Built environment students' perceptions on Augmented Reality (AR) teaching and learning tools for construction technology courses

The antiquated and uninspiring characteristics of conventional teaching approaches have hindered student development. Consequently, augmented reality (AR) technology has gained prominence in educational settings, particularly within construction technology courses. It facilitates the presentation of digital visuals and information within a physical setting during teaching and learning. Hence, the study aims to investigate built environment students’ perceptions of Augmented Reality (AR) Teaching and Learning Tools for Construction Technology Courses. The objectives are threefold: to identify the concept of Augmented Reality (AR) technology as a teaching and learning tool for construction technology courses; to determine the benefits of implementing Augmented Reality (AR) technology; and to investigate the challenges for AR implementation for construction technology courses. Focus group discussions were conducted among thirty-seven (37) built environment students (i.e., architecture, quantity surveying, and building) at Universiti Teknologi MARA Sarawak Branch, Samarahan Campus. The data analysis was carried out qualitatively via thematic content analysis. The results indicated the concepts of AR technology through familiarity, experience, and applications, six (6) utmost benefits, and six (6) key challenges in implementing AR teaching and learning tools for construction technology courses. The results could serve as guidelines for the integration of AR as a teaching and learning tool in construction technology courses.