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Students often struggle to understand the vector dot product, which is a foundational operation used in mathematics and engineering. To improve undergraduate engineering students’ understanding of the dot product, we developed and tested the effects of an augmented reality (AR) app. The app utilized scaffolding and storyline narration to cover: (1) computation of the angle between vectors, and (2) the projection of a force vector onto a line. Students were randomly assigned to either a treatment group to utilize the AR, or a control group for traditional peer collaboration. Pre/post testing was conducted using a 14-item, 100-point test. 61 pairs of pre/posttest data (ARn = 25, controln = 36) were analyzed using ANCOVA. The 20.9-point improvement in the AR group's mean test scores was significantly larger than the 9.33-point increase in the control group. The effect size (partialη² = 0.135) was considered medium to large. The Instructional Materials Motivation Survey assessed motivation from 12 students in each group. Motivation of the AR group was 19.3% larger than that of the control. The difference was significant with a large effect size. The results suggest that the 3D visualization and immersive qualities of AR may improve learning of vector operations in STEM disciplines. 

Abstract Mastering the concept of distributed forces is vital for students who are pursuing a major involving engineering mechanics. Misconceptions related to distributed forces that are typically acquired in introductory Physics courses should be corrected to increase student success in subsequent mechanics coursework. The goal of this study was to develop and assess a guided instructional activity using augmented reality (AR) technology to improve undergraduate engineering students' understanding of distributed forces. The AR app was accompanied by a complementary activity to guide and challenge students to model objects as beams with progressively increasing difficulty. The AR tool allowed students to (a) model a tabletop as a beam with multiple distributed forces, (b) visualize the free body diagram, and (c) compute the external support reactions. To assess the effectiveness of the activity, 43 students were allocated to control and treatment groups using an experimental nonequivalent groups preactivity/postactivity test design. Of the 43 students, 35 participated in their respective activity. Students in the control group collaborated on traditional problem‐solving, while those in the treatment group engaged in a guided activity using AR. Students' knowledge of distributed forces was measured using their scores on a 10‐item test instrument. Analysis of covariance was utilized to analyze postactivity test scores by controlling for the preactivity test scores. The treatment group demonstrated a significantly greater improvement in postactivity test scores than that of the control group. The measured effect size was 0.13, indicating that 13% of the total variance in the postactivity test scores can be attributed to the activity. Though the effect size was small, the results suggest that a guided AR activity can be more effective in improving student learning outcomes than traditional problem‐solving.