This study investigated the impact of augmented reality (AR), an emerging educational technology, on key components of architectural learning. Employing a quasi-experimental pre-test–post-test design with a control group, the research targeted students enrolled in the Building Construction II course at Azad University of Urmia. A total of 44 students were divided into an experimental group (n = 22) receiving AR-based instruction and a control group (n = 22) taught through conventional methods, with equivalent pre-test scores. Data were collected via a validated and reliable questionnaire and analysed using covariance analysis. Findings indicate that AR, as a visual and auditory environment integrating supplementary information within the physical world, enhances both engagement and content mastery. Statistical analyses confirmed significant improvements in the experimental group across the knowledge and competence domains: students exposed to AR-based instruction demonstrated higher knowledge acquisition and stronger architectural skills than those taught traditionally. In the wisdom domain, no significant differences were observed between groups post-intervention, reflecting the gradual and cumulative nature of attitudinal development. End-of-semester grades further corroborated the positive effects of AR on learning outcomes. These results suggest that AR can serve as a valuable complementary tool in architectural education, facilitating deeper understanding, experiential learning, and skill development. The study underscores the potential of integrating immersive technologies to bridge the gap between theoretical knowledge and practical application, while highlighting considerations for effective implementation in higher education settings.
Abbas Sedaghati (Sat,) studied this question.