Evaluating an augmented reality–integrated project-based learning model for RWD powertrain

Abstract

This study developed, validated, and practicalized an augmented reality-supported project learning model for automotive powertrain instruction, using a rear-wheel drivetrain laboratory scenario as the main AR training medium. The work focused on confirming the model’s conceptual soundness, alignment with powertrain learning demands, and feasibility for classroom implementation, especially in workshops with limited equipment access. Model validation results showed very strong expert agreement on structural integrity, along with high reliability in learning component evaluation. Practicality testing demonstrated consistent usability and acceptance from instructors and students, all scoring above the expected feasibility threshold, with the highest ratings observed in learning interaction and adaptability to learner needs. The AR environment strengthened students’ ability to interpret internal torque transfer, understand mechanical behavior, and perform component identification more confidently. These findings indicate that AR-mediated project learning can improve interaction quality, mechanism comprehension, and practical reasoning readiness. The model demonstrates strong potential for scalable adoption in automotive engineering programs, with future work expected to explore extended field application and learning optimization.