A Qualitative Study of Students’ Experiences and Perceptions of the Use of Social Presence–Enhanced Augmented Reality for Online Engineering Education

Abstract

Although asynchronous online education offers flexibility, it can sometimes limit student engagement, especially in the absence of opportunities for interaction and collaboration. Emerging technologies like augmented reality (AR) show promise in addressing these challenges, yet their effectiveness in fostering collaborative learning and enhancing social presence remains underexplored. This study investigates the role of a novel Social Presence–Enabled Augmented Reality (SPEAR) tool, which integrates real-time voice chat and AR-based visualization, in improving student engagement, collaboration, and comprehension of complex engineering concepts. Seven focus group discussions were conducted with undergraduate engineering students who used the SPEAR tool in an online Strength of Materials course. The results reveal that the integration of AR with social presence cues significantly enhanced students’ understanding of abstract concepts, reduced feelings of isolation, and fostered peer collaboration. Participants praised the tool’s interactive features, such as real-time manipulation of three-dimensional (3D) structural models, which bridged the gap between theoretical learning and practical application. Voice chat further enriched the learning experience by facilitating instant peer support and fostering a sense of community. This study highlights the transformative potential of AR in online engineering education and proposes a framework for integrating social presence cues to optimize engagement and learning outcomes. Future research should explore scaling AR tools to diverse contexts and incorporating artificial intelligence (AI) and virtual reality (VR) for deeper immersion. These findings contribute actionable insights to the development of more interactive, collaborative online learning environments.