Purpose

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Design/methodology/approach

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

Findings

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

Originality/value

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

中文翻译：

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增强现实应用于结构工程教育中不同学习方式学习过程的效果

目的

本研究的目的是探讨个人学习风格对结构工程中基于增强现实 (AR) 的学习效果的影响。一直缺乏研究学习效率和学习风格之间的相关性，特别是在定量评估 AR 在结构工程教育中的功效的背景下。

设计/方法论/途径

科尔布的体验式学习理论（ELT）是一种强调通过经验学习的模型，建筑管理系的学生被分配四种学习风格（聚合、同化、发散和适应）。通过知识、态度和实践 (KAP) 调查模型的三个维度收集、评估和比较 Kolb 在基于文本图 (TG) 和基于 AR 的学习环境中四种类别的学习风格的表现数据。

发现

研究结果表明，基于 AR 的材料比基于 TG 的材料更能提高整体学习成绩，从而对结构工程教育产生积极影响。研究还发现，学习方式对学习效果有着深远的影响，AR技术显着改善了信息检索过程，特别是对于趋同和同化学习者，然后是发散学习者，而对适应学习者的影响较小。

原创性/价值

这些结果证实了先前通过超媒体和信息学习系统分析学习者成果的研究。研究发现，采用“抽象”方法（聚合者和同化者）的学习者优于采用“具体”方法（发散者和调节者）的学习者。这项研究强调了在将技术融入土木工程教育之前考虑学习方式的重要性，从而帮助软件开发商和教育机构针对特定学习方式创建更有效的教材。