Digital electronics is a fundamental subject for engineering students, and it enables the students to learn design-based approaches and solve complex engineering problems. Students learn about minimization techniques for reducing the hardware components and size of the circuit by solving complex Boolean equations. The Karnaugh map (K-map) is one such technique utilized in digital electronics to solve complex Boolean equations and design AND-OR-INVERT (AOI) logical diagrams. The K-map technique involves several steps to solve the Boolean expression, and students often find it difficult to follow the K-map process. In this study, an AR-based learning system was developed using Unity 3D and Vuforia SDK that aimed to teach the students about the step-wise operation of the K-map technique. An experimental study was conducted with 128 undergraduate engineering students to determine the impact of the AR learning system on the critical thinking skills, learning motivation, and knowledge gain of students. The students were divided into two groups: experimental group (N = 64) and control group (N = 64). The AR learning system was implemented in flipped learning mode and utilized to provide in-class activities during the learning. The experimental group students utilized the AR learning system for in-class activities whereas control group students performed in-class activities using the traditional approach. The experimental outcomes indicate that the use of AR technology has a significant positive impact on the critical thinking skills, learning motivation, and knowledge gain of students. The study also found that critical thinking skills and learning motivation have a significant positive correlation with the knowledge gain of students in the experimental group.

数字电子学是工科学生的一门基础学科，它使学生能够学习基于设计的方法并解决复杂的工程问题。学生学习通过求解复杂的布尔方程来减少硬件组件和电路尺寸的最小化技术。卡诺图（K-map）是一种在数字电子学中用于求解复杂布尔方程和设计与或反转（AOI）逻辑图的技术。K-map 技术涉及求解布尔表达式的多个步骤，学生常常发现很难遵循 K-map 过程。在本研究中，使用 Unity 3D 和 Vuforia SDK 开发了一个基于 AR 的学习系统，旨在教学生逐步操作 K-map 技术。对 128 名工科本科生进行了一项实验研究，以确定 AR 学习系统对学生批判性思维能力、学习动机和知识获取的影响。学生被分为两组：实验组（N  = 64）和对照组（N  = 64）。AR学习系统采用翻转学习模式，在学习过程中提供课堂活动。实验组学生利用 AR 学习系统进行课堂活动，而对照组学生则使用传统方法进行课堂活动。实验结果表明，AR技术的使用对学生的批判性思维能力、学习动机和知识获取具有显着的积极影响。研究还发现，实验组学生的批判性思维能力和学习动机与知识获取呈显着正相关。