Augmented Reality for Experiential Learning in Electronics: An Evaluation of Undergraduate Practical Training Outcomes

Augmented Reality (AR) is rapidly transforming educational paradigms across science and engineering disciplines. This paper evaluates the effectiveness of AR-based instructional tools in undergraduate electronics laboratory settings, with a focus on BSc Electronic Science students at institutions affiliated with Savitribai Phule Pune University (SPPU), Pune, India. A quasi-experimental mixed-methods study involving 60 students employed a pre-test/post-test design. The AR system, developed using Unity 3D and the Vuforia AR SDK, provided real-time circuit overlays, interactive component identification, colour-coded voltage heat-maps and fault-injection simulation. Quantitative analysis using IBM SPSS revealed a statistically significant improvement in post-test scores (pre-test: M = 54.2, SD = 8.5; post-test: M = 78.6, SD = 7.2; t(59) = 12.85, p < 0.001), with a mean learning gain of 24.4 marks. Approximately 75% of students rated the AR learning experience highly effective. The study provides evidence that AR-augmented instruction meaningfully improves practical skill acquisition and conceptual understanding in resource-constrained undergraduate electronics programs.