Jorge d
a
Technological University of Chihuahua, S-4565-2018, 0000-0001-8254-957, CVU 250582
b
Technological University of Chihuahua, IDX-9786-2019, 0000-0003-4874-4036, CVU 520946
c
Technological University of Chihuahua, X-9772-2019, 0000-0003-3184-7602, CVU 456614
d
Technological University of Chihuahua,, JRX-9176-2023 0000-0002-6721-1406, CVU 69449
Clasificación CONAAHCYT: Historia del artículo:
Área: Engineering Recibido: [Utilizar sólo ECORFAN]
Campo: Industrial engineer Aceptado: [Utilizar sólo ECORFAN]
Disciplina: Programming and manufacturing Correo electrónico de contacto:
Subdisciplina: * [email protected]
DOI: https://doi.org/

Abstract
This study presents the development of immersive Resumen
applications using augmented reality (AR) technologies to Este estudio presenta el desarrollo de aplicaciones
enhance the teaching and learning process of computer- inmersivas utilizando tecnologías de realidad aumentada
aided design (CAD) and mechanical systems simulation in (AR) para mejorar el proceso de enseñanza y aprendizaje
the maintenance engineering education program. The del diseño asistido por computadora (CAD) y la
research focuses on increasing student engagement, simulación de sistemas mecánicos en la educación en
improving spatial understanding, and providing risk-free ingeniería. La investigación se enfoca en aumentar la
environments for experimentation. AR tools were participación estudiantil, mejorar la comprensión espacial
designed and implemented in university-level courses, y proporcionar entornos seguros para la experimentación.
with an emphasis on interactivity, technical precision, and Las herramientas de AR fueron diseñadas e
real-time feedback. Results indicate significant implementadas en cursos a nivel universitario, con énfasis
improvements in concept comprehension, retention, and en la interactividad, la precisión técnica y la
student motivation, confirming the value of immersive retroalimentación en tiempo real. Los resultados indican
learning environments in science, technology, engineering mejoras significativas en la comprensión de conceptos, la
and mathematics (STEM) education. retención y la motivación de los estudiantes, lo que
confirma el valor de los entornos de aprendizaje
Keywords: Augmented Reality, Virtual Reality, Computer- inmersivos en la educación ciencia, tecnología, ingeniería
Aided Design, Mechanism Simulation, STEM Education, y matemáticas (STEM).
Immersive Learning
Image abstract Palabras clave: Realidad Aumentada, Diseño Asistido por
Computadora, Simulación de Mecanismos, Educación STEM,
Aprendizaje Inmersivo
Resumen gráfico

Citación: Meraz Méndez, Manuel 1er Autor, Corral Ramírez, Guadalupe 1er Coautor, Luis Enrique Muñoz López 2do Coautor,
Luis Eduardo Chávez Esquivel 3er Coautor. Development of Augmented and Virtual Reality Applications for Teaching
Computer-Aided Design and Mechanism Simulation in Engineering Education. ECORFAN Journal-Mexico. Año. V-N:
Páginas [].

ISSN XXXX-XXXX/© 2009 El Autor[es]. Publicado por ECORFAN-México, S.C. para su

Holding X en nombre de la Revista X. Este es un artículo de acceso abierto bajo la licencia
CC BY-NC-ND [http://creativecommons.org/licenses/by-nc-nd/4.0/]

Revisión por pares bajo la responsabilidad del Comité Científico MARVID®- en la

contribución al Proceso de Revisión por Pares científico, tecnológico y de innovación
mediante la formación de Recursos Humanos para la continuidad en el Análisis Crítico de la
Investigación Internacional.
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Article

1.0 Introduction education, especially in early design and

mechanical systems courses (Martínez-Alcalá et
Engineering students often face challenges when al., 2022). However, traditional tools—such as
transitioning from theoretical knowledge to orthographic drawings, 2D diagrams, and static
applied design and mechanism simulation. physical models—often fall short in helping
Traditional CAD instruction relies on 2D students internalize complex 3D relationships
interfaces and screen-based interactions, which and dynamic motion. As a result, many students
may limit students’ spatial reasoning and struggle with interpreting CAD representations,
understanding of mechanical motion (Dengel et assembling mechanical systems, and predicting
al., 2023; Martínez-Alcalá et al., 2022). kinematic behavior (Zhu et al., 2021).
Similarly, interpreting mechanism behavior
from static diagrams or simplified animations Studies have shown that AR and VR can
often lacks the immersive depth required for full mitigate these challenges by offering real-time
comprehension (Li et al., 2020; Zhu et al., 2021). manipulation of 3D models, simulated
animations, and guided interaction, which lead
To address these limitations, this research to better conceptual understanding and higher
proposes the development of AR applications student motivation (Ferrer-Torregrosa et al.,
that transform the way students interact with 2020; Dengel et al., 2023). In particular,
CAD models and mechanical systems. These immersive learning environments encourage
tools aim to enhance learning outcomes, active exploration and experiential learning,
improve conceptual visualization, and foster both of which are linked to deeper cognitive
active, self-directed learning in safe, repeatable engagement and improved knowledge retention
virtual environments (Akçayır & Akçayır, 2022; (Makransky & Petersen, 2021).
Meraz & Reynoso, 2022; Makransky & Petersen,
2021). Despite promising results, many
implementations of AR/VR in engineering
remain isolated or exploratory, lacking robust
2.0 Background integration into the instructional design process
or formal assessment of their educational impact
The advancement of engineering education in (Santos et al., 2022). This project aims to address
the context of Industry 4.0 demands pedagogical that gap by developing a series of targeted AR
strategies that integrate emerging technologies and VR applications embedded into CAD and
capable of enhancing students’ spatial reasoning, mechanical simulation curricula, designed to
system-level understanding, and hands-on align with learning outcomes and rigorously
technical skills. Among these technologies, AR evaluated for effectiveness in improving student
and virtual reality (VR) have gained attention as performance and engagement.
transformative tools that enable immersive,
interactive, and student-centered learning
environments—particularly in domains such as 3.0 Methodology
CAD and mechanism simulation (Li et al.,
2020; Akçayır & Akçayır, 2022). This study adopts a design-based research (DBR)
approach to the development and evaluation of
AR enriches the physical environment with AR applications in the context of STEM
digital content, allowing students to visualize 3D education. The goal is to enhance the teaching
models overlaid on real-world objects, while VR and learning process of CAD and mechanism
enables full immersion in simulated systems simulation in the maintenance
environments where learners can interact with engineering and mechanical education programs
mechanical systems without the constraints of particularly focusing on improving spatial
physical equipment (Radianti et al., 2020). visualization, conceptual understanding, and
These capabilities have proven valuable in student engagement.
supporting spatial understanding, procedural
learning, and safe experimentation (Bower et al., The methodology consists of five integrated
2020; Abdelhameed, 2021). stages: (1) curriculum analysis, (2) system
design, (3) development and implementation, (4)
Spatial reasoning is widely recognized as a instructional deployment, and (5) evaluation
critical skill for success in engineering shown in Figure 1.
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emphasizing active exploration, manipulation,

Box 1 and visualization.

Learning Scenarios: Scenarios were developed

to target specific learning objectives:

 Apps for interpreting drawings in blue

prints
 Apps for visualization of exploded views
and part relationships in CAD
assemblies.
 Apps for training in assemblies’
operations.

Design Criteria: Each application was designed

to meet the following criteria:
Figure 1
Methodology for AR environments implementations
in STEM education.  Pedagogical alignment: Directly support
course outcomes and assessment criteria.
 Interactivity: Enable real-time
3.1 Curriculum and Needs Analysis manipulation of 3D models or simulation
parameters.
The first stage involved a thorough analysis of  User-friendly interface: Accessible to
the curriculum of two undergraduate students with minimal training.
maintenance engineering courses: “Computer-  Technical accuracy: Models and
Aided Design” and “Mechanisms and Machines.” simulations must reflect engineering
A gap analysis was conducted through standards and behaviors.
interviews with instructors, direct observation of
student challenges during practical sessions, and Storyboards, wireframes, and mockups were
examination of previous student performance iteratively developed and reviewed by
data. Particular attention was given to read and instructors and student focus groups to ensure
interpret mechanical drawings that presented usability and pedagogical value.
cognitive and spatial difficulties, such as
interpreting orthographic projections, 3.3 Application Development and Integration
manufacturing symbols, and visualizing
component assemblies. These findings informed The technical development phase used industry-
the selection of learning objectives to be standard tools:
enhanced through AR.
 3D Modeling: SolidWorks was used to
Others were focused on the ability to carry out design CAD models of mechanical
instructional operations in practical assessments systems (e.g., gear trains, cams,
for electricity and pneumatics practices linkages), as shown in Figure 2. These
models were then exported in Collada
In parallel, a technology readiness assessment format.
was conducted to evaluate the availability and  AR Application: Unity 3D with the
suitability of existing hardware (AR headsets, Vuforia SDK was used to develop
AR-enabled tablets) and software platforms marker-based and spatial AR
(Unity, Unreal Engine, SolidWorks) within the applications, which were deployed on
university's infrastructure. Android tablets. Unreal Engine was used
to build immersive environments,
3.2 System and Content Design interactive simulations, and user-
controlled interfaces compatible with
The instructional design process was guided by MetaQuest, as shown in Figure 3.
principles of STEM immersive learning,

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Box 2 AR-based interactive mechanism labs with

assembly comprehension, as shown in Figure 5.

Box 5

Figure 2
SolidWorks modeling

Box 3
Figure 5
Assembly comprehension using AR

Virtual assembly trainers, allowing students to

practice positioning and constraining
components using virtual tools as showing in
Figure 6.

Figure 3 Box 6
AR Apps design

Specific features included:

AR overlay of exploded views and technical

annotations on physical printouts and lab
equipment, as shown in Figure 4.
Box 4
Figure 6
Assembly positioning and constraining components
using AR

Cross-platform compatibility and lightweight

model optimization were prioritized to ensure
smooth performance on consumer-grade
hardware. Additionally, learning analytics and
user interaction logging were integrated into the
backend to support post-deployment analysis.

3.4 Instructional Deployment

The applications were implemented in two
Figure 4 engineering education institutions: The
Mechanism analysis with AR
Technological University of Chihuahua (UTCH)
and the National Technologic of Mexico campus
Chihuahua (ITCH), in two courses: Computer-
Aided Design (CAD) and Mechanisms, both in
theoretical and practical sessions.
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Participants: A total of 120 students, 60 from Box 7

Maintenance Engineering (UTCH) and 60 from Table 1: Questionnaire: Technical Competency in
Mechanical Engineering (ITCH), corresponding AR Environments
to their second and fourth semesters, participated
Identification of Mechanical Parts
across CAD and Mechanisms analysis using AR 1. Do AR environments facilitate the
immersive applications. understanding of geometric shapes by
manipulating 3D models more effectively
Delivery model: Applications were introduced than reading traditional 2D blueprints?
during class under instructor guidance, and made
☐ Yes ☐ No
available for self-paced learning in designated
AR lab spaces. 2. Does the use of labels on 3D models in AR
environments provide a clearer
Instructor training: Faculty members received understanding of information than reading
training sessions to integrate the tools into their traditional 2D blueprints?
lessons and to interpret usage data for formative ☐ Yes ☐ No
feedback. Visualization of Exploded Views in
Assemblies
This is a STEM project because it incorporates: 1. Is visualizing an assembly in
Science (understanding of physical, optical, and ARenvironments clearer and more
spatial principles in the visualization of objects), comprehensible than viewing it on a printed
blueprint?
Technology (use of AR software, programming,
☐ Yes ☐ No
and mobile applications), Engineering
(interpretation of technical drawings, CAD 2. Is it easier to identify assembly relationships
modeling, and mechanical design), and between parts in AR environments than
Mathematics (scaling, spatial coordinates, 3D when identifying them on a printed blueprint?
geometry, and precise measurement for model ☐ Yes ☐ No
overlay).
Training in Assembly Execution
1. Do AR applications facilitate training for
3.5 Evaluation and Data Collection executing complex mechanical assemblies?

A mixed-methods approach was employed to ☐ Yes ☐ No

evaluate the impact of the developed AR
applications. Data collection methods included: Assistance in Procedures for Practical
Activities
1. Does the use of AR applications present a
Pre- and Post-Tests: Standardized assessments clearer sequence of steps for carrying out
were administered to measure learning gains in practical or technical activities than printed
spatial reasoning, assembly comprehension, and instructions?
mechanism analysis.
☐ Yes ☐ No
Surveys and Questionnaires: The Source [Own]
questionnaire detailed in Table 1 was
implemented to assess the development of Focus Groups: Semi-structured group
technical competencies in Augmented Reality interviews were applied to 60 students from the
(AR) environments in Industrial maintenance UTCH and 60 students from the ITCH were
and Mechanical engineering. conducted with students and instructors to gather
qualitative insights into user experience,
This instrument was designed to gather technical performance, and instructional value.
empirical evidence on the effectiveness of AR
technologies for technical tasks compared to System Logs: Interaction data, including 3D
traditional instructional methods such as reading visualization, assembly’s manipulation and blue
two-dimensional blueprints and following prints interpretation exercises. Quantitative data
printed work instructions. were analyzed using ANOVA to determine the
statistical significance of learning improvements.

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4. Results CAD Course: Students' average test scores

increased from 63.4% (pre-test) to 95.1% (post-
This section presents the outcomes of the test) after using AR visualizations of assemblies
evaluation process for the AR applications and exploded views.
deployed in two undergraduate mechanical
engineering courses. The results are organized Mechanism Course: Average scores rose from
into three categories: (1) quantitative assessment 58.2% to 92.7%, particularly in questions
of learning outcomes, (2) student perception and involving motion prediction of linkages and gear
engagement, and (3) qualitative insights from interactions.
instructors and focus groups.
ANOVA analysis was conducted to assess
4.1 Quantitative Assessment of Learning learning improvements. Table 3 shows the
Outcomes results for the 120 students across both learning
methods: with AR and without AR
4.1.1 Pre- and Post-Test Performance
Box 9
To assess the cognitive impact of the immersive Table 3: ANOVA results
applications, students completed concept-based
Source SS df F p-value)
tests before and after using the AR tools. The
tests evaluated understanding of spatial Grup 2134.44 3 294.61 0.000038
geometry, mechanism kinematics, and Residual 9.66 4
component assembly logic. Table 2 presents the
Source [Own]
cognitive impact results:
Since the p-value is significantly less than 0.05,
indicates that there are statistically significant
Box 8 differences between the groups (CAD\_Pre,
Table 2: Cognitive impact results
CAD\_Post, Mech\_Pre, Mech\_Post).
Evaluated Sample Question Yes
Aspect (%)
Identification of Do AR environments 95.1%
Mechanical improve understanding 4.1.2 Spatial Reasoning Improvement
Parts of 3D shapes vs. 2D
drawings?
The Spatial Visualization Test (SVT) was
Do labels in AR 3D 92.7%
models offer clearer administered to measure spatial cognition.
understanding than 2D Students using AR showed an average gain of
drawings? 28.4%, compared to a 12.1% gain in the control
Visualization of Is it clearer to visualize 95.1% group using traditional 2D learning materials.
Exploded Views an assembly in AR than
in a printed drawing?
Is identifying part 92.7% This suggests that immersive environments
relationships easier in contributed significantly to students' spatial
AR than in printed comprehension, which is essential for CAD and
drawings? mechanical simulation tasks.
Training in Do AR apps help train 95.1%
Assembly complex mechanical
Execution assembly tasks?
Assistance in Do AR apps present 92.7% 4.2 Student Perception and Engagement
Practical clearer step sequences
Procedures than printed 4.2.1 Usability and Satisfaction
instructions?

Source [Questionarie results from UTCH-ITCH

Post-intervention surveys using a 5-point Likert
Students] scale (1 = strongly disagree, 5 = strongly agree)
revealed high levels of user satisfaction:

Analysis showed statistically significant “The AR tools helped me understand complex

improvements across all groups: concepts more easily”: 4.7 average
“I feel more confident in my CAD/mechanism
skills after using the applications”: 4.5 average
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“The immersive applications were engaging 4.3 Qualitative Findings

and enjoyable to use”: 4.8 average
4.3.1 Student Focus Groups
Students particularly appreciated the ability to
manipulate 3D models in real time and explore Three focus groups (8 students each) were
mechanical motion from any angle, as this conducted at the end of the semester. Thematic
aligned closely with how real-world systems analysis of transcripts yielded several key
function. insights:

Box 9 Visualization and Comprehension: Students

consistently reported that “seeing” the
mechanism in 3D made it easier to understand
how parts interact, particularly for gear trains
and crank-slider systems.
Engagement: Students expressed that learning
felt more like “exploring” than studying, which
increased motivation.
Confidence Building: Several students
indicated that immersive learning reduced
anxiety in labs because they had already
practiced virtually.

Box 10

Figure 7
Student using MetaQuest for AR

4.2.2 Cognitive Load and Learning Efficiency

Figure 8
Cognitive load was measured during the AR Student explaining AR applications projected on TV.
sessions. Most students reported moderate levels
of mental demand but lower frustration and Sample comment:
higher performance scores, indicating a positive
balance between challenge and learning “Before, I was just guessing what would
effectiveness. happen when parts moved. In VR, I can see
the motion and forces right away. It’s like
Time-on-task analysis also showed that students having x-ray vision.”
voluntarily spent more time interacting with the 4.3.2 Instructor Feedback
immersive tools, averaging 43 minutes per
session, compared to 21 minutes using Instructors noted improvements in classroom
traditional software tutorials. dynamics and learning depth:

Conceptual Discussions: Students asked more

precise, technically informed questions after AR
sessions.

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Independent Learning: Students were more 6. Conclusions

inclined to experiment independently using the
provided applications. This study demonstrates that the strategic
Assessment Quality: The quality of student development and integration of AR applications
projects and design reports improved noticeably, into STEM education significantly enhance
with better articulation of spatial and functional student learning in CAD and mechanism
reasoning. simulation courses. By aligning immersive tools
with curricular objectives, and by designing
One faculty member remarked: interactive, pedagogically grounded learning
scenarios, the project achieved measurable
“This is the first time I’ve seen students improvements in student performance,
actually excited about understanding engagement, and spatial reasoning ability.
mechanism constraints—they weren’t just
completing assignments; they were exploring Quantitative results showed statistically
design ideas.” significant gains in conceptual understanding
and spatial cognition, particularly in areas
4.4 Observational and Interaction Data traditionally considered difficult, such as 3D
visualization and mechanical motion prediction.
Interaction logs from the AR applications Students not only performed better on
revealed distinct usage patterns: assessments but also reported higher levels of
engagement, confidence, and motivation.
 Average number of model manipulations Qualitative feedback further confirmed that AR
per session: 96 supported deeper learning and enabled students
 Average time spent in virtual assembly to bridge the gap between abstract concepts and
task: 22 minutes physical intuition.
 Most common actions: zoom, rotate,
isolate component, view section cuts From an instructional perspective, faculty
observed enhanced classroom dynamics, more
These metrics suggest high levels of interactivity, meaningful student questions, and higher-
aligning with engagement survey data. No quality project submissions. The immersive
technical issues were reported during classroom tools promoted active, exploratory learning and
deployment, aside from brief headset calibration supported a learner-centered pedagogy aligned
times, which were resolved through orientation with the demands of modern engineering
protocols. practice.

5. Discussion The success of this implementation highlights

the potential of immersive technologies to
The data suggest that integrating AR into the transform the way engineering concepts are
CAD and mechanisms curriculum yields taught and understood, particularly in disciplines
substantial benefits in both cognitive and where spatial awareness and system-level
affective learning domains. Gains in test reasoning are critical. These tools also open new
performance, spatial reasoning, and student possibilities for blended and remote learning,
confidence demonstrate that immersive offering rich, interactive environments beyond
technologies are not just motivational tools but the limitations of physical labs.
effective pedagogical instruments when
properly aligned with learning goals. Future work will focus on expanding the scope
of the applications to include dynamic system
The improvements in spatial understanding and analysis, control simulation, and integration with
component interaction are particularly digital twins for predictive maintenance training.
significant for engineering education, where 3D Additional studies are also planned to explore
thinking is critical for success in design, long-term learning retention, scalability across
simulation, and problem-solving. Furthermore, different institutions, and accessibility for
the interactive and exploratory nature of the diverse learner populations.
tools contributed to more active learning
behaviors, a core principle in modern
engineering pedagogy.
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Conflict of interest References

The authors declare no conflicts of interest.

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