Assessing the impact of augmented reality application on students’ learning motivation in chemical engineering

Darren Yi Sern Low, Phaik Eong Poh, Siah Ying Tang

Research output: Contribution to journalArticleResearchpeer-review

13 Citations (Scopus)


Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller's ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education.

Original languageEnglish
Pages (from-to)31-43
Number of pages13
JournalEducation for Chemical Engineers
Publication statusPublished - Apr 2022


  • Augmented reality
  • Chemical engineering
  • Education
  • Self-directed learning
  • Student motivation

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