Usability Assessment of Augmented Reality Applications for Fluid Machinery Education

Abstract

This paper aims to evaluate the usability and user experience of ad hoc augmented reality systems in the learning experience of mechanical engineering students, focusing on fluid machinery education. Three mobile augmented reality applications were developed to support teachers in explaining the main parts of an impeller blade and its fluid interaction, integrating computer-aided design (CAD) models with velocity and pressure maps derived from computational fluid dynamics (CFD) simulations. By providing multiple means of representation, these tools were developed to support the explanation of complex 2D concepts without requiring specialized hardware. The obtained results revealed that the usability of the developed applications, assessed through the System Usability Scale (SUS), was remarkably effective. Furthermore, the User Experience Questionnaire (UEQ) showed that the average scores for each evaluation criterion were highly positive, especially in the “Stimulation” and “Novelty” areas. Accurate statistical analyses revealed that students’ feedback was not influenced by users’ familiarity with virtual and augmented reality tools. In conclusion, since no objective learning gains were evaluated, this investigation’s outcomes indicate that the developed applications provide an engaging tool with high usability and positive user experience, framing inclusive education as a fundamental design rationale rather than an empirically demonstrated outcome and laying the groundwork for future studies to objectively measure cognitive impact.