ABSTRACT Traditional pedagogical setups in laboratories are often outdated and do not provide the necessary support for effective learning. Teaching fluid mechanics poses additional significant challenges, particularly due to the need to visualize invisible properties, like velocity vector fields (velocity) or scalar pressure fields in time‐dependent 3D spaces. In this context, the application constructive alignment (CA) promises a more holistic approach to achieving better learning success. Here, the intended learning outcomes (ILOs), the teaching‐learning activities (TLAs), and the learning outcome monitoring (LOM), are taken as an iterative process and the three parts have to be perfectly aligned. To rate the ILOs, a cognitive taxonomy should be used. In an engineering context, we prefer the structure of observed learning outcome (SOLO) taxonomy as it helps to clarify, whether an ILO addresses surface understanding, or deep understanding. This work features a work in progress modular augmented reality (AR) mobile application called the AR FLOW for interactive fluid mechanic experiments. This application allows students to access worksheets via QR codes and explore various levels of learning. Furthermore, they can later access the laboratories that are set up in an interactive level system that helps them discover all the features of a level. The easy implementation of this application into existing lectures and courses is supported by accompanying teaching materials based on the principles of CA, featuring clear ILOs, and assessment tasks (ATs) rephrased according to SOLO taxonomy.
Behr et al. (Fri,) studied this question.
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