Design and Evaluation of an Immersive Augmented Reality–Integrated Virtual Laboratory for PLC Pneumatics

Abstract

Aim/Purpose: This study addresses the limitations of conventional PLC and pneumatics laboratory learning, including high equipment costs, safety risks, limited hands-on time, and low interactivity. The purpose of this research is to design and evaluate an Augmented Reality–Integrated Virtual Laboratory (ARViLab) to improve student learning outcomes in PLC-Pneumatics education. Background: Although Augmented Reality (AR) has been widely used in engineering education, most existing applications remain passive and lack deep integration with real-time PLC programming and interaction with pneumatic systems. This study addresses that gap by developing an immersive, interactive AR-based virtual laboratory that integrates PLC control logic and pneumatic actuators into a single learning ecosystem. Methodology: This research employed a Research and Development (R&D) approach based on a modified Borg and Gall model. The study involved 60 undergraduate Electrical Engineering Education students, selected through proportional random sampling, who were divided into experimental (n = 30) and control (n = 30) groups. Data were collected using expert validation questionnaires (analyzed with Aiken’s V), practicality questionnaires (descriptive percentage), and learning outcome tests (N-Gain, paired-sample t-test, independent t-test, and ANCOVA) using IBM SPSS Statistics 26. Contribution: This study contributes to the body of knowledge by proposing a comprehensive AR-integrated virtual laboratory framework that combines immersive simulation, PLC ladder programming, and pneumatic actuator interaction. It extends prior AR research by moving beyond passive visualization to an interactive, system-level learning environment supported by empirical testing of effectiveness. Findings: The results indicate that ARViLab is valid (Aiken’s V material = 0.85; media = 0.95) and very practical (85.61%). The experimental group achieved a medium N-Gain (0.65), significantly higher than the control group (0.29). Independent t-test results (t = 10.32, p < 0.001) and ANCOVA findings (F = 107.355, p < 0.001; η² = 0.653) demonstrate that ARViLab significantly improves student learning outcomes compared to conventional methods. Recommendations for Practitioners: Educational institutions are encouraged to integrate AR-based virtual laboratories as preparatory simulation tools prior to physical practicum sessions to optimize equipment use, reduce operational risks, and enhance students’ readiness and conceptual understanding. Recommendation for Researchers: Future researchers should adopt mixed-method approaches to explore cognitive, affective, and behavioral impacts of immersive learning. Broader and more diverse samples across institutions are recommended to enhance generalizability. Impact on Society: The implementation of ARViLab offers a scalable and cost-effective solution to improve technical workforce preparation in the era of Industry 4.0. By enhancing practical competencies in automation and control systems, this innovation supports the development of skilled graduates ready for modern industrial environments. Future Research: Future studies should conduct longitudinal investigations to assess long-term skill retention and transferability to real industrial contexts. Further development may integrate Virtual Reality (VR), multi-user collaboration features, and Artificial Intelligence (AI)-based adaptive feedback systems to create intelligent immersive learning environments.