Publication: Augmented reality in teaching instrumentation in STEM subjects: immersive learning through PEARL in higher education
Authors
Morales Méndez, Ginés ; Robles-Robles, Jesús ; Lozano Avilés, Ana Belén
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Facultades de la UMU::Facultad de Educación
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/red.677971
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info:eu-repo/semantics/article
Description
Abstract
La comprensión y el manejo de la instrumentación es una habilidad fundamental para los estudiantes, especialmente en los campos de ciencia, tecnología, ingeniería y matemáticas (STEM). No obstante, el acceso restringido a laboratorios, la complejidad en el manejo de equipos reales y la exigencia de una supervisión experta presentan obstáculos considerables para un aprendizaje seguro y efectivo. En este marco, PEARL (Paderborner Elektrotechnik Augmented Reality Labor) emerge como una aplicación formativa innovadora que utiliza la realidad aumentada (RA). Esta plataforma permite a los usuarios interactuar de manera inmersiva con herramientas como osciloscopios, generadores de funciones, y multímetros, enriqueciendo los ambientes físicos con información aumentada para simular operaciones y procedimientos en tiempo real. Este estudio analiza su impacto en el aprendizaje a través de un enfoque cuasi-experimental que incluye grupos de control y experimental. Los resultados muestran mejoras significativas en el rendimiento técnico y en la autoconfianza del grupo que utilizó RA, así como una valoración alta en términos de usabilidad y experiencia de uso. Estos hallazgos refuerzan la efectividad de PEARL como recurso para la enseñanza de la instrumentación electrónica en educación superior, ayudando a mitigar las limitaciones de los laboratorios tradicionales y promoviendo metodologías de aprendizaje activas, accesibles y seguras.
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.
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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Citation
RED: revista de educación a distancia, N. 83, V. 26, 2026
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