Electrical Module Augmented Reality Mobile Application for STEM Students Engagement

Electrical Module Augmented Reality Mobile Application for STEM Students Engagement

Suraya Zainuddin¹, Muhammad Nor Aminshah Abu Bakar^2*, Haslinah Mohd Nasir³, Zahariah Manap⁴, Ida Syafiza Md Isa⁵, Nur Emileen Abd Rashid⁶

^1,3,4,5Faculty of Electronics and Computer Technology and Engineering, university Technical Malaysia Melaka, Jalan Hang Tuah Jaya, Melaka, 76100, Malaysia

²Muehlbauer Automation (Malaysia) Sdn. Bhd., No. 3 Jalan TU 62, Taman Tasik Utama, 75450 Melaka, Malaysia

⁶Microwave Research Institute, university Technology MARA, Selangor 40450, Malaysia, Malaysia

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90900063

Received: 24 August 2025; Accepted: 31 August 2025; Published: 29 September 2025

ABSTRACT

In the field of engineering, augmented reality (AR) has emerged as a ground-breaking development on how to enhance visual perception. Meanwhile, the current Science, Technology, Engineering, and Mathematics (STEM) education sector is now dealing with several issues and challenges in the conventional learning method, which requires considerable adjustments to improve the industry’s performance and growth as well as the educational system. This paper presents the realization of marker-based AR through electronic components modelling, emphasizing the power supply module, to simulate the learning process for electrical and electronic engineering and enhance the learning experience. The developed media was evaluated using a 10-item usability measure and five different answer possibilities, ranging from strongly agreeing to disagree, on 50 respondents. The usability scale system (SUS) was used to test the effectiveness of the AR mobile application, which placed the application above average with a mean score of 79.39. All respondents agreed that AR is a better way of learning compared to the existing method. Overall, it can be concluded that the AR mobile application in STEM was successful and able to increase students’ engagement.

Keywords: Software Interactive, Augmented Reality, Visual Learning, STEM, Education, Mobile Application

INTRODUCTION

The Malaysian Education Plan 2013–2025 clearly emphasises empowering Science, Technology, Engineering, and Mathematics (STEM) as a proactive measure to keep Malaysia up to pace with other industrialised nations. N. DeJarnette stated that the key to a country’s long-term success is exposing the younger generation to STEM [1]. However, the current conventional learning method, through notes and lectures in a traditional classroom, restrains students from having experimental learning, which does not provide the technological realities or skills required upon employment. It also degrades student engagement in terms of attention, curiosity, enthusiasm, optimism, and passion that students demonstrate when learning or being taught, which extends to their motivation level to learn and advance in their education [2]. Lecture-based is often a one-way communication and passive. There is no mechanism to attract students to learning materials, and technology concepts are not illustrated effectively. It resulted in a lack of student interest and led to a depreciation of enrolment in STEM courses at higher education institutions.

Thus, innovative and exciting learning methods need to be explored for STEM education. Learning must be simple and different for students to be more easily comprehended. This paper presents a STEM approach to fostering students’ imagination and critical thinking abilities in technology and engineering, focusing on the electrical module of a power supply. It motivates and inspires the development of innovative technology and concepts, to ease the understanding of knowledge virtually creatively through augmented reality (AR).

AR has been explored in various applications such as tourism [3]–[5], healthcare [6], healthcare [6], maintenance [7], plantation [8] and education [9]. However, AR has not yet received much attention in electrical and electronic engineering education. There are several AR techniques such as marker-based [10], markerless [11], global positioning (GPS) -based [12], superimposed (partially or fully) [5], and projection-based. Each technique has its advantages and disadvantages. This paper demonstrates a marker-based which offers high-quality experiences, stable tracking, and non-shakeable contents. Moreover, this technique is easy to utilize without a detailed guide for a first-time user.

This paper is organized as follows. First, section II explains the methodology consisting of the related studies by previous researchers, development of the AR mobile application, image target graphical eBook and system usability scale (SUS) assessment. Next, results and discussion are presented in Section III, and a conclusion is in Section IV.

METHODOLOGY

The study comprises four stages which are (i) review of previous related works and literature, (ii) development of the AR mobile application, (iii) preparation of image targets eBook and (iv) assessment of the developed prototype by using SUS.

Related Studies

Previous research has explored the potential of AR as an innovative tool for STEM and engineering education. Jacob et al. [13] highlighted the importance of visualisation in delivering technical knowledge, showing how AR can enhance understanding in engineering courses. Similarly, Álvarez-Marín et al. [14] examined the intention of students to use an AR-based electrical circuit application. Their findings indicated strong acceptance and willingness to recommend the application for learning purposes.

Godoy Jr. [15] reviewed AR applications across various STEM learning areas and proposed a framework that could guide school administrators and policymakers in adopting AR for education. In another study, Ang and Lim [11] integrated AR with machine learning (ML) to create AUREL, a mobile learning application. Unlike marker-based methods, AUREL employed markerless AR, which allowed more flexibility but required higher computational resources. This limitation makes markerless AR less accessible in resource-constrained environments compared to marker-based solutions.

Other works have also demonstrated the value of AR in STEM education. Haghanikar [16] proposed combining cyberlearning and AR to help students visualise abstract processes, while Costa et al. [17] used AR astronomy mobile games to spark interest in interdisciplinary subjects. Restivo et al. [18] further confirmed the potential of AR for circuit fundamentals, showing that students reported greater satisfaction and improved perceptions of learning.

To summarise, past studies confirm that AR supports interactive and engaging learning experiences. Both marker-based and markerless approaches have been applied in different contexts. Marker-based AR offers stability, cost-effectiveness, and ease of use, while markerless AR provides greater flexibility but at higher hardware and resource costs. Table I compares the strengths and limitations of these two approaches, which guided the decision to adopt marker-based AR in this study.

Table i Comparison of Marker-Based and Markerless Ar Approaches in Education

Hence, this paper explores the potential of marker-based approach in STEM education.

Development of the Power Supply AR Mobile Application

In this work, a prototype of a power supply AR mobile application was developed. Identifying and understanding modules or components that construct a power supply is essential before the three-dimensional (3D) modelling. Furthermore, the information gathered on each element’s functionality will be used for later AR configuration and preparation of an e-book to compile the target images. Table II summarises software and platforms used to create the AR application.

Table ii Software And Platforms Utilised For The Ar Application Development

1) Vuforia Developer Portal was used to create and manage image markers for object recognition and tracking. Image targets were prepared and rated for detection reliability, with all images receiving a minimum rating of three stars to ensure stability.

2) Blender 3D Modelling was employed to design 3D models of electronic components, including the transformer, rectifier, filter, and voltage regulator. The models illustrated the conversion of AC to DC voltage and were later exported for integration. Example of 3D modelling using Blender as depicted in Fig. 1.

Fig. 1 Three-dimensional model of a voltage regulator created in Blender. This model represents one of the core power supply components used in the AR mobile application.

3) Unity 3D served as the main development platform. The imported assets were assembled with animations, audio explanations, and rotation features to make the models interactive. An APK file was then generated for installation on Android devices. Table III summarises the features configured in Unity for the developed application. Fig. 3 displays the 3D model rotation features. Features added to make the learning more interesting and engaging.

Fig. 2 Assembly of power supply modules and components in Unity. Each element is arranged with descriptions, animation, and audio to simulate the power supply process within the mobile application.

Table 3  Application Features Configured in Unity

Fig. 3 Example of 3D model rotation feature implemented in Unity. The component rotates 360 degrees to allow students to view structural details from multiple perspectives.

Android Studio was used to build the final mobile application package compatible with various smartphones.

Fig. 4 illustrates the flowchart of the ARPowSup educational application, while Fig. 5 presents the ARPowSup mobile application.

Fig. 4 Flowchart of the ARPowSup educational application. The diagram illustrates navigation between modules, user interaction, and learning content delivery through AR.

Fig. 5 Visualization of the ARPowSup mobile application: (a) main menu scene, (b) transformer module interface, and (c) voltage regulator module interface. These scenes demonstrate the interactive learning environment.

Image Target Graphical eBook

Marker-based AR requires predefined images for recognition. For this study, an eBook was created to compile the static image targets, including diagrams of the power supply modules. The eBook allowed students to scan images using their smartphones, triggering the corresponding 3D models. Fig. 6 shows selected snapshots of the eBook.

               (a)                                  (b)

             (c)                                  (d)

Fig. 6 Snapshot of the ARPowSup eBook containing image targets for marker-based AR: (a) eBook front page, (b) summary of power supply blocks, (c) rectifier target image, and (d) voltage regulator target image.

SUS Assessment

To evaluate usability, the SUS framework was applied. A total of 49 students from various engineering technology programmes, including telecommunication, electronics, industrial automation, robotics, and industrial power, participated in the study. The SUS questionnaire contained ten items with a five-point Likert scale, alternating between positive and negative statements [19], [20]. The average SUS score is set at 68, with scores above this value considered above average. Tables IV until VI summarise the scoring process.

Table IV System Usability Scale (SUS) Scoring Scale

Table System Usability Scale (SUS) List of Question Statement

The score was calculated based on SUS calculation as follows:

Step 1: The score for each odd number question is minus by 1.

Step 2: The score for each even number question is minus from 5.

Step 3: Sum all scores obtained from Step 1.

Step 4: Sum all scores obtained from Step 2.

Step 5: Sum score from Steps 3 and 4.

Step 6: Multiply the score from Step 5 by 2.5.

Table VI summarises the interpretation of the SUS score.

Table VI SUS Score and Interpretation

Cost, Scalability, and Long-Term Impact

The findings of this study indicate that the developed ARPowSup application is not only practical in enhancing student engagement but also offers significant cost advantages. The development process utilised freely available or open-source software such as Blender for 3D modelling and Unity for integration. At the same time, the Vuforia SDK provided a robust AR engine without substantial licensing costs. Additionally, Android Studio enabled deployment across a wide range of mobile devices without requiring specialised hardware. In comparison to conventional learning method, which demand extensive financial investment in physical hardware, the AR-based approach demonstrates greater affordability and sustainability. This suggests that the application may serve as a practical alternative for institutions with limited resources, particularly in environments where establishing fully equipped laboratories is financially prohibitive.

Despite its advantages, scalability challenges remain a critical consideration for widespread adoption. Variations in smartphone specifications, such as processing power, camera resolution, and memory, can affect the performance and smoothness of AR rendering. Furthermore, the requirement for periodic updates introduces reliance on stable internet connectivity, which may not be consistently available in all educational settings. Familiarity of students with AR technology is also crucial, which may need for orientation programmes or training sessions. Addressing these challenges is essential to broaden the accessibility of AR-based learning across diverse educational institutions.

Looking beyond immediate outcomes, the long-term integration of AR into STEM education carries promising implications. Regular use of AR applications can deepen conceptual understanding, improve retention of technical knowledge, and stimulate self-directed learning outside classroom boundaries. Furthermore, AR can complement or partially substitute physical laboratories, reducing dependency on costly equipment while still fostering interactive and hands-on experiences.

RESULT AND ANALYSIS

Out of 49 respondents, 15 students (30.61%) were not familiar with AR mobile applications, ten students (20.41%) were partially familiar, and 26 students (53.06%) were familiar with AR.

Fig. 7 Distribution of respondents’ familiarity with augmented reality applications. The chart shows percentages of students who were unfamiliar, partially familiar, and familiar with AR.

The SUS result was analysed over 49 respondents, resulting in a 79.39 mean score above average. However, further analysis was done focusing on respondents who were partially and not familiar with AR, to observe the impact on a person who was not well exposed to AR. Table VII tabulated in detail the scoring of 23 students who were partially and not familiar with AR.

 Table II Detail SUS Scoring for Respondents partially and not familiar with AR

The means scoring is 76.74, which is 2.65 points less than the number of total respondents. This SUS performance is breakdown into adjective ratings as per Table VIII. 43.48% of users with an excellent score rating, while 30.43% with good score rating, even without much exposure to the AR mobile application. However, a huge percentage of users with a below score range still indicate dissatisfaction with AR mobile application utilisation or experience. This target group consists of 26.09% of the 23 respondents. Thus, to ensure the application can be accepted by many, the application needs to be improvised to accommodate the potential user not exposed to AR. The simplicity of handling applications and graphical content is crucial to create the students’ engagement.

Questions (3) and (9) were constructed focusing on the interesting, fun and exciting of the application. Meanwhile, questions (5) and (7) examined the understanding and clarity of the content concerning the education purpose. Respondents found the AR method was enticing and may relate to better student engagement. Fig. 8 presents the statistical data analysis of questions (3), (5), (7) and (9).

Table III SUS Score of Respondents

   (a)

                      (a)

                       (b)

                      (c)

                       (d)

Fig. 8 User responses on key attributes of the ARPowSup mobile application: (a) interesting to use, (b) understandable content, (c) clarity of explanations, and (d) fun and exciting learning experience.

The pie charts show that users were agreeable to AR being implemented in STEM learning, with the largest chart’s potion reflecting a “Totally Agree”. AR may not be able to replace the traditional education method but may provide an alternative teaching technique to support the existing system through an innovative approach.

CONCLUSION

This project demonstrates how AR can be utilised to engage students in STEM learning. AR has advantages for both students and teachers. It enables students to grasp ideas quickly while helping educators explain complex subjects in an interactive learning environment. Besides, students can use the application at their convenience, such as from home, eliminating the need to travel to complete assignments, if AR is expanded to an application such as a virtual lab. The survey results reach 79.39, which is above SUS average scoring, over 49 respondents. However, after funnelling the feedback to the respondents, without or partial exposure to AR, the average score slightly reduces to 76.74. This represents acceptance of this method of learning by students. Despite the high acceptance percentage, the population of students with SUS scoring below average needs to be considered to implement AR in STEM teaching and learning. Although the findings of this study demonstrate the potential of AR in enhancing STEM learning, the scope was limited to 49 students from a single institution. This relatively small and localized sample restricts the generalizability of the results. Future research should therefore consider larger-scale validation involving multiple institutions, a wider range of STEM programmes, and more diverse student populations. Such an expanded study would provide stronger evidence of the scalability, robustness, and effectiveness of the proposed AR solution across different educational contexts.

ACKNOWLEDGMENT

The authors would like to thank the Faculty Technology dan Kejuruteraan Elektronik dan Computer (FTKEK), Universiti Technical Malaysia Melaka, and the Research and Innovation Management Center (CRIM) for all support rendered.

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