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Structural Analysis is an introductory course for structural engineering, which is taught in every undergraduate civil engineering program at about 300 institutions in the U.S., and also in most architectural and construction programs, as a core and required course. Despite its critical role in the curriculum, most novice learners in this course do not appear to have a sound understanding of fundamental concepts, such as load effects and load path; and in general, they lack the ability to visualize the deformed shape of simple structures, a necessary skill to conceptualize structural behavior beyond theoretical formulas and methods. In this paper, we aim to identify the design characteristics of an effective pedagogy involving AR to teach structural analysis. Adopting a design-based research approach, the paper describes the iterative research process that does not just evaluate the pedagogical applications involving AR, but systematically attempts to refine this intervention; and produce design principles that can guide similar research and development efforts. The cycle of research includes (a) analysis of practical problems by researchers and practitioners in collaboration; (b) development of solutions informed by existing design principles and technological innovations; (c) iterative cycles of testing and refinement of solutions in practice; and (d) reflection to produce design principles and enhance solution implementation. Findings from the evaluation and testing of the AR environment are included in the conclusions.