Enhancing Student Learning Through Augmented Reality: A Case Study on Helicopter Blade Inspections

Abstract

The advancements of Augmented Reality (AR), data-driven thinking, engineering practices, and theoretical innovation have become a key educational objective for colleges and universities seeking to cultivate high-quality, multidisciplinary 'future engineers'. Traditional engineering education faces challenges in complex content, teacher-centred approaches limiting student engagement, and restricted course hours. Despite the growing demand for AR expertise in engineering, there is a lack of effective pedagogical models integrating AR into STEM education while fostering critical thinking, problem-solving, and collaboration. This paper addresses these issues by introducing a framework integrating AR and business simulation games into STEM engineering education, adopting an inquiry-based, student-centred, and problem-oriented teaching model grounded in real-world engineering contexts. The framework was validated through a case study on helicopter blade inspection, enabling students to explore real-world maintenance scenarios using AR. The results show how enhanced understanding of complex engineering processes, increased motivation, and deeper engagement in collaborative problem-solving activities. The results demonstrate that the framework supports personalised learning paths and fosters active student engagement. The study contributes a transferrable approach for integrating AR into engineering education, combining immersive learning with technical and analytical skills development. The framework promotes independent learning and equips students with the skills needed to tackle modern engineering challenges.