Augmented reality (AR) for learning is a relevant topic that has recently received considerable attention. However, the current literature lacks a survey of AR-based educational approaches and experiences in the specific field of engineering studies. Five research questions were addressed: RQ1) engineering studies where AR is used; RQ2) types of educational activities where AR is used; RQ3) evaluation of its impact on students and instructors; RQ4) relevant characteristics of AR apps; and RQ5) their degree of interactivity. Regarding RQ1, it is concluded that AR has been mainly used in technical drawing, electronics, and construction. Concerning RQ2, AR apps have assisted in lectures, exercise classes, and laboratories. However, the preferred educational activity varies for each discipline. Regarding RQ3, it has been found that AR apps have been evaluated with respect to students’ or instructors’ perceptions and students’ academic performance. In general, the perceptions are positive, but students criticize some technical elements. Moreover, academic performance is increased in most studies. Finally, regarding RQ4 and RQ5, AR apps do not achieve the highest levels of functional characteristics and have low degrees of interactivity. The systematic review indicates that there is plenty of room for the future use of AR in engineering studies, but each engineering area must identify adequate educational purposes. It is also recommended to assess apps through objective measures, more structured constructs, and validated scales. Finally, higher functional characteristics and interactivity should be encouraged to exploit the full potential of AR.

This study aims to determine if technology optimism and technology innovativeness can explain and predict the use of augmented reality in the scope of engineering education. An Augmented Reality app to analyze digital current (DC) in resistive circuits was developed was developed to enhance students’ understanding of electricity. The app allows the manipulation of circuit elements, computes the voltage and amperage values using the loop method by applying Kirchhoff’s voltage law. A model with the following variables was theoretically conceived: subjective norms, technology optimism, technology innovativeness, attitude toward using and behavioral intention to use. The study considered a sample of 173 engineering students and was carried out using structural equation modeling. The findings suggest that subjective norms have a positive effect on technology optimism and technology innovativeness. Further, attitude toward using was found to depend on a medium range of students’ characteristics, such as technology optimism and technology innovativeness. The results suggest that the academic environment can influence a student’s beliefs concerning new technologies. Understanding how the educational environment can affect students’ attitudes toward the use of new technologies can help higher education institutions establish policies for their adoption to facilitate the learning process.

In this study, we aim to establish the factors that explain the technology acceptance of augmented reality (AR) in students’ engineering education. Technology acceptance of AR apps has been insufficiently investigated. We conceive a theoretical model to explain technology acceptance by relating behavioral intention to use with the variables subjective norm, technology optimism, technology innovativeness, perceived ease of use, perceived usefulness, and attitude toward using. An interactive AR app on electrical circuits was designed to assist students to overcome their difficulties in understanding how electricity works. A theoretical model was hypothesized and tested using structural equation modeling. The study was conducted using a sample of 190 engineering students. The results demonstrate the positive effect of technology optimism and technology innovativeness on perceived usefulness and attitude toward using, respectively. Furthermore, they suggest that attitude toward using is influenced by perceived usefulness but not directly by perceived ease of use. This could mean that students would be willing to use this app if they find it useful and not just easy to use. Finally, the results illustrate that attitude toward using firmly explains behavioral intention to use, which is consistent with the findings in previous studies. These results could guide how academics and higher education centers should approach the incorporation of these technologies in classrooms.